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New Teacher Induction in Connecticut : An Exploration of the Perceived Effectiveness and Impact of Connecticut's TEAM Program on New Teachers' Professional Growth and Practice

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Author	Bauchman, Krista Ann, 1979-
Title	New Teacher Induction in Connecticut : An Exploration of the Perceived Effectiveness and Impact of Connecticut's TEAM Program on New Teachers' Professional Growth and Practice
Resource Type	Text
Abstract	New teachers frequently enter the classroom with excitement, but as the realities of teaching set in, they can struggle to handle the pressure leading to high attrition rates. In an attempt to retain and support new teachers, many policymakers have developed induction programs, but providing well-designed programs is challenging. Connecticut recently addressed the challenge with an induction program called the Teacher Evaluation and Mentoring program (TEAM). This mixed-methods, descriptive, non-experimental investigation utilizes survey methodology and focus groups to examine the experiences of new teachers and mentors. Data were collected from 556 second year teachers and 688 mentors in the program, utilizing a digital survey instrument. Additional data were collected through focus groups with nine second year teachers in the program. The study focuses on the program's effectiveness, components of the program that were beneficial, the efficacy of the program in assisting new teachers in areas of need, and the self-described impact of the program on new teachers' classroom practice. Results show that the program helped new teachers grow professionally. Many components were found effective, especially mentoring and allowing new teachers to develop their own learning goals and learning plans. Respondents reported that TEAM assisted with professional growth, impacted new teacher practice, and directed new teachers to become more reflective. The study is important for policymakers looking to assist new teachers and provides a model for utilizing aspects of adult learning theory to support novice teachers.
Notes	Dissertation advisor: Penelope Lisi.; Ed.D.,Central Connecticut State University,,2012.; Includes bibliographical references (leaves 149-158).
Subject	Mentoring in education--Connecticut. Teachers--In-service training--Connecticut.
Software	System requirements: PC and World Wide Web browser.
Language	eng
Date of Publication	2012
OCLC number	827937054
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New Teacher Induction in Connecticut : An Exploration of the Perceived Effectiveness and Impact of Connecticut's TEAM Program on New Teachers' Professional Growth and Practice

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