Designing Induction as Professional Learning Community

Abstract

This study describes the professional development experience in one high school in which participants worked over a four-year period to share responsibility in the design of a teacher induction program. The article explores the salient features of an ideal induction program by examining purpose, organization, and delivery. The author concludes with an explanation of how teacher induction can be recast as a professional learning community, organized to share authority and promote collegiality.

Key words:

• administration/supervision
• professional development
• secondary education