Vol 16, No 18 (2020)

School Administrator Engagement in Teacher Induction and Mentoring: Findings from Statewide and District-Wide Programs

Research shows that school administrators’ engagement is vital in creating a structure supportive of induction and mentoring for early career teachers. This article details a mixed-method research study that examined the role and impact of school administrators’ engagement in four teacher induction programs in the United States (two statewide and two district-wide) supported by the New Teacher Center. The results identify administrator role expectations and participants’ perceptions of the programs, and they indicate how vital school administrators’ leadership and commitment are to a successful program. The article concludes with implications for theory, practice, policy, and further research.

Table of Contents

Policy and Leadership

Benjamin Kutsyuruba
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