A primary goal of teacher education programs is to equip teacher candidates with the necessary skills to navigate the social and cultural realities and complexities of the classroom while seamlessly integrating theory and practice. As our classrooms become more socially, economically, and culturally diverse it is important for teachers to evolve…

New teachers are leaving the profession at an alarming rate. To retain them, school systems need comprehensive supports and collaborative school cultures that help teachers navigate the complexity of learning to teach. This action research study investigated the problem of new teacher turnover within a school-university partnership context. The…

This study reports on findings from a critical literature review, from 2004 to 2014, in relation to the positioning of beginning teachers' professional learning during induction. The study uses theoretical frameworks drawn from competing discourses: an instrumental standpoint based on performativity and a dialectical standpoint based on a…

This Special Issues Brief from the Center on Great Teachers and Leaders (GTL Center) outlines the unique characteristics of high-need schools, supports state and district leaders as they consider their role in implementing initiatives with a focus on equity, and explores how programs can be customized to meet the unique circumstances of a…

In this paper, we present an analysis of the implementation of measures of attention to diversity for students with special educational support needs studying Compulsory Secondary Education (12-16 years) in the Region of Murcia, Spain. Our aim is to learn about the organisational and curricular structures implemented in five secondary education…

Many new teachers do not feel adequately prepared to face the challenges ahead of them in the classroom. As a result, formal induction programs have emerged as the primary response to the needs and concerns of beginning teachers. However, while there are components of induction that have shown to be successful, questions remain as to the actual…

The 2-year probationary experience of new teachers was described by the McCrone Report as scandalous and led to the development of an induction standard (as part of an emerging framework or continuum of standards for various stages of teacher development) with related structures of support for beginner teachers in Scotland provided by schools and…

In this study we asked beginning elementary teachers about their needs as first-year teachers and the adequacy of their preservice program in helping to meet them. The new teachers varied in satisfaction with their preparation but showed considerable consensus on their needs. They felt the study of both theory and practice should be conducted in…

These guidelines are offered to public school districts and nonpublic schools to assist in implementing the provisional certification requirements for first year teachers in New Jersey. The guidelines address: (1) membership of the Professional Support Team that provides the training, support, and supervision for provisional teachers; (2) roles…

The basis for the Iowa State University (ISU) Community College Induction/Mentoring (CCIM) Program is research that identified 43 exemplary community college teaching skills for over 200 research studies. The program is intended for vocational-technical instructors new to teaching at Iowa's community colleges. The 43 exemplary teaching…

Describes the ongoing problem of graduate level preparation for community college teaching, and the need for such faculty. Describes a program in which two-year college and university faculty collaborate to train graduate students as community college faculty. Discusses getting the program started, implementing it, and taking stock. (SR)

Offers reflections and descriptions of three teaching associates on their experiences in the pilot year of the Guilford Technical Community College Faculty-in-Training Program. Discusses beginning the program, the varied student populations, faculty involvement, and program components (including the observation process, writing center, distance…

A 2-year teacher preparation and induction process for faculty new to teaching is being implemented in Iowa's community colleges. The process includes a series of credit-earning seminars that are sequentially taught at predefined levels of competence and implemented in the teacher's classroom with the assistance of the master teacher and…