Date Approved

11-17-2017

Embargo Period

11-17-2017

Document Type

Dissertation

Degree Name

EdD Educational Leadership (Doctor of Education)

Department

Educational Services and Leadership

College

College of Education

Advisor

Manning, JoAnn B.

Committee Member 1

Thompson, Carol C.

Committee Member 2

Purnell, Timothy J.

Keywords

Differentiated, Individualized, Induction, Mentoring, Targeted

Subject(s)

First year teachers; Mentoring in education; Employee retention

Disciplines

Teacher Education and Professional Development

Abstract

The purpose of the mixed methods pilot study, which used qualitative interview data and quantitative survey data, was to investigate the impact of providing induction activities tailored to individual teacher's needs on new preschool to 12th grade teachers in their first to fourth year of teaching. The district's attrition rate has been significantly higher than the 30% attrition rate experienced across the nation. This study asks: How can an individualized targeted multi-faceted induction program for teachers in the first to fourth year of teaching prepare individuals for the responsibilities of teaching? From the perspective of mentors, principals, and teachers in their first to fourth year of teaching, how have induction opportunities addressed identified areas of need? Which instructional areas does a differentiated multi-faceted induction program positively impact for teachers in their first to fourth year of teaching? To what extent has the multi-faceted induction program provided opportunities for mentoring, collaboration, professional development, and reflection? The findings show how using a multitude of induction activities tailored to each teacher's needs positively impacted knowledge, skills, and practices and had a high correlation to satisfaction.

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