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No teacher left behind: an examination of beginning teachers' preconceptions and attitudes about induction

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No teacher left behind: an examination of beginning teachers' preconceptions and attitudes about induction

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NO TEACHER LEFT BEHIND: AN EXAMINATION OF BEGINNING
TEACHERS’ PRECONCEPTIONS AND ATTITUDES
ABOUT INDUCTION

by

Brian Coffey

A Dissertation Presented to the
FACULTY OF THE ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION

August 2008

Copyright 2008 Brian Coffey

ii
DEDICATION
This dissertation is dedicated to my father, Professor Emeritus Robert
E. Coffey, University of Southern California, Marshall School of Business, in
whose shoes I aspire to follow; to my wife, Sandy, for her unyielding love and
support during this journey; and to my children, Cameron, Carson, and
Caelan, for whom I hope to serve as a model of lifelong learning.

iii

ACKNOWLEDGEMENTS
Dr. Margo Pensavalle: Committee Chair
Dr. Sandra Kaplan
Dr. Giselle Ragusa
The Rossier School of Education TEMS Cohort, Class of 2008
Dr. Shelley Fryer
Administration and participants of the LACOE BTSA Program

iv
TABLE OF CONTENTS

DEDICATION-------------------------------------------------------------------------------- ii

ACKNOWLEDGMENTS ------------------------------------------------------------------iii

LIST OF TABLES------------------------------------------------------------------------- viii

LIST OF FIGURES-------------------------------------------------------------------------ix

ABSTRACT ---------------------------------------------------------------------------------- x

CHAPTER 1: OVERVIEW OF THE STUDY---------------------------------------- 1

Introduction---------------------------------------------------------------------------- 1
Statement of the Problem --------------------------------------------------------- 3
Purpose of the Study --------------------------------------------------------------- 5
Research Questions ---------------------------------------------------------------- 5
Importance of the Study------------------------------------------------------------ 6
Theoretical Framework------------------------------------------------------------- 7
Limitations, Delimitations, and Assumptions --------------------------------- 9
Definition of Terms ---------------------------------------------------------------- 10

CHAPTER 2: LITERATURE REVIEW --------------------------------------------- 15

Introduction-------------------------------------------------------------------------- 15
Who Are Today’s New Teachers ---------------------------------------------- 19
How Are New Teachers Prepared for Teaching ---------------------- 19
With What Motivations, Attitudes, and Preconceptions
About Teaching Do New Teachers Enter the
Profession---------------------------------------------------------------- 23
What Are the Challenges Facing New Teachers in Urban
Schools -------------------------------------------------------------------------- 26
Diverse Student Populations ----------------------------------------------- 27
Poor Working Conditions ---------------------------------------------------- 29
Lack of Support----------------------------------------------------------------- 33
What Do New Teachers Need-------------------------------------------------- 36
Physiological and Safety Needs ------------------------------------------- 39
Belongingness and Love Needs ------------------------------------------- 41
Esteem Needs ------------------------------------------------------------------ 44
Need to Know and Understand -------------------------------------------- 46
Aesthetic Needs---------------------------------------------------------------- 48
Self-Actualization -------------------------------------------------------------- 49

v
What Happens When New Teachers’ Needs Are Not
Met? ---------------------------------------------------------------------------- 52
What Can Be Done to Support New Teachers?--------------------------- 56
Induction: What It Is and What It Isn’t--------------------------------- 56
The Potential Impact of Induction on Teacher Retention
and Student Achievement ----------------------------------------- 57
Induction in California ----------------------------------------------------- 61
Components of Effective Induction ------------------------------------ 65
Implementation and Cohesion ------------------------------------------ 67
Engagement ----------------------------------------------------------------- 71
Conclusion--------------------------------------------------------------------------- 73

CHAPTER 3: METHODOLOGY ----------------------------------------------------- 75

Introduction ------------------------------------------------------------------------- 75
Research Design------------------------------------------------------------------ 79
Unit of Analysis and Study Population -------------------------------- 79
Role of the Researcher---------------------------------------------------- 82
Survey Participants--------------------------------------------------------- 82
Observations ----------------------------------------------------------------- 83
Interview Participants ------------------------------------------------------ 84
Methodology------------------------------------------------------------------ 86
Relatedness to the Research Questions ----------------------------- 88
Instrumentation and Data Collection Procedures ------------------------ 89
Quantitative Methods ------------------------------------------------------ 89
Survey on Support for Beginning Teachers --------------------- 89
Qualitative Methods -------------------------------------------------------- 92
Observations------------------------------------------------------------- 92
Interviews----------------------------------------------------------------- 94
Strengths and Limitations of the Study--------------------------------------- 96
Data Analysis -----------------------------------------------------------------------99
Conclusion ---------------------------------------------------------------------------101

CHAPTER 4: RESULTS --------------------------------------------------------------103

Introduction ------------------------------------------------------------------------103
Findings --------------------------------------------------------------------------- 106
Induction Strategies Participants Receive--------------------------111
Assigning new teachers to smaller classes --------------------113
Reducing new teachers’ non-teaching duties
(lunchroom, bus, etc.) --------------------------------------------113
Limiting the number of different class preparations
assigned to new teachers---------------------------------------114

vi
Holding a special orientation session for new teachers
before the school year begins ---------------------------------114
Providing new teachers with special publications
(handbooks, guides, other materials)------------------------116
Holding special professional development sessions for
new teachers during the school year ------------------------116
Having informal meetings of groups of new teachers
for peer support ---------------------------------------------------117
Assigning mentors to new teachers ------------------------------118
Providing new teachers with constructive feedback
based on non-evaluative classroom observations -------120
Giving new teachers the opportunity to observe other
Teachers -----------------------------------------------------------122
Providing new teachers with co-planning time with
other teachers------------------------------------------------------123
Scheduling field trips that give new teachers an
opportunity to learn about the school district and
available resources-----------------------------------------------124
Urban Teachers’ Beliefs, Atttudes, and Expectations About
Induction---------------------------------------------------------------------124
Beginning Teachers Value Support ------------------------------125
Beginning Teachers’ Knowledge and Understanding
of Induction ----------------------------------------------------------128
Disconnected Support and Professional Development.-----143
Extrinsic Motivation ---------------------------------------------------152
Comparing the Perceptions and Attitudes About Induction
Between Teachers With Traditional Preservice Preparation
and Teachers With Non-traditional Preservice Preparation ----156
Impact of Type of Preservice Preparation ----------------------157
Knowledge and Experience of First Year BTSA
Participants. --------------------------------------------------------164
Induction Experiences Teachers Perceive as Most Valuable to
Their Development --------------------------------------------------------166
Collaboration with Peers---------------------------------------------166
Effective Mentoring ---------------------------------------------------170
Beginning Teachers’ Least Valued Events or Activities---------------173
Field Trips to Learn About the District, Reducing
Non-teaching Duties, and Limiting the Number of
Class Preparations for New Teachers-----------------------174
Formative Assessment Requirements---------------------------175

vii
CHAPTER 5: SUMMARY, CONCLUSIONS AND IMPLICATIONS
OF THE FINDINGS--------------------------------------------------------------180

Overview of the Problem--------------------------------------------------------180
Purpose of the Study ------------------------------------------------------------180
Methodology -----------------------------------------------------------------------180
Key Findings ----------------------------------------------------------------------183
Discussion -------------------------------------------------------------------------187
Recommendations----------------------------------------------------------------200
Bridge the Gap Between Preservice and Inservice
Teacher Education -----------------------------------------------200
Promote and Assess Program Cohesion -----------------------201
Reduce or Adapt the Bureaucracy That May Negatively
Impact Teachers’ Motivation to Participate in BTSA ----202
Don’t Forget the Support in Beginning Teacher
Support and Assessment ---------------------------------------203
Suggestions for Further Research.-------------------------------------------203

REFERENCES --------------------------------------------------------------------------207

APPENDICES

APPENDIX A: Survey on Support for Beginning Teachers. ----------215
APPENDIX B: Observation Protocol ----------------------------------------220
APPENDIX C: Interview Protocol --------------------------------------------221
APENDIX D: Information Sheet ----------------------------------------------226

viii
LIST OF TABLES
Table 1: Overview of Methodology-------------------------------------------------- 80
Table 2: Demographics of Survey Participants ----------------------------------- 83
Table 3: Frequency of Observational Coding -----------------------------------105
Table 4: Frequency of Interview Coding -----------------------------------------106
Table 5: Strategies Employed in Participants’ Experiences as New
Teachers ---------------------------------------------------------------------112
Table 6: Participants’ Perception of Strategies ---------------------------------126
Table 7: Results of t-Tests for Equality of Means Between Traditional
and Alternative Preparation ---------------------------------------------158
Table 8: Participants’ Valuation of Induction Strategies-----------------------167

ix
LIST OF FIGURES
Figure 1: Indicators that Novice Teachers May Leave the Profession ----- 34

Figure 2: Indicators that Novice Teachers May Stay the Profession ------- 35

Figure 3: Maslow’s Hierarchy (Original Five Stages)--------------------------- 37

Figure 4: California Standards of Quality and Effectiveness for Teacher
Induction Programs--------------------------------------------------------- 63

x
ABSTRACT

This study examines the preconceptions and attitudes of beginning
teachers participating in a Beginning Teacher Support and Assessment
(BTSA) induction program in the Los Angeles area. A focus is placed on
beginning teachers working in urban schools. An overview of the
demographics and preparation of today’s new teachers, the challenges they
face, and the problem of high teacher turnover is provided, along with a
review of the literature of the history, development, and components of
induction in California. The study uses mixed methods of inquiry to examine
and analyze beginning teachers’ preconceptions and attitudes about
induction. The preconceptions and attitudes of teachers from different
preparation experiences are also examined. Participants in the induction
program were surveyed about their experiences. Observations of BTSA
Program events and professional development experiences were conducted.
Interviews with first-year BTSA participants were also conducted. The results
of the study reveal suggestions for policymakers, program administrators,
school site leaders, and support providers interested in developing and
retaining highly qualified teachers.

