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Helping hands for new teachers

By Nicole Skeen, Ashlee A. Lewis, Cindy Van Buren and Thomas E. Hodges
December 2020
Vol. 41, No. 6
For quite some time, many of us involved in teacher preparation at institutions of higher education have felt uncomfortable with preparing and supporting our preservice teachers through graduation, wishing them luck in their first years of teaching, and offering no official post-graduation support, short of the opportunity to return for a graduate degree. This discomfort is particularly prevalent for those of us who believe that partnerships between institutions of higher education and teachers, schools, and districts have the power to transform education. At the University of South Carolina, we addressed this lack of engagement by creating the Carolina Teacher Induction Program (CarolinaTIP). Building on the strength of university-school partnerships and engaging in teacher-centered support, we demonstrate a commitment to our graduates beyond the degree by

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References

Bastain, K.C. & Marks, J.T. (2017). Connecting teacher preparation to teacher induction: Outcomes for beginning teachers in a university-based support program in low-performing schools. American Educational Research Journal, 54(2), 360-394.

Ingersoll, R. & Strong, M. (2011). The impact of induction and mentoring programs for beginning teachers: A critical review of the research. Review of Education Research, 81(2), 201-233.

Johnson, W.R. (1990). Inviting conversations: The Holmes Group and “tomorrow’s schools.” American Educational Research Journal, 27(4), 581-588.

Smith, T.M. & Ingersoll, R.M. (2004). What are the effects of induction and mentoring on beginning teacher turnover? American Educational Research Journal, 41(3), 681-714.

South Carolina Department of Education. (2017). Induction and Mentoring Guidelines: South Carolina State Board of Education. ed.sc.gov/educators/educator-effectiveness/induction-and-mentoring/2017-induction-and-mentoring-guidelines

South Carolina Department of Education. (2015). Profile of the South Carolina graduate. ed.sc.gov/about/profile-of-sc-graduate

Tschannen-Moran, M. & Woolfolk Hoy, A. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17, 783-805.

Zee, M. & Koomen, H.M. (2016). Teacher self-efficacy and its effects on classroom processes, student academic adjustment, and teacher well-being: A synthesis of 40 years of research. Review of Educational Research, 86(4), 981-1015.


Nicole Skeen (skeene@mailbox.sc.edu) is university induction coordinator for CarolinaTIP in the College of Education at the University of South Carolina.

Ashlee A. Lewis (lewisaa2@mailbox.sc.edu) is a research associate professor in the Research, Evaluation, and Measurement Center at the university.

Cindy Van Buren (vanburec@mailbox.sc.edu) is assistant dean for professional partnerships

Thomas E. Hodges (hodgestse@mailbox.sc.edu) is executive associate dean for faculty and academic affairs in the College of Education.


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