Accelerating teacher effectiveness: the power of partnerships

Abstract

PurposeThe purpose of this paper is to describe a thriving partnership between Frostburg State University and the Garrett County Public Schools that aims to improve teacher effectiveness and retention through the implementation of a robust induction program. The initiative includes sustained, strategic mentoring; extensive professional development; and validated, competency-based microcredentials aligned to high-leverage practices.Design/methodology/approachThe study included surveys and structured interviews with teaching fellows and their instructional coaches.FindingsHaving ample support and mentoring can make a significant difference for novice teachers. Partnerships between universities and local school districts can provide this critical support.Research limitations/implicationsA limitation that cannot be ignored is the small number of participants in this program, all of whom are teaching in a rural school system. However, researchers working with larger school districts would add valuable knowledge to the field of study.Practical implicationsThis paper includes implications for designing new induction programs or improving existing ones.Social implicationsMentoring, a major component of high-quality induction programs, has the potential of providing important benefits to beginning teachers including increased motivation, self-confidence, growth in professional identity, and reduced stress and anxiety.Originality/valueAs school systems are struggling to retain qualified teachers, high-quality induction programs are necessary.