1
CHAPTER 1
OVERVIEW OF THE STUDY
Introduction
Increasingly, since the No Child Left Behind Act (NCLB) of 2001,
policy analysis and public scrutiny has focused on the importance of teacher
quality. Research has confirmed that teachers are the single most critical
factor in the academic achievement of students (National Commission On
Teaching And America's Future, 1996). A skilled and knowledgeable teacher
can make a significant difference in how well students learn. Quality teaching
has a positive impact on student learning and can even overcome barriers
such as socioeconomic status (Bartell, 2005). Conversely, bad teaching can
adversely affect student progress.
The teaching profession has evolved in many ways over the past
several decades. The teachers of today enter the profession for a number of
different reasons and with a variety of attitudes, beliefs, and preconceptions
about teaching and learning. Another result of NCLB has been the growth of
alternative teacher certification programs. These programs vary widely in
content and quality. The variances are compounded considering certification
requirements vary from state to state. Consequently, new teachers may enter
the profession with different levels of preparation and differing needs for
further development. Teachers lacking initial preparation to teach are more
likely to leave than those with adequate preparation (Darling-Hammond,

2
2003). How teachers are prepared, therefore, is an issue that warrants close
examination.
This study examines the preconceptions and attitudes of participants
in a Beginning Teacher Support and Assessment (BTSA) induction program
consisting of a consortium of urban school districts in the Los Angeles area.
The study commences with an examination of new teachers of today – who
they are, their goals and motivation for entering the profession, and how they
are prepared to teach. Next, an overview of the challenges new teachers in
urban districts typically face is provided. This is followed by an assessment of
the needs of new teachers and the possible outcomes for failing to meet
those needs.
The study focuses on the preconceptions and attitudes of induction
from the perspective of participating novice teachers. A review of the
literature of the history, development, and components of induction in
California is provided. The preconceptions and attitudes of teachers from
different preparation experiences are also examined. Participants in the
induction program were surveyed and interviewed about their experiences.
Observations of BTSA activities were also conducted. An analysis of the
findings of the study reveals suggestions for policymakers, program
administrators, and support providers interested in providing support that will
develop and retain highly qualified teachers.

3
Statement of the Problem
NCLB stipulates that schools have a qualified teacher in every
classroom. With the impending retirement of the baby boomer generation of
teachers and high turnover rates, however, many schools face an inadequate
supply of highly qualified teachers. It is projected that 3.9 million new
teachers will be needed nationwide by the year 2014 due to retirement and
teacher attrition (National Education Association, 2006). Teachers are
leaving the profession at alarming rates, and their numbers are increasing.
Almost 50% of teachers leave the profession during the first 5 years
(National Education Association, 2006). This problem is magnified in urban
and rural districts that typically serve low income and high minority student
populations.
Teachers leave for a variety of reasons, including poor working
conditions, lack of support from school administrators, and low pay. Many
school districts have attempted to solve this problem through recruitment
initiatives to attract teachers. Without organizational structures to support
new teachers, however, such initiatives are likely to fail. The current
educational trends suggest more focus needs to be placed on supporting the
qualified teachers already in the classroom.
Teachers in urban settings are faced with tremendous challenges.
Increasingly diverse student populations, poor working conditions, poor
student achievement, and a lack of support can factor into new teachers’

4
decisions to leave one school for another, or to leave the profession
altogether. Many urban school districts suffer from systemic teacher turnover.
This problem is compounded by the inequities that prevent urban school
districts from having the same access to highly qualified teachers that less
diverse and more affluent districts have. The high attrition rates in urban
schools often results in instability with respect to the structure, organization,
and cohesion of school policies and practice.
Given the many challenges facing urban schools, new teachers are
often left behind. They do not receive the support they need to meet the
needs of their students, perpetuating the cycle of poor achievement and
teacher turnover even further. Some teacher turnover may be healthy for
schools. New teachers may invigorate the ranks of veterans with innovative
perspectives, ideas, and idealism. For these reasons, 100% teacher
retention is not desirable. However, the need for highly qualified teachers,
particularly in urban schools, is clear. Also clear is the need to provide those
teachers with appropriate levels and types of support.
Facing these tremendous challenges, new teachers have many
needs. They need adequate preparation to teach in urban settings. They
need adequate resources and facilities. They need emotional support from
colleagues and administrators. They need opportunities to grow and develop
as teachers. If these needs are not met, the problem of teachers leaving the
profession is likely to continue.

5
Purpose of the Study
The purpose of this study is to examine the perceptions and attitudes
of teachers in the beginning stages of the induction process. Increased
attention, resources and scrutiny are being placed on induction. Many states,
including California, are now tying induction to new teachers credentialing.
The need to support new teachers is undisputed. However, the
implementation of induction programs may vary. In addition, the components
of induction programs may not be differentiated to meet the diverse needs of
all new teachers. The California BTSA induction program, for example, is
based on teachers prepared in traditional teacher education programs.
However, many of the state’s new teachers are not prepared in traditional
teacher education programs, but rather through alternate routes.
This study will examine the perceptions and attitudes of new teachers
participating in a county-sponsored BTSA induction program. Specifically, the
study will expose the program variables that new teachers perceive as
valuable to their development. The study focuses on answering the following
research questions:
Research Questions
1. What are new teachers’ beliefs, expectations, and attitudes about
induction in urban districts?

6
2. What similarities or differences exist in the attitudes and
perceptions about induction between teachers with traditional preservice
preparation and those from alternate routes of teacher preparation?
3. Which induction experiences do new teachers perceive as most
valuable to their development?
4. Which induction events or activities are perceived as least likely to
contribute to new teachers’ development?
Importance of the Study
The findings of this study will be of interest to policymakers and
practitioners interested in supporting and retaining highly qualified schools,
particularly in schools with underserved student populations. This study will
also provide new teachers with an overview of the induction experience and
the potential benefit of induction to their professional development.
Considering participants’ feedback in the design and implementation
of induction programs can help to ensure the individualized needs of
teachers in a particular context are met. Such consideration could also
improve teacher buy-in. When teachers feel the training they receive impacts
their work in the classroom and directly supports their teaching, their
motivation to participate will be positively effected. Effective induction
requires buy-in from the participants.
This study should encourage teacher education programs to work with
induction program administrators to better synthesize preservice teacher

7
education and inservice induction for new teachers. Program administrators
can find value in knowing which program variables are valued by new
teachers, and for what reasons. It may be that some components of induction
that are disproportionately expensive or difficult to implement are not
perceived by new teachers as valuable to their needs and development.
Such findings could lead program administrators to alter the combination of
variables and possibly make induction more efficient and cost effective. The
findings of this study will also be of interest to researchers who wish to
examine new teachers’ attitudes towards induction, and how new teachers
perceive it.
Theoretical Framework
The sociocultural and developmental theories on learning provide a
framework for this study. Sociocultural theorists such as Vygotsky (1986)
point to society and culture as critical elements in cognitive development.
Individuals’ knowledge, skills, and ways of thinking are largely dependent
upon their cultural backgrounds. This is important considering the large
cultural divide that exists between many students today and their teachers
(Zumwalt & Craig, 2005).
The importance of culture in schools is also clear. Teaching and
learning are largely social endeavors. Vygotsky (1968) proposed that social
interactions are the origin of many thought processes. According to Ryan and
Deci (2000), the social context of learning can either support or thwart the

8
natural tendencies toward active engagement and psychological growth.
Their Self-Determination Theory, which incorporates elements of
sociocultural and development theories, suggests individuals must perceive
they are in control of their own learning in order to be intrinsically motivated.
These assumptions suggest that the manner in which induction is
presented to beginning teachers by their colleagues and administrators may
impact their conceptions and attitudes about induction. For example, a
teacher placed in a school culture that values induction as a positive,
valuable support mechanism for beginning teachers as well as an opportunity
for professional growth are likely to subscribe to that perspective.
Conversely, a beginning teacher placed in a school where other teachers
and perhaps the administration view the induction process as a bureaucratic
obstacle to certification may adversely impact their motivation and attitudes
towards induction. This example of situated motivation (Ormrod, 2006) can
impact the goals beginning teachers set for themselves, the level of effort
they put forth in their teaching and professional development, and potentially
limit the positive impact the induction experience could provide them. For
these reasons, the preconceptions and attitudes with which beginning
teachers enter their induction programs warrant careful consideration.
Developmental theories of learning have to do with the additional
learning tasks individuals can accomplish as they develop mentally,
emotionally, and physically. This process is often described as occurring in

9
stages (Erickson, 1980; Piaget, 1954. Maslow (1968) identified seven levels
or stages of human needs that provide a framework for the literature
reviewed in this study that is related to the needs of beginning teachers. This
study is grounded on the premise that teachers go through stages of
development, from their preservice teacher preparation to inservice
experience. The induction stage serves as a critical transition between
teachers’ preservice and inservice experience.
Limitations, Delimitations, and Assumptions
This study focuses on a limited number of districts servicing minority
and low-income student populations. Participants were surveyed prior to
beginning the induction process, but due to time limitations will not be
interviewed at the completion of the induction process. Perceptions of
teachers may change after the completion of the induction program, which is
beyond the control of the study.
Teachers’ perceptions are another limitation. Teachers’ perceptions
and attitudes about particular induction program variables may be based
upon a variety of factors. Such factors could include the amount of time they
are expected to devote to those variables. Some teachers may perceive a
program as less valuable simply because it is time consuming. School
culture may also play an important role in the establishment of beginning
teachers’ preconceptions and attitudes about induction. And considering the
study examines beginning teachers’ preconceptions and attitudes at the

10
beginning of their induction experiences, it may be their attitudes will change
over time. This also represents an assumed limitation of the study.
However, this study purposefully seeks to examine the preconceptions
and attitudes of beginning teachers during their entry into the induction phase
of teaching. The purpose for this is grounded in the sociocultural theory of
learning, which theorizes that individuals will be motivated to learn if they
perceive the activity as valuable to them. Other delimitations of the study
include the unit of analysis and location of the study. Beginning teachers
from a Southern California County Office of Education BTSA Induction
Program were chosen due to the consortium’s representation of low-income,
high-minority student populations. This study focuses on beginning teachers
in urban school settings.
Definition of Terms
Alternative Teacher Preparation
All non-traditional routes into the teaching profession. This includes,
but is not limited to, university or district internships, and programs such as
Teach For America.
Beginning Teachers
In much of the literature, this term is used synonymously with new
teacher and novice teacher to refer to teachers in the first three years of
service and first year of participation in an induction program. For the
purposes of this study, beginning teachers are those in their first three years

11
of teaching upon earning a Preliminary Credential.
BTSA
The Beginning Teachers Support and Assessment Program is
California’s formal teacher induction system. As of 2004, all teachers who
earned a Ryan Preliminary Credential must successfully complete BTSA for
Clear Certification.
CCTC
California Commission on Teacher Credentialing.
CTQ
The Center for Quality Teaching.
CFASST/FAS
The California Formative Assessment and Support System for
Teachers serves as the assessment and evaluation portion of BTSA that is
tied to the credentialing of beginning teachers.
Coding
A system through which patterns, themes, and categories are
recognizing and classified. Coding entails making sense of raw data in the
form of verbatim transcripts and field notes of data.
Coherence
A set of interrelated programs for students and staff that are guided by
a common framework for curriculum, instruction, assessment, and learning
climate and that are pursued over a sustained period.

