Helping School Leaders Help New Teachers: A Tool for Transforming School-Based Induction

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dc.contributor.author Birkeland, Sarah
dc.contributor.author Feiman-Nemser, Sharon
dc.date.accessioned 2016-09-23T20:13:56Z
dc.date.available 2016-09-23T20:13:56Z
dc.date.issued 2015-02-11
dc.identifier.citation Birkeland, Sarah & Feiman-Nemser, Sharon. "Helping School Leaders Help New Teachers: A Tool for Transforming School-Based Induction." The New Educator 8.2 (2012):109-138. en_US
dc.identifier.issn 1547-688X print
dc.identifier.issn 1549-9243 online
dc.identifier.uri http://hdl.handle.net/10192/32930
dc.description.abstract Ample research demonstrates the power of comprehensive induction to develop and retain new teachers. Education scholars generally agree on what powerful systems of induction include, yet few tools exist for guiding schools in creating such systems. Drawing on theory and practice, we have created such a tool. This article introduces the Continuum of Practices for Building Comprehensive School-Based Induction, a detailed description of exemplary comprehensive school-based induction and its stages of development. It is an educative document, a formative assessment tool, a discussion prompt, and an articulation of theory. We describe the ideas that underpin the continuum, its development, and its potential use. en_US
dc.language.iso en_US en_US
dc.publisher Routledge en_US
dc.rights Copyright 2012 Routledge en_US
dc.subject teacher induction en_US
dc.subject teacher preparation en_US
dc.subject professional development en_US
dc.subject Jewish day schools en_US
dc.title Helping School Leaders Help New Teachers: A Tool for Transforming School-Based Induction en
dc.type Article en_US
dc.identifier.doi 10.1080/1547688X.2012.670567 en_US


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