| The purpose of this case study was to evaluate teacher satisfaction with anonymous District B's teacher induction program. The district, located on Long Island, New York, provides its new teachers with a 3-year induction program. The induction program data examined in this study included program satisfaction, teacher learning, and job satisfaction. These variables were assessed via a 40-item questionnaire created by the researcher. In addition, the type of induction model (basic orientation, instructional practice or school transformation model) in place at District B was determined through questionnaires and document analysis. Retention data and program costs were established through document analysis. Districts of status similar to District B, as per New York State designation, were contacted and asked to provide retention data for academic years 2000-01, 2001-02, and 2002-03, the same three cohorts that were examined in District B, as well as the type of induction models in place in the districts.; Seventy-nine of the 115 teachers invited to participate in the study responded with completed questionnaires. Overall, teachers showed a fairly high rate of satisfaction with the induction program. The basic orientation model was found to be predominant in the district and the instructional practice model was also strongly represented.; Twenty-one of the 25 comparison districts responded to the researcher's inquiries. District B's 3-year average retention rate was 65% and ranked 19 th out of the 22 districts. Therefore, the type of induction model in place was not associated with teacher retention rates.; The value of this study lies in the potential to inform District B and other districts of the induction program's strengths and weaknesses. The hope is that this study will add to the body of knowledge on induction and address a gap in the literature for increased evaluative research on existing induction programs. This comprehensive study was unique in addressing valuable forms of induction program data including program satisfaction, teacher learning, job satisfaction, retention data, and costs. This information can be useful to policymakers and district administrators who are seeking ways to orient and support new teachers appropriately. |
