Induction of beginning teachers

Teaching involves a complex set of tasks. Many teachers experience their first years in the
profession as stressful. The proportion of teachers who either do not enter the profession
after completing initial training, or who leave the profession after their first teaching
post, is high a distinction is sometimes made between inducting a teacher into a new school (explaining the school's vision, procedures etc), and inducting a new teacher into the teaching
profession (providing the support necessary to help the beginning teacher develop a
professional identity, and to develop the basic competences that were acquired in college.)
A number of countries and states have put in place comprehensive systems of support to help
beginning teachers during their first years in the profession. Elements of such a programme
can include mentoring: the allocation to each beginning teacher of an experienced teacher,
specifically trained as a mentor; the mentor may provide emotional and professional support
and guidance; in many US states, induction is limited to the provision of a mentor, but
research suggests that, in itself, it is not enough. a peer network: for mutual support but also for peer learning. input from educational experts (e.g. to help the beginning teacher relate what she learned
in college with classroom reality) support for the process of self-reflection that all techers engage in (e.g. through the
keeping of a journal).
Some research suggests that such programmes can: increase the retention of beginning
teachers in the profession; improve teaching performance; promote the teachers' personal and
professional well-being
The most notable speakers on new teacher induction include Todd Whitaker, Robert Marzano,
and Annette Breaux