| Creating a quality induction program can create positive changes in the school district. "Thoughtful preparation combined with dedicated and ongoing support can yield real improvements in the classroom" (K. Wiebke & J. Bardin, 2009, p. 37). Current research indicates that there is a need to support new teachers during the early stages of their careers. Stanulis and Floden (2009) stated, "Beginning teachers need targeted support to overcome the many challenges of learning to teach" (p. 112). Teacher development programs provide an opportunity for teachers to become familiar and acquainted with the processes that are required to be successful in their careers. This qualitative case study examined the components of a teacher development program. The purpose of the study is to examine an eastern U.S. school district's new teacher program and its ability to support, prepare, and sustain new teachers in their school district. Participants in the study included novice teachers, mentor teachers, and a program manager. Data was collected through interviews, survey, and document analysis. Findings of the study showed that novice teachers expressed feelings of gratitude for the experience that they shared with their mentors through the teacher development program. The study showed that the mentor-mentee relationships were established through the teacher development program, which benefited both parties. In addition, findings of the study indicated that the teacher development program included important professional development components that aided in preparing novice teachers to be successful in the classroom. Moreover, the findings support early research, which identifies that novice teachers need help to be successful in several areas. The teacher development program provides evidence that when a professional culture environment is established, staff can learn and develop together. Moreover, working in a developmental and supportive environment encourages novice teachers to learn and grow professionally. |
