Teacher Induction That Works: Empowering, Retaining, and Developing Teacher Leaders

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Author(s): Julie Bell (University of Nebraska at Omaha, USA), Chris Wilcoxen (University of Nebraska at Omaha, USA)and Amanda Steiner (University of Nebraska at Omaha, USA)
Copyright: 2021
Pages: 31
Source title: Empowering Formal and Informal Leadership While Maintaining Teacher Identity
Source Author(s)/Editor(s): Bryan S. Zugelder (James Madison University, USA)
DOI: 10.4018/978-1-7998-6500-1.ch009

Keywords: Educational Leadership & Administration / Information Science Reference / Knowledge Management and Library Science / Teacher Education

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Abstract

For over 25 years, the CADRE Project has developed both new (or beginning) and veteran teachers. This induction program's success is linked to the collaboration between one university and multiple local school districts. Nearly 100% of CADRE participants have remained in education, and over half of them have moved into leadership roles. During summer 2018, the researchers distributed 675 online surveys to past participants. Responses yielded a 65% response rate. Analysis produced the following three themes: empowerment, retention, and leadership. The researchers propose a conceptual framework showing the interaction among the three themes and connect the themes to collective efficacy. The researchers close by outlining future directions for research and recommendations for other induction programs.

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Teacher Induction That Works: Empowering, Retaining, and Developing Teacher Leaders

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