ScholarlyCommons

Title

Beginning Teacher Induction: What the Data Tell Us

Author(s)

Richard Ingersoll, University of PennsylvaniaFollow

Document Type

Journal Article

Date of this Version

5-1-2012

Abstract

Induction support programs for beginning teachers is an education reform whose time has come. The national data indicate that over the past couple of decades the number of beginning teachers has ballooned in the U.S. Simultaneously, there has been a large increase in the number of states, districts, and schools offering induction programs. Importantly, the data also indicate that induction can help retain teachers, improve their instruction and their students’ achievement. However, the data also tell us that the kinds and amounts of support greatly vary, and research suggests the effects depend on how much induction one gets and for how long

Comments

Ingersoll, R. (2012) Beginning Teacher Induction: What the Data Tell Us. Phi Delta Kappan, 93(8), 47-51. http://www.kappanmagazine.org/content/93/8/47

Posted with permission of Phi Delta Kappa International, www.pdkintl.org. All rights reserved.

Recommended Citation

Ingersoll, R. (2012). Beginning Teacher Induction: What the Data Tell Us. Retrieved from https://repository.upenn.edu/gse_pubs/234