Open AccessANALYZING STATE POLICIES AND PROGRAMS FOR BEGINNING TEACHER INDUCTION: A COMPREHENSIVE FRAMEWORK
Author(s) -
Wang Aubrey H.,
Tregidgo Alyson,
Mifsud Venus
Publication year - 2002
Publication title -
ets research report series
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.235
H-Index - 5
ISSN - 2330-8516
DOI - 10.1002/j.2333-8504.2002.tb01888.x
Subject(s) - incentive , teacher induction , legislation , state (computer science) , mathematics education , compensation (psychology) , teacher education , political science , alternative teacher certification , pedagogy , psychology , public administration , computer science , economics , professional development , social psychology , microeconomics , law , algorithm
This study developed a framework for evaluating beginning teacher induction policies and programs. This framework consists of three main categories: 1) Legislation and Funding , 2) State, District, and Union Roles , and 3) Program Components. Comparison of these three categories reveals 1) the differences in priority states currently place on beginning teacher induction, 2) the extent of shared responsibilities between state and school districts on overseeing and evaluating the beginning teacher induction program, and 3) the extent of alignment between the beginning teacher induction program and state standards, between eligibility criteria and compensation for beginning teachers, and between the incentives used to attract qualified mentor teachers and the specified qualifications of these mentor teachers. Application of this framework to the current policy guidelines of sixteen heterogeneous states in terms of state activities in educational initiatives found that funded mandatory policies on beginning teacher induction: a) are less fragmented, b) have a stronger state role, c) are heterogeneous in their program features, d) have a narrower definition of what constitutes a beginning teacher, and e) generally provide stronger incentives for mentor teachers to participate.