Wayne, A., Youngs, P., and Fleischman, S. (2005). Improving teacher induction. Educational Leadership,

62(8), p. 76-78.

The authors direct their attention to investigating what a comprehensive induction package

needs in order to help address teacher attrition. The comprehensive induction package would include a

reduced number of courses to prepare for, a mentor in the same field and building as the new teacher,

seminars tailored to the needs of beginning teachers, communication with administrators and time for

collaboration. The authors feel the administration is the missing component in creating a

comprehensive induction package. Principals should insist on quality mentoring by ensuring the mentor

and new teacher have time to do such things as collaborate, plan and observe others teaching. The

focus of the mentoring relationship should be on improving instruction not just emotional support.

Second, principals should integrate new teachers into learning opportunities within the school. Third,

principals should promote learning during evaluations.

The article was helpful in providing a different perspective on the needs of new teachers.

Administration is a key component in any and all aspects of a building so it would seem to be obvious

the need for their involvement in induction. The authors provided several key steps that administrators

could incorporate in order to help their new teachers be successful and choose to stay in the building as

well as the profession. I believe we have to look at our new teachers and essentially grow our own. They

come to us knowing they want to teach but many times having no idea what that means. Principals can

be the driving force behind creating successful experiences for new teachers.