Comprehensive Teacher Induction: A Vision Toward Transformative Teacher Learning

ABSTRACT

Few studies have examined the components of induction programs that assist novice teachers in moving beyond survival concerns and emotional support to learning in and from practice. This manuscript highlights research-based elements of comprehensive induction designed to help novices develop the skills for a more meaningful learning experience. It narrows in on a description of two closely intertwined elements of comprehensive induction in the context of the New Teacher Project in California. First, this article explores three aspects of instructional mentoring that facilitate transformative learning. Second, it describes analysis of student work as one possible embedded professional development activity that mentors can use to structure evidence-based conversations with novices about their students' learning. Finally, the manuscript concludes with a call for policymakers to revisit the components of exemplary induction programs and work toward the goal of consistently providing high-quality mentoring and growth opportunities.