12
Induction
The process through which beginning teachers are provided with
support during the first years of teaching. The purpose of induction is to
support, develop and retain beginning teachers.
Induction Program Components/Variables
The activities, strategies, and events related to the induction of new
teachers
Integrated Professional Culture
A school culture that includes interaction between veteran and
beginning teachers that is ongoing and centered around teaching and
learning.
Mentor
A person who is professionally experienced and coaches or supports
a less experienced colleague. In BTSA programs the mentors assigned to
support new teachers is referred to as a support provider. For the purpose of
this study, these terms are used synonymously.
NCLB
The federal No Child Left Behind Act of 2001. Included in this
legislation are mandates that all students have access to highly qualified
teachers by 2006 and achieve proficiency by 2014.
Professional Learning Communities

13
A professional learning community is characterized by a collective,
collaborative effort by all teachers and other stakeholders to create
curriculum and enhance pedagogical practice for the purpose of student
learning and teachers’ professional development.
Retention
The act of retaining or keeping teachers at a specific school site.
School Culture/Climate
For the purpose of this study, these terms are used synonymously to
mean the norms, values, and modes of professional practice, both formal
and informal, that new teachers find at their school.
Sociocultural Theory
In this theory, social interaction plays a key role in cognitive
development; learning occurs through individuals’ interactions with people,
objects, and events in the environment.
Support Provider
In BTSA induction programs, these mentor teachers are trained to
assist beginning teachers participating in the program and assist them in
collecting and interpreting evidence of teacher performance, in reflecting on
their teaching, and in identifying professional development activities targeted
to assist in the development of beginning teachers.
Teacher Attrition

14
A reduction in the number of teachers at specific school sites due to
teachers’ decision to leave the profession.
Teacher Migration
The transfer of teachers, both voluntary and involuntary, from one
school or district to another school or district.
Teacher Turnover
The rate or percentage of vacancies that exist at individual school
sites Resulting From Teacher Attrition Or Migration.
Traditional Teacher Preparation
A 4-year baccalaureate or 5
th
year graduate degree program from an
accredited university that integrates content knowledge, pedagogical
knowledge, and practical student teaching experience. In California, students
graduating from traditional teacher education programs are eligible for a
preliminary teaching credential.
Urban
Metropolitan areas that typically include large percentages of students
from diverse racial, cultural, ethnic, and socioeconomic backgrounds.
Working Conditions
A broad reference that includes the physical structures, organizational
structure, and culture or climate of the workplace.

15
CHAPTER 2

LITERATURE REVIEW

Introduction

The No Child Left Behind Act of 2001 (NCLB) mandates that schools
have a highly qualified teacher in every classroom. This has created
increased attention, resources, and debate amongst educational
stakeholders related to staffing schools with highly qualified teachers. The
significance of highly qualified teachers is widely accepted. Empirical
evidence has shown that effective teachers may be the greatest indicator of
student achievement, potentially mitigating powerful variables such as
socioeconomic status (National Commission On Teaching And America's
Future, 1996). However, many school districts struggle to supply classrooms
with highly qualified teachers. The struggle is magnified in urban districts
where retaining highly qualified teachers is most difficult. This is perhaps the
most significant problem facing education today, as without qualified
teachers, a large percentage of our children will not receive a quality
education.
Who are today’s new teachers? In order to supply our schools with
highly qualified teachers, a logical first step is to examine the preparation,
attitudes, perceptions, and beliefs of new teachers. By analyzing new
entrants to the profession we may better understand what they need to be
effective and highly qualified teachers. This chapter begins with an

16
examination of the new generation of teachers – their demographics, their
motivations for entering the profession, and the attitudes and preconceptions
with which they enter teaching. The routes by which new teachers enter the
profession are also examined, with a focus placed on the preparation of new
teachers in California.
What challenges do new teachers face? The challenges facing new
teachers are tremendous. Teachers are increasingly being held more
responsible for student outcomes, and evaluations of their performance are
often tied to the performance of their students. Unlike many other service
professions such as medicine or law, novice teachers are held to the same
high expectations as their more experienced colleagues and expected to
perform at this high standard immediately. For teachers in urban schools the
challenges are often intensified by poor working conditions and a lack of
support. The next section of this chapter provides an overview of the
challenges facing new teachers, with a focus on the challenge of teaching in
urban settings.
What do new teachers need to meet these challenges? Using
Maslow’s (1968) hierarchy of needs as a template and theoretical framework,
the next section in this chapter addresses the needs of new teachers in
urban settings. These needs may include adequate working conditions
(Johnson, 2006), a school climate that fosters an integrated professional
culture (Kardos, 2005), high levels of self-efficacy (Bandura, 2004), balanced

17
content and pedagogical knowledge (Darling-Hammond & Sykes, 2003), and
effective professional development that is ongoing, site-based, and related to
the content students need to learn (Feiman-Nemser, 2003; Johnson, Berg &
Donaldson, 2005). If we are to retain and develop highly qualified teachers
as called for by the NCLB Act of 2001, it is vital that teachers’ needs be
understood and met.
What happens when the needs of teachers are not met? One of the
biggest problems facing education today is that of teacher turnover. This
problem is magnified in schools that serve poor and minority students. The
next section in this chapter outlines the problem of teacher turnover in urban
schools and provides a review of the literature on teacher attrition and
retention. This includes the causes, impact, and costs associated with
teacher attrition. Differences in retention rates between traditionally prepared
teachers and alternatively certified teachers are also presented.
What can be done to support new teachers? One response to new
teachers’ needs that is the focus of significant policy analysis, reform, and
debate in schools today is comprehensive induction, a system designed to
support, develop, and retain highly qualified teachers (Breaux & Wong, 2003;
Johnson, 2004; Portner, 2005). More and more states are tying credential
requirements to participation in accredited induction programs. California is
one of these states. The final section of this chapter provides an overview of
the model, components, and standards for induction in California.

18
The needs of new teachers may be as diverse as the students they
serve (Feiman-Nemser, Carver, Katz, & Schwille, 1999). Consequently, the
types and degrees of support new teachers need may vary. Factors such a
setting, the type and quality of preservice preparation teachers receive, and
the efficacy level with which new teachers enter their induction programs
may impact the effectiveness of the support offered and received through
induction experiences.
The literature on teacher development and preparation reviewed in
this chapter is examined through a sociocultural lens. This theory draws
heavily upon the conceptualizations of Vygotsky (1986). A critical feature of
this emergent perspective on human development is that higher order
functions develop out of social interactions. Vygotsky theorizes that
individuals’ development cannot be understood in a study of the individual.
Rather, we must also examine the external social environment in which the
individuals develop. This view has profound implications for teaching and
learning in the context of schools.
Given the considerable efforts and resources currently focusing on
induction as a means to support new teachers, it is vital that policymakers
and educators ensure that induction programs meet the needs of new
teachers. Considering the potentially powerful impact that comprehensive
induction can have on student achievement and the development and

19
retention of highly qualified teachers, this is an issue that warrants further
investigation.
Who Are Today’s New Teachers?
While the teaching profession is becoming increasingly diverse, it is
still predominantly made up of White, middle-class women. Zumwalt and
Craig (2005) examined the demographics of teachers in terms of gender,
race and ethnicity, and socioeconomic background. According to their
analysis of data from the National Center for Education Statistics (2003), they
found that as of 1999-2000, 74.5% of public school teachers were female
and 84% of teachers are White, non-Hispanic. These figures are in stark
contrast to current student demographics. In California, for example, 63% of
students are members of ethnic minority groups, and 25% of students are
English language learners (Kardos, 2005). These differences point to the
importance of preparing teachers to serve a diverse student population.
How Are New Teachers Prepared for Teaching?
Traditionally, teachers primarily entered the profession after
completing a 4-year undergraduate program culminating with a bachelor’s
degree and a recommendation for state certification. In the 1980s, discontent
with this traditional structure of teacher education led to a call for reform
(Holmes Group, 1986). Since then, schools of education have continually
reexamined the way they prepare new teachers. Many have eliminated or
are phasing out the traditional undergraduate major in education and are

20
replacing it with other programs. These include integrated 5-year programs
and master’s degree programs. In addition, since the 1980s, the number of
alternately prepared teachers has steadily increased (Zumwalt & Craig,
2005). For the purposes of this study, alternative routes into teaching are
considered any non-traditional route.
These reforms resulted in a debate that continues today. Proponents
of traditional teacher education argue that obtaining licensure to teach should
be rigorous and include training in both pedagogical and content knowledge
(Darling-Hammond & Sykes, 2003). A study by Darling-Hammond, Chung,
and Frelow (2002) found that teachers prepared through traditional routes
feel better prepared for teaching than their peers prepared through alternate
routes. They found a positive correlation between teachers’ sense of
preparedness, sense of self-efficacy, and teacher retention. They argue that
alternative certification aimed at fast-tracking new entrants into the
profession focuses too heavily on subject matter knowledge, and not enough
focus on learning to teach. As stated by Darling-Hammond & Sykes (2003),
“knowledge of teaching is as important as knowledge of content” (p. 9).
Traditional preservice teacher preparation typically includes pedagogical
training in subject-matter methodology, classroom management, and
fieldwork components to provide student teaching opportunities.
Critics of traditional programs argue the current system is broken (Holmes
Group, 1986). They propose alternate-route programs that eliminate the

