New Teacher Induction Programs: Effective Support Through Mentoring Programs and Coaching Practices

With the current teacher shortage and the numerous reported accounts of new teachers feeling stressed, overwhelmed, and ill prepared, the United States is in a dangerous situation that could result in even more of a teacher shortage if leaders do not find a way to better support new teachers and decrease the teacher attrition rate in the nation’s schools. This study involved an analysis of first-year teachers’ experiences with the new teacher induction program in District A (a pseudonym). Participants of this study were new teachers to District A, both novice and experienced teachers new to the district; building administrators; division chairs; and building mentors. I used a mixed methods approach to gather both qualitative and quantitative data from new teacher and building leadership surveys, induction meeting exit slips, and EvaluWise observation feedback. Surveys included Likert scale and open-ended questions. The proposed policy includes recommendations to improve the new teacher induction program in District A to better support teachers through applicable professional development, an effective mentor program, and frequent feedback from members of the building leadership team