New Teacher Induction:Oregon’s Successes and Gaps
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Date
2024-01-09
Authors
Sweeney, Jennifer
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Journal ISSN
Volume Title
Publisher
University of Oregon
Abstract
Teachers in K-12 education begin their careers underprepared for the complexity and demands of teaching. The current practice of a short span of student teaching and entering classrooms as the sole educator sets teachers up for overwhelm and frustration, which can negatively affect student achievement. New teacher induction programs can support novice teachers in all areas of effective teaching via a variety of supports. This dissertation provides the results of an online survey, conducted in March and April of 2023, to which 197 teachers and 54 instructional leaders working in Southern Oregon public school districts responded. The survey gathered information about the types and frequency of new teachers supports found in public Southern Oregon school districts. Additionally, data from one-on-one interviews with 10 early-career Southern Oregon public school teachers in Spring 2023 were analyzed to further explore how the new teacher supports offered impacted teachers’ first one to three years teaching. The results of this descriptive study will help principals understand the ways in which they can support new teachers.
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Keywords
beginning teachers, collaboration, new teacher, principals, supporting teachers, teacher retention