21
bureaucracy of teacher education are model alternatives. The recent NCLB
legislation seems to adhere to this philosophy by vaguely defining highly
qualified teachers. According to NCLB (United States Department of
Education, 2006), highly qualified teachers demonstrate subject matter
competence and are “fully licensed or certified by the state and must not
have had any certification or licensure requirements waived on an
emergency, temporary, or provisional basis” (Title IX, Part A, Sec. 9101).
Proponents of alternative routes into teaching also argue they provide access
into the profession for those who did not major in education in college.
A recent study by Zietnek (2007) found mixed results. She surveyed
beginning teachers in Texas from various certification routes about their
preservice preparation, prior classroom and career experiences, mentoring
experiences, commitment to teaching, and their perceptions of preparedness
and self-efficacy. Zietnek found that traditionally prepared teachers felt more
prepared and had a higher self-efficacy then those from non-traditional
certification routes. However, these differences were mitigated somewhat by
non-traditionally certified teachers who reported having positive mentoring
experiences and prior classroom experiences. These results support the
assertion that the quality of a teacher education program is more important
than the type of program.
The wide variations that exist within these alternative certification
programs make defining them difficult. The quality of these programs may

22
also differ. This lack of clarity makes researching these programs more
complicated (Zumwalt & Craig, 2005). As a result, research on the impact of
pedagogical preparation on student achievement is inconclusive. According
to Loeb and Reninger (2004), there is “virtually no information on what
aspects of teacher preparation makes a difference in student performance”
(p. 23). Even in the absence of this research, those interested in improving
student achievement should focus more attention on attracting, preparing,
and retaining highly qualified teachers. This debate frames the current state
of teacher preparation in this country.
The recent NCLB legislation has fueled the debate. A requirement of
NCLB is that teachers must have state certification. The matter of
certification is left to the states. As a result, “there is no single licensure
system but instead 50 different systems. The rules that govern the alternative
pathways into teaching also vary considerably” (Goldhaber & Brewer, 2001,
p. 84). A result is an increase in the number of alternative certification
programs.
While a majority of new teachers are prepared in traditional
baccalaureate programs in public institutions, the number of novice teachers
entering the profession through alternative routes of preparation is increasing
(Zumwalt & Craig, 2005). Today, 47 of the 50 states recognize alternative
certification programs as legitimate routes into the teaching profession
(Feistritzer, Haar, Hobar, & Scullion, 2005). Colleges, universities,

23
departments of education, school districts, and even private institutions may
sponsor these programs. In California, examples of alternative certification
programs include the Los Angeles Unified School District’s Intern Program
and the CalState Teach program offered through the California State
University system. In California, 20% of all newly credentialed teachers were
prepared through alternative routes (Chin & Young, 2007). Due to the
variances in state licensure requirements, the content and quality of the
preparation these programs provide may also vary.
According to Bartell (2005), these novices have differing levels of
expertise, and different levels of experience. They enter the field for a variety
of reasons and motivations. In order to understand and meet the needs of
new teachers, it is important to examine their motivations, attitudes, and
preconceptions about teaching more closely.
With What Motivations, Attitudes, and Preconceptions About Teaching Do
New Teachers Enter the Profession?

Teachers enter the profession for a variety of reasons, and with
varying attitudes, beliefs, and dispositions about teaching. For many,
teaching will be their first career. For others, teaching may be a second or
third career. It may be that these career-changers grew disillusioned or
dissatisfied with their previous careers and are looking to teaching as a
career in which they can make a difference in the lives of children. They may
have always wanted to teach but elected not to in favor of more financially

24
lucrative opportunities. Some new teachers may be retirees seeking a new
career path to enjoy during their retirement. New teachers’ motivations for
teaching, along with the attitudes and preconceptions about the profession,
can have a powerful impact on their experience and the achievement of their
students.
Susan Moore Johnson and her Harvard colleagues from the Project
on the Next Generation of Teachers (Peske, Liu, Johnson, Kaufman, &
Kardos, 2001) examined the motivations of new teachers. They suggest the
new generation of teachers differs from preceding generations of teachers.
Their research indicates that “rather than regarding teaching as a lifelong
commitment, many new teachers – both those who completed traditional
teacher preparation, and those who did not – approach teaching tentatively
or conditionally” (p. 305). They do not preclude teaching as a career-long
endeavor. Rather, they keep their options open.
Many new teachers may be entering teaching with a preconception
that teaching will be a temporary career for them. The authors classify this
group of new teachers as having “exploring orientation.” These teachers may
view a teaching credential as a desirable fallback in the event the primary
career path they choose may fall through. Essentially they are keeping their
options open while trying teaching on for size. The authors of this study
describe another group of new teachers as having a “contributing
orientation.” These teachers are those who enter the teaching profession

25
with a desire to contribute to society. The group would include those new
teachers who enter mid-career or retirees seeking fulfilling working
experience.
In their study of study of beginning teachers in alternative certification
programs, Chin & Young (2007) classified the largest group of these teacher
candidates (23%) as individuals choosing to enter teaching because they
perceive it to be compatible with their lifestyles. Their “perceptions about the
realities of teaching, as expressed in their motivation to seek compatible
lifestyles, seemed to be based more on perceptions of how teachers live
rather than the reality of their lives” (p. 80). These teachers were attracted by
the perceived security and benefits provided by public school districts as well
as the idea of being able to spend more time with their families. These
findings are supported by Lortie’s (1975) earlier finding purporting one of the
biggest misconceptions about teaching is that it is easy.
Such misconceptions may lead to disillusionment once these new
teachers are placed in a school, increasing the already challenging transition
from preservice to inservice teachers. Without proper support, many will
leave, causing the revolving door of teacher turnover to turn and the cycle of
poor achievement in urban schools to continue. For those involved with the
preservice and inservice training for these new teachers, it is vital that the
motivations with which these new teachers enter the profession be analyzed
and considered when planning the types and levels of support they will need.

26
Research suggests that the knowledge and beliefs with which
beginning teachers enter the profession is important. According to Hollins
and Guzman (2005),
Teachers’ knowledge frames and belief structures are the filters
through which their practices, strategies, actions, interpretations, and
decisions are made. This means that knowledge and beliefs play an
important mediating role in what candidates learn during their teacher
education programs and also how and what they teach once they are in
classrooms (p. 482).
Teacher candidates should be provided with opportunities to explore,
analyze, and reflect upon their personal beliefs and receive training in
multicultural education and diversity in their teacher education programs.
Ideally, these opportunities should be embedded in preservice and inservice
teacher preparation. Failing to provide teachers with these opportunities can
increase the challenges they face.
What Are the Challenges Facing New Teachers in Urban Schools?
Many euphemisms have been prescribed to the initiation of new
teachers. It is a period often likened to military boot camp or “trial by fire,” in
which new teachers are forced to “sink or swim” (Smith & Ingersoll, 2004).
Teachers in urban schools face many challenges. These include diverse
student populations, poor working conditions, and lack of support. The
expectations for new teachers are lofty.

27
In this era of NCLB, the accountability for student achievement is
trickling down from the federal and state levels to districts, individual schools,
and teachers. Beginning teachers are expected to assume this responsibility
when they enter the classroom. This responsibility is juxtaposed with all of
the other duties and responsibilities associated with teaching. These high
standards are expected regardless of the preparation and support new
teachers receive. They are “required to perform the same duties, if not more
difficult ones, at the same level of skill and competency as their more
experienced colleagues” (Breaux & Wong, 2003, p. 8). Without proper
support, these challenges may translate into negative experiences for new
teachers and affect their decision to remain in the profession. They may also
translate into poor student achievement.
Diverse Student Populations
Since the 1970s the number of Latino and Asian students enrolled in
U.S. schools has increased exponentially. National enrollment statistics for
2002-2003 show Latinos are now the largest student minority group at 18%,
followed closely by Black students at 17%. These two groups now make up
more than a third of the total student population (Orfield & Lee, 2005). In
California, 63% of students are members of ethnic minority groups, and 25%
of students are English language learners (Kardos, 2005). The majority of
these students live in urban areas.

28
Ironically, 2004 marked the 50
th
anniversary of the landmark Brown v.
Board of Education Supreme Court decision in which “separate but equal”
schooling was outlawed. Fifty years later, and despite desegregation efforts,
our nation’s schools are experiencing rapid resegregation (Frankenberg &
Lee, 2004). According to Valencia, Menchaca, and Donato (2002), Latinos
are most affected by resegregation. In the 1968-1969 school year, “45
percent of Latino students attended majority White schools. The next
generation of Latino students has significantly less contact with White
students. In the 1998-1999 school year – three decades later – only 25
percent of Latinos were enrolled in majority White schools” (p. 74).
In addition, since the 1970s, White families have steadily moved out of
metropolitan areas and into smaller cities or suburbs. This has resulted in a
disproportionate number of Latino and African American students living in
urban settings (Hauser, Simmons, & Pager, 2004). Despite the increasing
diversity in urban schools’ student populations, the backgrounds of teachers
in urban schools typically differ from the racial, cultural, language and
socioeconomic backgrounds their students of the students they teach. As
previously noted in this chapter, White, non-Hispanic, women account for the
majority of teachers in public education today.
This cultural gap presents a challenge that new teachers in urban
schools often must overcome in order to meet the needs of their students as
well as their own needs. When teachers enter the profession believing that

29
“diversity is a deficit to overcome or when they hold low expectations for
students, or both, they often have difficulty teaching in ways that are
culturally responsive and academically challenging” (Hollins & Guzman,
2005, p. 482). In addition, when teachers lack cultural knowledge it can result
in the creation of an “oppositional culture” in schools that is detrimental to
student learning (Bennett, 2001). When teachers are unable to relate to their
students, problems with discipline and classroom management can impede
instruction and learning. When these factors exist, students - as well as their
teachers - may be at risk for failure.
Poor Working Conditions
Poor working conditions pose a significant challenge for teachers in
urban schools. The challenges are magnified for new teachers, who are often
assigned to the most difficult classes, with the most difficult students, and in
the poorest of conditions (Ingersoll, 2004; Johnson et al., 2005). New
teachers are less likely to be fully licensed; however, they are more likely to
receive out-of-field placements (Ingersoll, 2002). According to Bartell (2005),
teachers in urban settings are more likely to work in “old, deteriorating
facilities and have fewer instructional resources and access to technology
than their neighbors in suburban schools” (pp. 12-13). It is no wonder why so
many new teachers in these settings elect to leave their schools and head for
the suburbs – or out of the profession.

