1.+Induction+Home

**Induction** //Professional Development and Socialization for the New Teacher// in·duc·tion : a program designed to support new teachers in professional development and to help fulfill requirements for a cleared teaching credential.



Why Induction?
Over the years new teacher attrition has been a growing issue. It seems that even with college and teacher credential programs there is still a disconnect with new teachers and the "real live" classroom. Alhija and Fresko (2010) indicate that in order to successfully socialize a teacher, teachers must include professional development as well as organizational assimilation. Induction is intended to offer the "assistance, guidance, and support to new teachers" in order to properly acclimatize teachers to their new community of students and teachers (Alhija & Fresko, 2010, pg. 1593).

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Does Induction matter?
Intuitively, the answer to this question is a resounding Yes. Ingersoll and Strong's (2011) research suggests that given time and resources the performance of all newcomer teachers will improve. However, induction programs greatly vary in the amount and quality of their offerings and this in turn affects the program's effectiveness in retaining teachers (Ingersoll & Strong, 2011).

What are the components?


Not every induction program has the same components. It may be as simple as a 1 day orientation workshop or be an intensive package that lasts 3 or more years. Below is a list of components that programs may contain (see Process for component descriptions):

> === ===
 * ===Orientation Workshops ===
 * ===Bus Tour ===
 * ===Demonstration Classrooms ===
 * ===Mentoring ===
 * ===Monthly Support Meetings ===
 * ===Distribution of Teaching Materials ===
 * ===Curriculum Faciliators ===
 * ===Observations ===
 * ===Reduced Workload ===
 * ===Ongoing Instruction and Support (2-4 years) ===
 * ===Self Reflection ===

<span style="color: #000080; font-family: Georgia,serif;">How is technology integrated into induction?
In California, new teacher induction programs base their professional development on the California Standards for the Teaching Profession (CSTP). The standards are listed below, follow the link above to read a more detailed description. Notice there is not a standard specifically designed to address needs in technology. This was an area of concern for Recesso et al. (2002) who found that preservice teachers were only developing a level of awareness rather than application of knowledge when it came to utilizing technology in instruction. The Commission on Teacher Credentialing recently revised the CSTP in 2009 to respond to the changes in population diversity and technology advancement.

In programs like BTSA, beginning teachers are required to compile a portfolio with student evidence that demonstrates the classroom instruction meets the standards set forth by the state.