District implementation of California's induction policy: key elements and challenges of developing a high quality program

UnrestrictedThis case study examines how a school district defines and implements California 's Induction Policy for novice teachers, identifying the challenges and key elements of a high quality program.; The increasing focus on the impact of effective instruction on student performance has provided the grounds for legislative mandates requiring high quality teachers in every classroom. This, coupled with the ongoing nationwide concern over teacher retention, has prompted the need for new teacher induction programs that aim to address both dilemmas. California has moved farther ahead through a statewide policy that not only requires a two-year induction for all beginning teachers, but also converts the local district into a credentialing agency. This new scheme is built upon a pre-existing structure which considered induction an isolated support system that helps retain teachers. Attempts in restructuring programs to address this significant paradigm shift, which has both legal and educational ramifications, has created a daunting task for district who struggle in balancing compliance with implementation while attempting to design a program that meets the varying needs of novice teachers.; Using a qualitative case study research design, this study examines the implementation of California's Induction Policy at an urban school district in Los Angeles County. A total of 19 volunteers, including participating teachers, support providers, site and program administrators from Washington Unified School District participated in one-on-one interviews. Additional data was gathered through document reviews and meeting observations. All data was analyzed and coded manually using the qualitative data analysis process. The findings of the data demonstrated that in the absence of clear guidelines, models and research on such large scale changes, districts are often left to their own vices in transforming their programs leaving their stakeholders baffled over the goals and objectives of the program. Increased communication and clarification with stakeholders and consistent and regular local levels of program quality monitoring processes were highlighted as critical to the impact of the program on its constituents. Furthermore, an Input-Output Model of Beginning Teacher Induction was developed to help districts, researchers and policy makers in incorporating these key elements in future efforts within this field