Bibliographic Details
| Title: |
Strengthening Early-Career Teachers: Effective Components of Teacher Induction Programs. Overview Brief #32 |
| Language: |
English |
| Authors: |
Andrew Kwok, Kathy Ogden Macfarlane, EdResearch for Action, Annenberg Institute for School Reform at Brown University, Results for America |
| Source: |
EdResearch for Action. 2025. |
| Availability: |
EdResearch for Action. Available from: Annenberg Institute for School Reform at Brown University. 164 Angell St., 2nd floor, Providence, RI 02906. Tel: 401-863-7990; e-mail: edresearchforaction@results4america.org; Web site: edresearchforaction.org |
| Peer Reviewed: |
N |
| Page Count: |
9 |
| Publication Date: |
2025 |
| Document Type: |
Reports - Research |
| Descriptors: |
Beginning Teacher Induction, Beginning Teachers, Inservice Teacher Education, Mentors, Teacher Supervision, Teacher Collaboration, Teacher Administrator Relationship, Teacher Persistence, Program Effectiveness, Evidence Based Practice, Teaching Load, Classroom Techniques, Instructional Effectiveness |
| Abstract: |
This research brief highlights evidence-based practices that make teacher induction programs effective in supporting early-career educators, particularly in high-need schools. Grounded in research, these practices include individualized coaching, targeted professional development, structured peer collaboration, administrative support, and workload adjustments. These strategies address key challenges for new teachers, such as classroom management and instructional quality, while also promoting teacher retention and equity in student learning. By implementing these proven approaches, schools can strengthen their teaching workforce and improve student outcomes, offering a research-backed solution to ongoing staffing challenges in education. |
| Abstractor: |
ERIC |
| Entry Date: |
2025 |
| Accession Number: |
ED671234 |
| Database: |
ERIC |
