Most are given the guidance, training, and growth opportunities needed to make the transition from novice to seasoned professional. Nevertheless, over one fourth of the programs reporting to our survey were not serving all eligible inductees. Moreover, not enough is known about the real quality of induction experiences for those who are served. The data unequivocally demonstrate the efficacy of induction programs in helping reduce new teacher turnover. Inductees we interviewed were effusive in their praise and appreciation for support received during the difficult early months.
Inductees passing through developmental stages have different needs, beginning with basic survival.
This is especially true if the line between preparation and induction is blurred and inductees with little or no previous training are expected to learn on the job. Ensure that school administrators understand how to orient inductees. Principals should be trained to be knowledgeable about and alert to inductees' needs and concerns and should convey to the entire staff the importance of welcoming, guiding, and assisting them. Site administrators and department heads should also refrain from mis-assigning inductees to classes they are not qualified to teach or loading them up with extra duties. Provide a first-class mentoring program, backed up by funding adequate to serve all eligible inductees.