30
A report by the U.S. General Accounting Office (1995) documented
the problems of inadequate school facilities in the U.S, determining that a
majority of public schools are unprepared for the 21
st
century. Schools in
urban areas are even further behind the curve. Included in the report is a
finding that “schools in central cities and schools with 50% or more minority
population were more likely to have more insufficient technology elements
and a greater number of unsatisfactory environment conditions [than schools
serving other communities]” (p. 4). This finding is significant considering the
physical condition of schools can impact teaching and learning (Johnson et
al., 2005). Old, deteriorating buildings, which are common in urban districts,
pose safety and health hazards for students and teachers, not to mention an
unpleasant working environment.
Overcrowding is another common problem in urban schools that can
result in large class sizes and teachers having to share classrooms. This can
add to the workload and stress of new teachers. Facilities such as
laboratories and libraries often serve as classrooms rather than for their
intended purposes. A lack of resources such as textbooks, computers,
instructional materials, and supplies can also affect instruction as well as
teachers’ job satisfaction. It is difficult to teach map skills without maps and
science without materials with which to experiment.
There is evidence to support that poor working conditions can factor
into a teacher’s decision to leave their school or leave teaching altogether

31
(Carroll et al., 2004). Their satisfaction may also be adversely affected by
restrictions on what and how they teach. As a result of the NCLB legislation,
schools are evaluated based on student performance on state standardized
tests. This pressure to raise test scores is intensified in districts with high
populations of underserved students. The achievement gap between these
students and their more affluent, often White peers is well documented. In a
survey of 2
nd
-year teachers in three states, Kauffman (2005) found that new
teachers in high-poverty, high-minority schools are more likely to be required
to teach mandated, often “scripted” curricula and spend instructional time on
test preparation. These restrictions may influence creative, qualified new
teachers to leave these schools in favor of suburban schools that will allow
them more autonomy and flexibility with regard to classroom instructional
practices.
The hiring practices of schools and districts can also be considered an
element of workplace conditions. A small body of empirical research
suggests that the hiring experiences of new teachers can also influence their
job satisfaction and decision to remain in the profession. Liu (2004) found
that the hiring practices of many large districts are often highly centralized.
Typically, new teachers are hired by through a district’s human resources
department, a superintendent, or a school’s principal. Such practices prohibit
the new teachers from meeting and questioning the teachers that will be their

32
new colleagues. Without this opportunity, teachers may find out too late that
a school in which they are places is not a good match for them.
According to Johnson et al. (2005), “…the date on which a teacher is
hired may profoundly affect his or her chance of achieving positive results in
the classroom” (p. 32). Another of Liu’s findings was late hirings are
widespread. As many as one third of new teachers are hired after the start of
the school year (Liu, 2004). When this occurs, new teachers may be
precluded from participating in orientation and induction experiences, and
limited in the time they have to plan and prepare for their students and
acclimate to their new school. A similar study by Useem & Farley (2004)
supports these findings and indicates that late hiring practices are more likely
to occur in urban school districts. They suggest this cycle of late hiring is due
to a combination of factors, including uncertainty related to budgetary and
staffing needs, and other bureaucratic factors. About the ramifications of
these practices, Johnson et al. (2005) concluded, “The stressors induced by
late hiring, on top of the predictable struggles inherent in learning to teach,
may seriously threaten new teachers’ satisfaction with their jobs and their
intention to remain in the profession” (p.32). Ultimately, it is apparent that the
late hiring practices that occur in urban school districts are systemic and add
to the challenges facing new teachers.
The organizational structure of schools is another element of working
conditions. Little likened the current organizational model of many schools as

33
“individual classrooms connected by a common parking lot” (Little, 1999, p.
256). Such isolation from their colleagues is detrimental to new teachers,
who need and value collaboration with colleagues (Kardos, 2005). This
isolation is compounded for teachers in urban schools, which tend to be
disproportionately larger than suburban schools (National Center for
Educational Statistics, 2003). It may be that the organizational structure of
schools impedes the support that new teachers both require and desire.
Lack of Support
Susan Moore Johnson and her colleagues from the Harvard Graduate
School of Education’s Project on the Next Generation of Teachers (Johnson
et al., 2005) reviewed the literature on teacher retention to examine why
teachers stay in the profession and why they leave. They found that
“teachers’ decisions to remain in their schools and in teaching are influenced
by a combination of intrinsic and extrinsic rewards that they receive in their
work. . . . Of course, individual teachers have different expectations and
priorities for their work and workplace; what satisfies one may be insufficient
for another” (p. 1). Another finding in this study is “teacher retention can be
affected positively or negatively by factors that influence a teacher’s sense of
efficacy in the classroom and satisfaction on the job” (p.2). These factors
tend to be magnified for teachers in schools that serve high populations of
poor and minority students.

34
McCann and Johannssen (2004) conducted a qualitative analysis
based on interviews of new teachers to examine the struggles of new
teachers. Their findings suggest new teachers’ “frustration results from the
discrepancy between the teacher’s expectations of the teaching experience
and the realization of the actual experience” (p. 140). This suggests a
disconnect between theory and practice in that new teachers are not being
prepared for the reality of teaching in their teacher education programs. It
also suggests a missing link between preservice and inservice teacher
preparation.
The following figures, adapted from those of the McCann and
Johannssen (2004), offer insight into the indicators for novice teachers who
may leave teaching as opposed to those who may stay in teaching:
Those likely to leave the profession feel

• The workload is unreasonable and unmanageable;
• Their efforts to correct classroom problems are futile because they
are problems inherent in teaching;
• Their needs have a greater priority than the needs of the students;
• They have to plan an “escape” from teaching;
• Their decision to teach was a compromise because they had limited
career choices.

Figure 1. Indicators that a novice teacher may leave teaching, from Why do
teachers cry, Clearinghouse 77(4) by McCann & Johannssen, 2004).

35
Those likely to stay in the profession express

• A sense of duty to help young people benefit from instruction;
• An interest in developing their teaching skills;
• An interest in growing as teachers and can account for factors that
have influenced their growth;
• A commitment to strategic planning to make bad situations better;
• A belief that bad experiences in the school are evidence of the need
for good teachers;
• The need to view disturbing episodes in the school year as shared
experiences among students and faculty and not as personal
obstacles, aggravations, or attacks.

Figure 2. Indicators that a novice teacher may stay in teaching, from Why do
teachers cry, Clearinghouse 77(4) by McCann & Johannssen, 2004).

A unique aspect of this study is the authors invited the novice teachers who
participated in the study to offer their advice to schools and preparation
programs. The teachers’ feedback “pointed to an obvious problem with
mentoring programs: If the time required to participate in the program
represents an additional burden on the beginning teacher, then the activities
become counterproductive” (p. 144). The teachers’ feedback seems to echo
the findings of the research on mentoring, which suggest, “the quality of
mentoring makes all the difference” (p. 144). These findings also point to the
possibility that a lack of alignment between preservice and inservice teacher
education programs, suggesting the need for stronger partnerships between
preservice and inservice educational agencies. New teachers are clearly
making it known what they need. To what extent teachers’ feedback is
considered in the development and implementation of these programs is not
known. What they need, however, is not always what they get.

36
What Do New Teachers Need?
Abraham Maslow (1968) suggested that humans have a hierarchy of
needs. The four lower-level needs in this hierarchy include physiological
needs, safety needs, belongingness and love needs, and esteem needs.
According to Maslow, these “deficiency needs” must be met in order to move
up the hierarchy to the “being needs.” The upper-level needs include the
need to know and understand, aesthetic needs, and the culminating self-
actualization need. He posited that when deficiency needs are not met, the
motivation for fulfilling them decreases. To the contrary, when a person
meets their being needs, the motivation for continued fulfillment in these
areas increases. Figure 3 provides an outline of the original five stages of
Maslow’s hierarchy:

37

Figure 3. Maslow’s Hierarchy (Original Five Stages) from Toward a
psychology of being, (2
nd
ed), by A. H. Maslow, 1968.

