Journal of K-12 Educational Research 37 A CASE STUDY OF TEACHER INDUCTION AND THE PERCEIVED EFFECTS IN A K-12 CHARTER SCHOOL Stephanie Colwell, EdD Introduction The challenges a beginning teacher faces are great, but the support a district may provide could help to ease their struggles and lengthen their stay in the profession. Many districts have been transformational in supporting and assisting beginning teachers, which is becoming increasingly more necessary as teacher shortages are on the rise across the United States. Coupled with the growing turnover rates making teacher vacancies more challenging to fill, those entering the field are often non-certified or alternatively certified. These beginning teachers may not have gone through a university-based model for their undergraduate degree or may have entered the education profession from an industry not associated with teaching. These beginning teachers enter their classrooms on Day 1 already behind. A district’s vast array of supports is referred to as induction. The more induction supports provided to beginning teachers, the more successful they are and the more likely they will remain in the profession (Breaux & Wong, 2003; Ronfeldt & McQueen, 2017; Smith & Ingersoll, 2004; Wilkinson, 2009). The current study aimed to explore the perceptions of beginning teachers, mentor teachers, and campus principals on the components of new teacher induction support they felt were essential to their success and increased their desire to remain in the profession. The current study was designed to illuminate best practices for districts to lengthen teachers’ stay in the profession. Literature Review The cost of replacing a teacher could be as high as $20,000 (Sutcher et al., 2016). Districts invest a lot in teachers, and when they leave the district or the profession, the knowledge goes with them, resulting in a constant need to train teachers. The academic impact is noted as well. Generally, when a teacher leaves, a new and inexperienced teacher takes their place (Breaux & Wong, 2003; Carey, 2004). Beginning teachers do not have the same skillset as experienced teachers (Breaux & Wong, 2003; Texas Education Agency, 2022). Charter schools experience the same challenges with turnover and the need to replace teachers (Horn et al., 2021). Charter schools were designed to be innovative labs and have the chance to do things differently (Public Charter Schools Insider, 2021; Spring, 2020). Challenges New Teachers Face Beginning teachers will face many challenges during their first year of teaching. These challenges will lead a teacher to leave the profession if not supported adequately. Jorissen (2002) believes fully prepared teachers do better at curriculum planning, addressing the various learning styles they will face inside their classroom, classroom management, and knowing how to teach content. However, beginning teachers are often given the keys to their rooms and expected to meet the same level of expertise as veteran teachers. Induction Components According to Breaux and Wong (2003), induction is ongoing training for beginning teachers that provides the support needed during the period from preservice to actual classroom teaching. The range of supports provided under the induction umbrella is mentoring, professional development, instructional coaching, principal support, Journal of K-12 Educational Research 2024, VOL. 7, ISSUE 1 www.dbu.edu/doctoral/edd
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