Claire M. FontaineMay 31, 2009
“support gap” suffered by new teachers in high poverty schools is linked to lower measures of job satisfaction in the short term and higher rates of new teacher attrition (Johnson, Kardos,Kauffman, Liu & Donaldson, 2004).Comprehensive induction, which refers to an integrated program of high-quality structuredmentoring, common planning time, ongoing professional development, and membership in amulti-site network, can staunch attrition to half of what it would be otherwise (Ingersoll &Kralik, 2004). When schools commit to providing high quality comprehensive induction to newteachers, the investment pays off, literally; for every $1 invested, schools see a payoff of $1.66over a five year period. (Villar & Strong, 2007). However, only one percent of teachersnationwide have access to a comprehensive induction program of the scope outlined above(Smith & Ingersoll, 2004). Furthermore, few states provide fully funded mandated induction programs, in large part because induction has historically been regarded as a district or schoolresponsibility (Britton, Raizen, Paine & Huntley, 2005).The task facing stakeholders, particularly state departments of education, local schooldistricts, and university teacher education programs, is to develop innovative and paradigm- bending systems and structures that support new teachers as they make the difficult transitionfrom the pre-service preparation program into full-time positions as classroom teachers across arange of different contexts.
Reviewing the literature
The existing structures that define the work that takes place in schools are relics of anineteenth century factory model of teaching and learning. These structures are predicated on thelabor needs of an industrial economy, the prevalence of scientific management-inspiredapproaches to employee management, and behaviorist learning theory - conditions that no longer