Abstract
This paper analyzes the findings from a study of teacher induction policy in the Kansas City Metropolitan Area. It looks at 13 districts in the states of Kansas and Missouri to explore the landscape and experience of teacher induction. Special attention is paid to each state’s policy regarding induction as well as the enactment of induction in urban, suburban and rural school districts.The data are based on document reviews, phone interviews, focus groups and on-line surveys conducted between November 2006 and June 2007. We conducted interviews with district professional development coordinators who were both knowledgeable about and influential in the crafting of the induction practices in their districts. We also conducted district focus groups with beginning teachers and asked mentors, site administrators and new teachers to participate in an on-line survey which assessed their experience regarding induction in their district. The interviews, focus groups and on-line surveys addressed: the details of current induction efforts, the experience of individuals who participate in such programs, and the effects of state policy on induction efforts in the district.
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