The Impact of Induction on Beginning Teachers in Charlotte-Mecklenburg Schools - Essay Example

2001 No Child Left Behind Act (NCLB) legislation recommends methods on how to implement recruiting, preparing, and training improvements for teachers. The research is based on the simple principle that teacher quality is essential to cultivating student achievement (Bush, 2001). Using funds from the NCLB legislation, school districts have the support and flexibility necessary to improve educational achievement through such initiatives as providing excellent training for teachers based on methodical research (Bush, 2001).

In return, states were held accountable for improving the quality of their educators (Bush, 2001). One of approach to improving teacher quality is integrating mentoring components into induction programs. Induction programs that include mentoring are highly effective in transitioning individuals from student teachers to the leaders of their classrooms.  Well-planned mentoring programs increase retention rates for new teachers by harnessing the full potential of skills, maintaining healthy attitudes, and providing an outlet for emotions (Darling- Hammond, 2003; Boreen, Niday, Johnson, Potts, 2009).

  As part of the NCLB procedures, President Obama mandated that "New teachers were mentored by experienced ones” and vowed to, “treat teachers like the professionals they are while holding them more accountable” (National Journal, 2008). Despite the emphatic mandate, the details of the mentoring program are unclear. On average, novice teacher has face-to-face conversations with their mentor for one hour per week. What impact do four hours per month have on the novice teacher?

Mentors and their mentees need to have set times per week to meet during school hours so the mentor and mentee can have meaningful collegial conversations, observe, and co-teach together. If we are to retain quality teachers, we need to provide them with the skills and tools they need to be successful in the classroom. Statement of the Problem Schools across the nation is challenged by the NCLB legislation to place a highly qualified teacher in every classroom.  This challenge has proven to be very difficult for most school administrators (Darling- Hammond, 2003; Boreen, Niday, Johnson, Potts, 2009).

Many districts have turned to formal induction programs which include mentoring as a means to retain new teachers’ emotions (Darling- Hammond, 2003; Boreen, Niday, Johnson, Potts, 2009).  Boreen, Niday, Johnson, and Potts (2009), suggest that induction programs are effective at increasing teacher retention.  However, there is limited research to suggest that teachers become more effective as a result of participating in induction programs.  This study explores various facets of an induction program in a large urban school system to decide whether the programs are valuable and effective or if they need improvement or complete eradication.