This essay explores one teacher educator’s motivation and ideas about how to advocate for induction support for new teachers beyond the teacher preparation program. During the undergraduate preparation process, teacher candidates are given multiple opportunities to receive support from mentor teachers and college supervisors. This support system functions through formal observations, on-going communication, and feedback concerning progression throughout the clinical practice experience. While induction programs abound across the country, students who leave small, faith-based universities often disperse to a variety of settings and support levels. The school based support offered during the first year of teaching can be insufficient or inadequate during this time of transition. When support is lacking, new teachers may experience feelings of insecurity, frustration, and a sense of being overwhelmed. Grounded in educational and spiritual literature, the essay examines some current practices for supporting new teachers and discusses ideas for helping educators prepare their teacher candidates for the intensity of a first year.
Tinholt, E. (2018). Caring for New Teachers Once They Leave Campus. International Christian Community of Teacher Educators Journal, 13(2). Retrieved from https://digitalcommons.georgefox.edu/icctej/vol13/iss2/9