This article is based on an extensive mixed-methods pan-Canadian study that examined the differential impact of teacher induction and mentorship programs on the retention of early career teachers (ECTs). It discusses the findings from the analysis of publicly available pan-Canadian documents detailing the mandated roles, duties, and…

We facilitate a year-long teacher induction program in the United States involving early-career teachers in urban elementary schools as a means to advance their inclusive mathematics practices. The participants in this program joined in professional learning experiences and discussions focused on advancing inclusive mathematics education with…

Instructional coaching is a way to support classroom teachers in their efforts to provide high quality instruction across academic content areas. Because of beginner teachers' needs for extra support, many districts are now embracing instructional coaches to provide specific pedagogical feedback to their beginning teachers via job-embedded,…

The aim of this study was to examine a professional learning intervention designed to support new teachers with implementing professional practice competencies. Partners from a school authority joined researcher-practitioners from a university to engage in designing a professional learning series for new teachers. A design-based research approach…

Teacher attrition is a considerable burden for students and school leaders. Therefore, it is important for administrators to develop policies which increase retention rates. The purpose of this study is to explore teacher retention policies utilized by highly effective school districts. Through the use of semi-structured interviews with three key…

A single case design was employed to explore the implementation of the new teacher induction and mentoring program (NTIMP) from the perspective of new teachers who participated in the program. The district the researcher studied for this single case study had been experiencing a high teacher turnover. To reduce this problem, an NTIMP was…

"If well-trained, competent, caring teachers were present in every classroom, we would witness a staggering increase in student achievement, motivation, and character improvement along with a marked decrease in discipline problems" (Breaux & Wong, 2003, p.22). If school districts do not take the initiative to design and implement…

There has long existed the argument that science teachers' self-efficacy directly correlates with instruction. Regarding self-efficacy for culturally responsive instruction (CRI), a promising equitable education approach, it is posited that lack of CRI exposure in coursework contributes to low self-efficacy and poor implementation. Yet, research…

Schools and districts facing teacher shortages often have few options for filling vacant special education teacher positions. Although the Individuals With Disabilities Education Act (IDEA) requires that special education teachers be fully licensed when beginning to teach, many special education teachers receive their certification through…

Attrition rates at international schools are often high, requiring annual rounds of new teacher hiring. Although many of the teachers possess prior experience, they require personal and professional supports to be ready for the new teaching assignments and to adjust to unfamiliar settings. In a qualitative study at the Thai-Chinese International…

The Arlington Independent School District in Texas has developed a New Teacher Induction Program to foster individual agency for each teacher and empower educator-centered growth, intentionally modeling the same kind of learning designs that teachers apply with students in their classrooms. After exploring elements of the ideal classroom through…

Un/becoming an elementary science teacher is a dynamic phenomenon, yet the process is often intentionally limited to several taken-for-granted assumptions in research on science teacher induction. Inherent to research on beginning science teacher induction is also the construction of certain truths beginning science teachers, science teacher…

Early career teachers (ECTs) are situated in a dynamic contextual landscape that both influences their development and practice and dictates professional expectations for instruction and professional learning. This systematic review of international research literature sought to establish the understanding of teacher induction and mentoring…

Much debate centers on the most necessary elements of teacher preparation programs, with many focusing on practice of core instructional tasks (Forzani 2014; Kennedy 2016), which may be diluted in alternative preparation programs (Forzani 2014). Teachers prepared in alternative programs tend to have greater difficulties with classroom management,…

This paper focuses on the issue of mentor-mentee match for mentoring beginning teachers in elementary schools. While grade-level match is often an explicit goal of mentor assignment in many existing teacher mentoring programs, empirical evidence is limited regarding its effects on teachers' instructional practices. Data come from a large-scale…