Like the students they teach, novice teachers have diverse needs.
Extrapolating from Maslow’s hierarchy, Breaux and Wong (2003)
demonstrate the hypothetical deficiency needs and concerns of new
teachers:
1. Physiological needs: Where is my classroom? Why doesn’t
someone show me where my classroom is? Where do I eat lunch and what
will it cost? When do I get paid and how do I make sure that I have health
Physiological Needs
Basic life needs – food, water, shelter
Safety Needs
Support, stability, safe facilities, adequate resources
Belongingness and Love Needs
Collegial relationships, collaboration, shared
Esteem Needs
Achievement, recognition, status, self-respect
Self-Actualization Needs
Personal and professional fulfillment,

38
insurance? Isn’t anyone going to show me where the bathroom is or tell me
what the other teachers do for lunch? When does first period begin? Can
someone help me with setting up telephone and utility service in my new
home?
2. Safety needs: Where do I park, and will it be safe to park there?
Can I stay after school or come here during the weekend? What do I do if I
need to call for help? Whom do I call?
3. Love and belonging needs: Who is in my grade level or
department? Does anyone care about me? I haven’t met anyone at the
school. It’s so lonely here.
4. Esteem needs: Is there nothing but the four walls and me here?
The homeless shelter where I volunteer has better facilities. There’s nothing
in the halls. Isn’t anyone proud of anything around here? When will I hear a
few words of encouragement? What can I do to help so that I feel that I have
some significance around here? I feel so useless and so alone. Won’t
someone tell me about the ‘unwritten rules’ around here? (pp. 61-62).
Using Maslow’s hierarchy as a template, the next section of this
chapter addresses the needs of new teachers in urban settings. Schools
must have working conditions that are safe, clean, and conducive to teaching
and learning in order to meet the physiological and safety needs of students
and teachers. Love and belonging needs of new teachers suggest the need
for a school climate and culture that fosters these needs. The self-efficacy of

39
teachers plays in important role not only in meeting their esteem needs but
on student achievement as well (Bandura, 2004). Teachers need to know
and understand how to teach. Differences in how teachers are prepared may
impact their needs. Teachers’ aesthetic needs include fair compensation
and adequate resources to do the job effectively. In order to achieve self-
actualization, Maslow’s (1968) term for realizing one’s personal potential,
teachers must be provided access to effective professional development.
Teachers should model for students that learning is a lifelong endeavor. This
requires teachers, administrators, teacher educators, and policymakers to
approach learning to teach as a lifelong endeavor.
Physiological and Safety Needs
According to Johnson (2006), working conditions encompasses many
different elements. These elements include physical features such as the
condition of building structures, sociological features that define teachers’
roles and status within a school, and the politics of the school, which can
impact teachers' opportunities to participate in the decision-making process,
and organizational features. Curriculum also plays a role in working
conditions. For example, district testing policies and mandated curricula can
impact the control teachers have in their classrooms.
Johnson’s (2006) study on the effects of the workplace on teacher
quality, retention, and effectiveness provides benchmarks for school
workplace conditions. The benchmarks include:

40
1. Teaching assignments that are aligned with teachers’ training and
background, and appropriate and fair teaching loads.
2. A school climate that promotes collaborative working relationships
with colleagues.
3. Comprehensive, ongoing support for new teachers that includes
opportunities to observe and receive feedback from their more experienced
colleagues.
4. Curriculum that is aligned with state standards and provides
flexibility in how the curriculum is taught.
5. Adequate supplies, instructional materials, and resources.
6. Multiple measures for student assessment that includes but not
over-reliant on standardized tests.
7. Professional development that is ongoing, supported, and related
to the day-to-day work of teachers in their classrooms. Teachers should be
supported and provided with opportunities for continued professional growth
throughout their careers.
8. Safe, clean, facilities.
9. Supportive school administrators that ensure the maintenance of
these working conditions. (p. 4).
Safe, supportive working conditions facilitates good teaching, while
poor working conditions can restrict good teaching (Johnson, 2004). Factors
such as whether the school building is well-equipped, whether colleagues

41
provide helpful assistance, or whether there are good support services for
students all “mediate what any teacher, however talented are well-trained,
can accomplish in the classroom . . . thus, improving the conditions of the
school as a workplace can increase the capacity of schools to serve all
students" (Johnson, 2006, p. 2). Working conditions also play a significant
role in teachers’ satisfaction with their work and influence their decision to
remain in the profession. “If good teachers are to be retained in teaching and
supported in doing their best work with students, they must have a workplace
that promotes their efforts in a variety of ways" (p. 1). Research by Feiman-
Nemser (2003) supports these findings. She states, “Whether the early years
of teaching are a time of constructive learning or a period of coping,
adjustment, and survival depends largely on the working conditions and
culture of teaching that new teachers encounter” (p. 25). The working
conditions of a school should facilitate a climate that is conducive to effective
teaching and learning.
Belongingness and Love Needs
Research has shown that new teachers need and value collaborative
relationships with their colleagues. Johnson et al. (2005) found research that
posits teacher retention increases “when schools are organized for
productive collegial work under a principal’s effective leadership” (p. 67). She
also suggests, “Such schools make it possible for teachers to succeed with
their students and, thus, to realize the psychic rewards of teaching that

42
initially attracted them to the career” (p. 67). This desire for collaboration by
teachers today suggests a departure from previous generations who
preferred the autonomy and isolation of their classrooms (Lortie, 1975). As
previously stated, many schools today are organized in such a way that
teachers are isolated from one another, making collaboration more difficult.
Schools should be organized to give teachers opportunities to develop
strong relationships with their students and colleagues. This could include
limiting class size, structuring the school into small learning communities,
and departmentalizing or team teaching. A school’s culture and climate
apparently weigh heavily on the extent to which teachers’ love and
belongingness needs are met.
The principal’s role in creating a positive, supportive school climate for
teaching and learning is clear. Teachers should be included in this process.
Johnson and Birkeland (2003) and other studies have shown new teachers
often cite principals who neglect their needs, do not invite teachers to
participate in the leadership process, and other perceived negative principal
attributes as a major influence on their decision to stay at a school or remain
in the profession. These findings suggest the principal plays an impact on the
love and belongingness needs of new teachers.
Kardos defines professional culture as “the norms, values, and modes
of professional practice, both formal and informal, that new teachers find at
their school” (p. 2005, 6). In a qualitative study by the Project on the Next

43
Generation of Teachers, Kardos et al. (2001) examined new teachers’
experiences of the professional culture of their schools. They classified
professional culture of schools into three groups: veteran-oriented culture,
novice-oriented culture, and integrated professional culture.
Unlike the first two categories, in which the culture of a school is
constituted by a predominance of veteran or novice teachers, an integrated
professional culture includes interaction between veteran and beginning
teachers that is ongoing and centered around teaching and learning. In these
schools, responsibility for student learning and supporting one another is
shared between veteran and novice teachers. They collaborate on matters
pertaining to curriculum and instruction, and their collaboration is systemic. In
addition, schools with a professional integrated culture attend to the specific
needs of new teachers. They are treated as novices and encouraged to
develop and gain expertise in their practice over time. They are provided with
support, encouraged to seek assistance, and assigned appropriate roles. In a
subsequent study, Kardos (2005) found “a strong, positive, and statistically
significant relationship between integrated professional culture and new
teachers’ job satisfaction” (p. 19). The support provided by integrated
professional cultures is an important factor in meeting the love and
belongingness needs of new teachers.
The environment in which new teachers are placed can have a powerful
impact on the teachers’ self-efficacy (Bandura, 2004). A study conducted by

44
The Public Education Network (2004) found that new teachers felt that
collegiality with their colleagues was one of the top five factors that would
influence their teaching efficacy. In this sense, new teachers’ belongingness
and love needs are entwined with their esteem needs.
Esteem Needs
Ormrod (2006) suggests, “protecting one’s general sense of
competence and self-worth may be a basic human need” (p. 393). This basic
need may account for why some teachers who fail to achieve success with
students end up blaming students for their own teaching deficiencies
(Darling-Hammond, 2006; Eddy, 1969). Placing the blame for poor student
achievement on others is a mechanism teachers may use to protect their
own self-worth. Darling-Hammond (2006) states,
Although many who enter teaching initially believe they do not need
specialized training, most learn quickly that teaching is much more
difficult than they thought, and they either desperately seek out
additional training, construct a teaching style focused on control (often
by ‘dumbing down’ the curriculum to what can be easily managed), or
leave the in despair (p. 13).

If new teachers enter an environment in which low expectations and
finger pointing are the norm, it is only natural that they too will enculturate
into this environment. They are essentially indoctrinated into a community in
which negative values prevail and are considered normal and appropriate,
and they simply fall in line.

45
Teachers’ low expectations for student achievement may lead to a
self-fulfilling prophecy, in which low expectations beget low achievement
(Ormrod, 2006). Sadly, this cycle is all too prevalent in low performing
schools that typically serve high percentages of poor and minority students
(Eddy, 1969). These findings point to the importance of teachers having a
strong sense of self-efficacy in their ability to reach all students and to help
them succeed.
Bandura (2004) defines self-efficacy as "the belief in one’s capabilities
to organize and execute the courses of action required to manage
prospective situations" (p. 1131). Studies have shown that when teachers at
a school believe they can make a difference with their students, that belief
carries translates into higher levels of students’ self-efficacy as well as their
academic achievement (Goddard, 2001; Goddard, Hoy & Woolfolk-Hoy,
2000). Ormrod (2006) suggests that teachers who possess high self-efficacy
in their classroom effectiveness can influence students’ achievement in
several ways:
1. They are more willing to experiment with new ideas and teaching
strategies that can better help students learn.

2. They have higher expectations regarding, and set higher goals for,
students’ performance.

3. They put more effort into their teaching and are more persistent in
helping students learn (p. 346).

Research findings indicate that teachers’ satisfaction with their work is

46
closely linked to retention (Johnson, 2006; Johnson and Birkeland, 2003).
Teachers who perceive they are not achieving “success” in the classroom
are more likely to find teaching unrewarding, and therefore more likely to
leave the profession. Considering the achievement gap that currently exists
between high poverty, high minority schools and their more affluent, less
diverse suburban counterparts, teacher efficacy may play a vital role in the
cycle of underachievement in urban schools. As a result, teachers in those
schools may have different needs. The significance of teachers’ self-efficacy
is clear.
Need to Know and Understand
According to Feiman-Nemser (2003), “Beginning teachers have
legitimate learning needs that cannot be grasped in advance or outside the
contexts of teaching” (p. 25). She and other researchers suggest, “we must
treat the first years of teaching as a phase in learning to teach and surround
new teachers with a professional culture that supports teacher learning” (p.
25). The responsibility for creating such a climate should be shared amongst
school administrators, veteran teachers, and the new teachers themselves.
Feiman-Nemser et al. (1999) suggest there is a large learning agenda
for new teachers. They interviewed new teachers, mentors, and school
principals about the needs of new teachers. The study suggests new
teachers need situational learning with respect to the subject or grade level
taught by the teacher. This might include interpretation of state standards or

