An evolving district level induction program for special education teachers

Abstract

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT REQUEST OF AUTHOR.] This study is an action research looking at the new teachers, their mentors, and administrators and what each of these groups in a school can do to improve retention of teachers, especially special education teachers in a public school. The changes made through three cycles of action research indicated that retention in this school had improved from the first cycle to the third. A large part of the improved retention was a focus on acculturation, induction activities before the school year began and throughout the school year, and working closely with a mentor.