Importance of Induction for New Teacher Retention

The need for induction, orientation and mentor programs for new and classified employees is imperative in the teacher retention process, as well as developing teacher success within a district. Induction models typically include one-on-one interviews, explanations, observations, and evaluative discussions (Rebore, 2015). Inservice Training, or “Let’s have a workshop” training wich is proven to be less effective (Rebore, 2015), addresses skills or knowledge, while Staff Development promotes ongoing professional growth including training and ongoing development. In terms of teacher retention, states have developed teacher induction programs to support new teachers and improve teacher retention. Through national challenges and legislation, the No Child Left Behind Act now includes classified staff being highly qualified employees for student learning, however money allocation in school districts is woefully behind compared to other staff training programs nationwide, making induction programs and teacher trainings difficult in money allocation st school sites (Staff Development, 2022). The purpose of induction programs are to help new employees to adjust to the social and job related working environment. This process also helps in reducing anxiety and to help employees feel positive in accepting a new job. With the assistance in helping new employees, school sites, specifically the human resources department, are to provide an employee handbook, copy of board policies, and employee manual to help the employee understand their responsibilities and identify requirements and on the job training, like becoming a mandated reporter (Rebore, 2015). In the event that an employee needs more on the job training, it is the responsibility of Human Resources or the site supervisor to assign that training and identify the best trainer for the specific content.

Two major characteristics of effective programs that I found the most valuable are to incorporate input from new and veteran teachers, and as a principal or administrator to provide opportunities to model effective practice. I never put two and two together that these are huge learning points for a new teacher; I always valued and respected my principal when I could see her deliver an effective professional development lesson, or when she would ask others’ opinions and insight on a topic prior to making a decision. Conversely, I recognize reducing teacher workload and providing mentor and collaboration time as something that I did not receive in my school district. I understand the importance of the gift of time, and teachers are always asking for more time. It is important for me to recognize this characteristic as equally valuable in teacher development, because it would give new teachers the opportunity to focus on their content with their mentor and colleagues.

Concordia University Irvine. (n.d.). Module 5: Staff Development. In Human Resources 557: Fall 2022 [Video]. Retrieved from https://resources.cui.edu/courses/edua557/modules/5/player.html

Rebore, R.W. (2014). Human Resources Administration in Education, 10th Edition. Upper Saddle River, NJ: Pearson.