Making Sense, Making Do: Local District Implementation of a New State Induction Policy

Authors

  • Chad D. Ellis University of Connecticut

DOI:

https://doi.org/10.22230/ijepl.2016v11n7a614

Keywords:

teacher induction, mentoring, sense making, education policy

Abstract

Connecticut’s Teacher Education and Mentoring (TEAM) program is in its early stages of implementation. This study examined how local school districts implemented TEAM and identified factors that affected implementation. It was based on interviews with twenty-two participants at the state, district, and local school levels. The intentions of the program designers at the state level were compared to district and school level understanding of the program’s intentions and how those understandings influenced implementation. Additionally, factors affecting local understanding and implementation of the new program were described. The findings of this study suggest that there was close alignment of understanding between the state and local implementers on the key provisions of the program related to its role as a professional development tool. The data reveal tacit rather than explicit understanding at the local level of the program’s intention to improve student achievement. Variations in understanding can be attributed to other factors including contextual, structural, cognitive, and affective elements.

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Published

2016-12-13

How to Cite

Ellis, C. D. (2016). Making Sense, Making Do: Local District Implementation of a New State Induction Policy. International Journal of Education Policy and Leadership, 11(7). https://doi.org/10.22230/ijepl.2016v11n7a614

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