A Teacher Induction Program for Small, Rural School Districts in Illinois

The purpose of this study was to identify elements commonly found in existing new teacher induction programs and incorporate those elements into an induction program that could be implemented almost exclusively by a single building level administrator. The information was obtained through an examination of existing literature and contacts with current practitioners who were involved in induction activities. Survey instruments were provided for participating administrators and the new teachers in their buildings. The surveys identified elements of the existing program and the perceived importance of those elements from the perspectives of the administrator and the teacher. The information collected from the literature and the current administrators led to the development of a three part new teacher induction program that could be implemented by one administrator with little additional assistance such as a veteran staff to provide mentorship. The first component of the induction program involved the recruitment of teachers. The second part of the program was the development of a new teacher handbook designed to familiarize the new teacher with building practices and procedures. The handbook was used as the basis for a two day workshop for new teachers prior to the beginning of the school year. The third component was the development of a series of inservice workshops during the school year designed to address the needs of the new teacher. Topics included in the workshops were classroom management, planning, and student evaluation