Twenty-sixth International Conference on Learning

Abstract

Mentoring and induction support for novice teachers is central to the retention and quality of teachers and to the eventual success of their students (Glassford & Salinitri, 2014; Ingersoll & Strong, 2011; Strong & Ingersoll, 2004). This session will share results of a research project investigating the experience of new teachers in diverse classrooms in New York City and Long Island. Data was collected through a year-long community of practice, which was designed to provide support and professional development to novice teachers and, to inform the continuous improvement of a teacher education program through evaluations of alumni experience in courses and clinical practice. Data from this mixed methods study includes focus groups with novice teachers, surveys, case studies, and data from Annual Professional Performance Reviews. This session will engage participants in a discussion regarding the role of teacher preparation programs in the induction support of new teachers.