Effective educators are developed, not born. Their preparation begins in colleges and schools of education and persists through the professional development during their careers. As the needs of student learners evolve, so too must our development of educators.
Giving educators the resources they need
In recent years, colleges of education across the nation have developed an innovative response to teacher retention through university-based induction programs. These programs build bridges in partnership with local schools to help educators make effective transitions from college students to classroom professionals.
Their goal is to grow the comprehensive capacity of new educators by helping them create a solid, professional foundation using emotional support, instructional coaching, and leadership development. Data shows that induction programs help to increase teacher job satisfaction and efficacy and decrease job stress.
In North Carolina, the state-funded New Teacher Support Program involves nine universities and 53 school districts that provide induction support. Based at East Carolina University, the statewide program aims to meet the needs of individual teachers in their local context. And at Colorado State University, the School Leadership Institute was created to support principals in their critical first few years on the job.
Developing future leaders
The rise of university and school district induction partnerships across the country demonstrates how ongoing support programs are mutually-beneficial for both novice and expert educators. University-based educators continuously improve their preparation programs with information provided by school district partners regarding the local challenges educators face.
Lynn M. Gangone, Ed.D, President and CEO, American Association of Colleges for Teacher Education (AACTE), [email protected]