47
teacher manuals. Another finding was, new teachers need to learn to teach
within particular contexts. For example, teachers in urban schools need to
learn to teach within that context.
This need may be amplified for by the fact that many of the new
teachers in these schools come from alternative routes of teacher
preparation. There is a danger that these teachers who lack the pedagogical
knowledge of their traditionally prepared colleagues may rely upon what
Lortie (1975) described as an “apprenticeship of observation.” That is, they
use their own experiences as a student in the classroom for 12 or more years
to guide their teaching. According to Darling-Hammond and Brandsford
(2005), “These experiences have a major effect on preconceptions about
teaching and learning that new teachers bring to the task of becoming
professionals” (p. 359). When the classrooms in which these new teachers
are placed differ from the typically White, middle-class classrooms of their
childhood, these teachers – along with their students, may be at risk.
Today’s urban classrooms are extremely diverse, and the cultural gap
between teachers and students is widening (Bartell, 2005). A lack of cultural
capital, training in multicultural education and diversity, and pedagogical
knowledge such as classroom management skills can make an already
challenging situation exponentially more challenging for many of these new
teachers. Issues such as discipline and behavior problems in the classroom
often rank high on the list of reasons why new teachers leave the profession

48
(Ingersoll, 2001). When these teachers do not have their learning needs met,
it is no wonder so many leave.
Aesthetic Needs
The aesthetic needs of teachers are entwined with the culture and
environment in which they teach. Most teachers do not enter the profession
for the pay. In a study by Johnson & the Project on the Next Generation of
Teachers (2004), new teachers indicated they expect to be compensated at
a level that would afford them a comfortable, middle-class lifestyle. However,
they do no not want to work in deteriorating facilities, which may be unsafe,
unsanitary, and lack the basic supplies and resources teachers need to do
their work well. In a subsequent study, Johnson et al. (2005) found,
on average, first-year elementary teachers spend $701 out of pocket,
for classroom materials. Qualitative studies suggest that, although
teachers find such purchases galling given their low salaries, they
spend their own money on supplies so that they can manage to carry
on with teaching day to day in their classrooms. (p. 53)

If a teacher’s financial situation is impacted further by having to
consistently spend these amounts of their own money for their classrooms, it
is reasonable to assume it could influence a teacher’s motivation and
satisfaction. While new teachers may not enter the profession for the high
pay, research indicates that compensation may factor into many candidates’
decision to pursue teaching as a career. According to Johnson et al. (2005),
“economists have demonstrated clearly that pay is an important factor in
teachers’ initial career choices” (p. 37). Additional findings of this study

49
suggest that relative pay for teachers has declined over the last 3 decades,
and that “teaching is becoming less and less financially attractive for both
men and women” (p. 39). Common sense tells us that increasing teacher
salaries will attract more and better candidates to the teaching profession.
Such an investment, however, may not succeed in retaining those new
teachers if other factors are not considered equally. Just as teachers should
be compensated fairly, they should be provided with working conditions that
allow them to achieve success with their students and a school culture that
recognizes the needs of novice teachers and supports them accordingly.
Self-Actualization
Teaching should be viewed as a lifelong endeavor. To achieve this
desired perspective, those charged with supporting teachers should focus on
providing teachers with opportunities to continuously grow professionally.
Despite the recognized benefits of professional development for teachers,
the inservice training teachers often receive is ineffective. Large districts that
are common in urban areas are typically interested in maximizing the
expenditure for professional development and therefore select broad,
generalized training that would serve the broad spectrum of teachers in the
district. A report study conducted by the National Education Association
reported that despite the recognized value of other methods of professional
development, most teachers (77%) were likely to participate in system-
sponsored workshops (Johnson, 2006). Often, these workshops are front-

50
loaded at the beginning of the school year and take place at a centralized
location away from teachers’ schools and classrooms.
According to Johnson (2006), professional development for teachers
is “typically short term, driven by an external agenda, and disconnected from
classroom practice” (p. 13). This may adversely effect teachers’ motivation to
attend the sessions. When a school or district mandates attendance,
teachers may even become resistant to the training or attend with
preconceived notions that threaten the potential effectiveness of the training.
Teacher may view the training as a waste of their time. Johnson found that
teachers are much more likely to welcome as opposed to resist training when
it is focused on their individual needs and the instructional needs of their
students.
This is aligned with Ryan & Deci’s (2000) Self-Determination Theory.
This theory purports that individuals need to experience choice in what they
do and how they do it. When external controls such as requirements,
deadlines, and rules imposed by others are present, individuals may resist
those pressures, thereby negatively effecting their motivation. Ryan & Deci
state, “social contexts catalyze both within- and between-person differences
in motivation and personal growth, resulting in people being more self-
motivated, energized, and integrated in some situations, domains, and
cultures than in others” (p. 68). This thinking is also aligned with Vygotsky’s
(1986) socicultural theory.

51
Ideally, teachers wishing to achieve self-actualization will be
intrinsically motivated to continually grow professionally. School districts
should encourage, support, and reward teachers for engaging in this
process. Those charged with supplying teachers with professional
development should take into consideration the diverse needs of teachers
that may exist within a district. The training a veteran high school Chemistry
teacher needs may differ greatly from the needs of a novice primary grade
teacher. This calls for professional development that is school-based,
considers the training teachers request, and focused improving teaching and
learning.
According to Breaux and Wong (2003), “New teachers must be trained
if we want them to succeed; it is much better to train new teachers and risk
losing them than not to train them and risk keeping them” (p. v). Like doctors,
engineers, and other professionals, teachers need access to education
opportunities to further develop their skills in order to meet the diverse needs
of their students and achieve successful outcomes (National Commission On
Teaching And America's Future, 1996). Teachers also need access to these
opportunities in order to continue on their own path towards achieving self-
actualization.
What Happens When New Teachers’ Needs Are Not Met?
Teacher turnover has become one of the biggest challenges that
urban school districts face with respect to staffing. Ingersoll (2001) uses the

52
term migration to account for new teachers who leave one school for
another, and attrition to describe the occurrence of new teachers leaving the
profession altogether (p. 503). His study of new teacher found that, despite
the impending retirement of teachers from the baby-boomer generation, a
majority of the teacher turnover problem is caused by factors other than
retirement.
The challenges facing the educational labor force do not appear to be
the result of a shortage of teachers, as so widely publicized, but rather
retaining the existing highly qualified teachers. Darling-Hammond and Sykes
(2003) opine retaining existing teachers is a much larger challenge than
preparing new teachers. A study conducted by the National Commission on
Teaching and America’s Future (2003) found that high teacher turnover rates
limit a school’s ability to create and maintain a quality teaching and learning
environment. This is particularly true in urban settings (Ingersoll, 2001).
Unfortunately, the exodus of beginning teachers occurs disproportionately
higher in high poverty, high minority schools.
As turnover and attrition rates rose after 2000, school officials,
particularly those in urban districts, were increasingly faced with what
Ingersoll (2001) termed a “revolving door” of new teachers. According to
Smith and Ingersoll (2003), in 1999-2000, 27% of 1
st
-year teachers left their
schools, with 11% leaving the profession altogether. The annual attrition
rates in high poverty, high minority schools are almost twice as high (19%).

53
Within the first 5 years, as many as 50% of new teachers leave the
profession. Futernick (2007) and the California State University’s Center for
Teacher Quality found that 22% of California’s teachers leave within the first
4 years of teaching.
Teacher attrition is not limited to teachers leaving the profession.
Research reveals a pattern of teachers in urban schools moving to schools
with “higher achieving, non-minority, non-low-income students” (Hanushek,
Kain, & Rivkin, 2001, p. 12). Ingersoll (2001) found similar patterns of teacher
migration. For urban schools, the results are the same – the revolving door
continues to turn. Breaux and Wong (2003) liken this pattern to a battlefield.
“With no shortage, teachers are just marched in, defeated, and then
replenished with fresh troops” (p. 124). Another common metaphor used to
describe this phenomenon is that of a leaking bucket. Rather than fix the
holes, schools and districts are simply adding more water to the bucket.
From a medical perspective, these reforms could be considered the
equivalent of treating symptoms without addressing the root cause of the
problem.
Some research findings suggest the teachers who are leaving are
those with the greatest potential to become highly qualified. Henke, Chen,
and Geis (2000) found a significant negative correlation between new
teachers performance on exams such as the SAT and their likelihood to
remain in the profession. Teachers with higher test scores were more likely

54
to leave the profession early. These findings suggest that some teachers
who leave the profession are the best and the brightest, raising grave
concerns for the future.
A recent study conducted by the Center for Teacher Quality (CTQ)
and co-sponsored by the California Department of Education (Futernick,
2007) examined the problem of teacher attrition in California’s schools and
the reasons teachers give for their decision to leave or stay in the profession.
Findings from this study mirror those of Johnson, Ingersoll, and other studies
reviewed in this chapter. Two thousand current and former California public
school teachers were surveyed in the CTC study. Included in the surveyed
teachers’ list of reasons for leaving the profession were inadequate systems
to support their teaching such as time for planning, and “bureaucratic
impediments (e.g., excessive paperwork, too many unnecessary meetings)”
(p. ix). Teachers expressed a desire for bureaucracy that was less obtrusive
and more supportive of their professional practice. Those choosing to stay in
teaching cited strong collegial relationships and having input in what and how
they teach as central to their decision.
Teacher turnover comes with a heavy price tag, a cost that is realized
by taxpayers and students alike. States and school districts are spending
unprecedented amounts of money to recruit, hire, and train new teachers,
and then recruit, hire, and train their replacements. In 2004, the Alliance for
Excellent Education estimated the cost at upwards of $2.6 billion annually

55
(Alliance for Excellent Education, 2004). More recently, a policy brief by the
National Commission on Teaching and America’s Future (NCTAF) estimated
the national cost of public school teacher turnover could be over $7.3 billion a
year (National Commission on Teaching and America’s Future, 2007).
Multiple studies have examined the financial impact of teacher turnover. The
Texas Center for Educational Research (2003) estimated the range of
financial losses between $355 and $5,166 per teacher. The Alliance for
Excellent Education (2004) calculated the nation’s schools annual cost of
teacher turnover to be $2.6 billion or roughly $12,546 per teacher. While the
methods used to calculate these figures vary, even the most conservative of
estimates point to exorbitant costs related to teacher turnover. In an era
when many schools are desperate for funding, the cost is steep. Those are
dollars lost and unavailable to schools that could use them to support new
teachers and improve instruction and student outcomes.
The cost of new teacher turnover is not just financial. Schools must
incur the cost of substitute teachers to fill vacancies. High rates of teacher
turnover can result in reduced efficiency with regard to consistency in school
policies and culture. Students must also bear instructional costs when their
teachers leave. Ultimately, it is the students who pay the highest price.

