Chapter 8: Building Induction Capacity: Collaboration, Formative Assessment, and Systems Thinking

School induction programs are most effective when they are designed to provide support so that beginning teachers can learn to navigate the complexities and demands of teaching (Feiman-Nemser, 2012; Strong, 2009). Designing induction in this way aligns with Gold’s (1996) definition of induction as a comprehensive program of support that provides both instructional and psychological support, and “embraces the principle of “totality of experience.” This principle recognizes that beginning teachers are affected by the impact of all elements in their environment” (p. 589). Other researchers have extended this same idea and contend that school context exerts great influence on beginning teachers’ success (e.g., supportive school leadership, good collegial relationships, adequate supplies and materials, opportunities for planning and learning, and a reasonable workload) (Flores, 2010; Wechsler, Caspary, Humphrey, & Matsko, 2010). Unfortunately, these approaches to induction programming are different from what beginning teachers traditionally receive. Instead, support is often piecemeal and inconsistent.