Helping Beginning Teachers Remain in the Profession: A Successful Induction Program

Quality teachers are needed if all students are to perform to high standards, yet teacher shortages in both general and special education remain a national concern. Too many teachers, both veterans and novices, are leaving the profession and the national attrition rate for new teachers is highest am...

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Bibliographic Details
Published in:Teacher education and special education 2006-04, Vol.29 (2), p.113-115
Main Authors: Carr, Sonya C., Evans, Elizabeth D.
Format: Article
Language:English
Subjects:
Beginning Teacher Induction
Beginning Teachers
Evaluation
General Education
Graduate Study
Louisiana
Masters Degrees
Program Effectiveness
Special Education Teachers
Teacher Persistence
Teacher Qualifications
Teacher Shortage
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Summary:Quality teachers are needed if all students are to perform to high standards, yet teacher shortages in both general and special education remain a national concern. Too many teachers, both veterans and novices, are leaving the profession and the national attrition rate for new teachers is highest among the most "academically talented." Induction programs have been proposed as one solution to beginning teacher retention; however, as Huling-Austin explained, these programs must contain some degree of systematic and sustained assistance and not merely be a series of orientation meetings or a formal evaluation process used for teachers new to the profession. Like many other states, Louisiana has difficulty retaining beginning teachers and faces significant shortages in special education, math, and science. In response to these issues, faculty members at Southeastern Louisiana University developed the Teacher Scholars Program (TSP). This article describes the features, goals, and outcomes of TSP.
ISSN:0888-4064
1944-4931
DOI:10.1177/088840640602900203