56
What Can Be Done to Support New Teachers?
Efforts to increase beginning teacher retention are gaining
momentum. More and more attention is being focused on the role of
induction in retaining and supporting new teachers. As stated by Feiman-
Nemser (2003), there is “emerging consensus among U.S. educators and
policymakers that the retention of new teachers depends on effective
mentors and induction programs” (p. 25). Induction can also provide a
foundation of comprehensive, coherent, and sustained professional
development for new teachers (Wong, 2005). Along with testing, training for
new teachers is one of the most prevalent topics involved with education
today.
Induction: What It Is and What It Isn’t
According to Breaux and Wong (2003), effective induction is “a
structured training program that must begin before the first day of school and
continue for 2 or more years” and has three basic purposes: “1. To provide
instruction in classroom management and effective teaching techniques 2.
To reduce the difficulty of the transition into teaching 3. To maximize the
retention of highly qualified teachers” (p. 5).
The terms induction, mentoring, and orientation are often used
synonymously. While a majority of proponents of comprehensive induction
programs consider mentoring and orientation integral components of
induction, they are not effective when utilized as the only means of support

57
for new teachers. Effective induction follows teachers through their
development by providing ongoing coaching, evaluation, and opportunities
for professional and personal growth (Breaux and Wong, 2003). Induction is
not a program as much as a systemic process that is ongoing.
The Potential Impact of Induction on Teacher Retention and Student
Achievement

In a study of national survey data, Smith and Ingersoll (2003) found
that comprehensive induction programs have a positive effect on new
teacher retention. They found that teachers who received “basic induction,”
namely a mentor and some support and communication with an
administrator, had a 39% probability for turnover. This is contrasted by
teachers who received extensive induction experiences, considered by the
authors to be a combination of seven or more components such as
collaborative planning time, workshops, seminars, and other training
experiences in addition to the components of basic induction. The probability
of turnover for those teacher receiving comprehensive induction experiences
was 18%. The two induction program variables factors that Smith and
Ingersoll target as having the most positive impact on teacher retention are
collaborative planning time and mentors who share the same field of
teaching as the mentee. These findings suggest that comprehensive
induction program can have a significant impact on new teacher retention.

58
A study by Kelley (2004) resulted in similar findings. The study tracked
10 cohorts of participants in an induction program jointly administered by the
University of Colorado and six school districts. Kelley reported positive
results in the long-term retention of novice teachers who participated in the
program as well as teacher effectiveness. The quality of mentoring played a
significant role in participants’ positive induction experience.
SRI International (2004), which prepared a review of research on the
impact of beginning teacher induction on teacher quality and retention for the
U.S. Department of Education, offers contradictory findings. The authors of
this study conclude that:
Although a large number of written resources on teacher induction
exist, there are very few rigorous studies that have investigated the
impact of induction on teacher quality and retention. Within the small
body of research that has been conducted, with an experimental or
quasi-experimental design, studies of induction have been weak for a
number of reasons: the scholarship lacks adequate definitions of the
constructs of induction, retention, and teacher quality; the researchers
often rely solely on self-report to measure the outcomes of interest; and
many of the studies use only one outcome measure and do not always
align the outcome assessed with the treatment(s) teachers receive. (p.
32)

The study also found confounding variables in the research reviewed,
which included “a lack of comparability between groups of teacher,
contamination of the treatment groups by the presence of comparison groups
in the same school, problematic timing of the treatment, weak control of the
measurements gathered, and poor attention paid to the attrition of research
participants” (p. 32).

59
Furthermore, while the authors point out their research does not
discredit the potential of induction on improving teacher effectiveness and the
retention of new teachers, the authors conclude that their research did not
expose findings strong enough to solidify that induction works. They also
point out hat the existing studies on induction do not reveal which
components of induction have the greatest potential for improving the
effectiveness of teachers or on the retention of new teachers.
Smith and Ingersoll (2004) analyzed data from the 1999-2000 Schools
and Staffing Survey to examine the effects of induction and mentoring on
new teacher turnover. Their findings suggest that induction may have a
positive impact on teacher retention. While their study revealed large
percentages of new teachers participating in induction programs, the quality
and comprehensiveness of those programs were not factored into the
analysis. This must be considered when analyzing the data. The
contradicting reports indicate that implementation matters when it comes to
effective induction. In addition, most of the research on induction pertains to
teacher retention. More and better research should focus on the link between
specific induction programs and student achievement.
As pointed out by Youngs (2007), there is “little understanding in the
research literature of the relationship between district induction policy and the
nature and quality of the support experienced by beginning teachers” (p.
797). Youngs used qualitative case studies of two Connecticut school

60
districts to investigate whether variations in district induction policies
impacted the nature and quality of support beginning teachers received.
Young found that beginning teachers in one district received higher quality
assistance than the other district involved with the study. The differences
found “seemed related to district policy involving mentor selection, mentor
assignment, and professional development. In addition, the understandings
of induction held by mentors and others seemed to mediate the effects of
district policy on new teachers’ experiences” (p. 833).These findings point to
the importance of marrying sound induction theory and policy with cohesive
implementation. In order for induction to be effective, the “process must be
ingrained into the culture of a school” (Portner, 2005, p. 75). This calls for
shared leadership and collaboration between new teachers, veteran
teachers, school administrators, and district administrators. Even with a
model framework for comprehensive induction, a program’s success and
effectiveness depend largely upon how the program is implemented.
A recent study by Fletcher, Strong, & Villar (2008) support these
findings. They used data collected from interviews with school district officials
from three districts that participated in the New Teacher Center induction
program to investigate the effects of variations in mentor-based induction on
the performance of students in California. They found that mentor-based
induction can positively impact student achievement if the induction program

61
allows for weekly contact between mentors and new teachers, and when
mentor selectivity is high.
Induction in California
States are increasingly focusing on induction as the primary means of
support and inservice professional development for new teachers. California
is one of those states. In 1992, the passage of Senate Bill 1422 in California
called for increased support and assessment for all of the state’s new
teachers. This initiated the California Beginning Teacher Support and
Assessment System (BTSA). As of 1999, 75% of California’s 1
st
and 2
nd
-year
teachers had participated in one of the state’s 130 BTSA induction programs
(Breaux and Wong, 2003). In 1998, following the passage of SB 2042, the
California Commission on Teacher Credentialing revised its standards for
teacher preparation in the state.
Included in this revision was the establishment of the Standards of
Quality and Effectiveness for Professional Teacher Induction Programs
(California Commission on Teacher Credentialing, 2002). By design, “these
standards couple with standards for subject matter preparation and
standards for professional teacher preparation to reflect the continuum of
learning to teach” (p. 6). In order to receive state funding for BTSA programs,
local education agencies must implement these standards in their programs.
The 20 standards include nine Foundational Standards for All Multiple
Subject and Single Subject Professional Teacher Induction Programs,

62
Program Design and 11 Implementation Standards Foundational Standards
for All Multiple Subject and Single Subject Professional Teacher Induction
Programs. The implementation standards are subdivided into three
categories: Program Design, Teaching Curriculum to All Students in
California Schools, and Teaching All Students in California Schools. Each
standard includes multiple program elements. The number of elements for
each standard varies. Fig. 4 provides an overview of California’s Standards
of Quality and Effectiveness for Teacher Induction Programs.

63

Foundational Standards for All Multiple Subject and Single Subject Professional
Teacher Induction Programs, Program Design, and Teaching All Students in
California Schools

Standard 1: Sponsorship, Administration, and Leadership
Standard 2: Resources
Standard 3: Professional Development Providers
Standard 4: Evaluation

Standard 5 Articulation with Professional Teacher Preparation Programs
Standard 6: Advice and Assistance
Standard 7: Coordination and Communication
Standard 8: Support Provider Selection and Assignment
Standard 9: Support Provider Professional Development

Implementation Standards for All Multiple Subject and Single Subject Professional
Teacher Induction Programs

A. Program Design

Standard 10: Program Design
Standard 11: Roles and Responsibilities of K-12 Schools
Standard 12: Professional Development Based on an Individual Induction Plan
Standard 13: Formative Assessment Systems
Standard 14: Completion of the Professional Teacher Induction Program

B. Teaching Curriculum

Standard 15: K-12 Core Academic Content and Subject Specific Pedagogy
Standard 16: Using Technology to Support Student Learning

C. Teaching All Students in California Schools

Standard 17: Supporting Equity, Diversity, and Access to the Core Curriculum
Standard 18: Creating a Supportive and Healthy Environment for Student
Learning
Standard 19: Teaching English Learners
Standard 20: Teaching Special Populations

Figure 4: California’s Standards of Quality and Effectiveness for Teacher
Induction Programs (California Commission on Teacher Credentialing, 2002,
pp. 12-13).

As of 2004, teacher candidates receiving a preliminary credential on
or after August 30, 2004, are required to enroll in a state approved induction
program within 120 days of beginning their contract and to complete all

64
program requirements in order to apply for a professional clear credential.
Because BTSA programs are state approved and funded, and therefore
offered to teachers free of charge for the first 2 years of teaching, a majority
of the state’s new teachers are fulfilling their credentialing requirements by
participating in BTSA programs.
Participants in BTSA are required to attend an initial Program
Advisement meeting, a Program Orientation, and seminars on topics such as
classroom management and diversity. Participants are assigned a trained
“Support Provider” to mentor them and guide them through the induction
process. Participants are required to meet with their support providers for at
least 1 hour per week. The selection and assignment of support providers is
the responsibility of the participating school districts.
Participants complete 18 hours of professional development annually.
Attendance at district or site-related curriculum training and staff
developments qualify as professional development.
Another component of the BTSA Program is the Formative
Assessment Requirements (FAS), which involve participants compiling a
portfolio of tasks and activities. These tasks and activities include written
reflections and responses to literature, student case studies, observing
veteran teachers, and collecting and analyzing student work samples. The
FAS is aligned with the California Standards for the Teaching Profession.
Portfolios are evaluated at the end of the program, and participants must

65
meet the FAS requirements in order to complete the program. Teachers
whose portfolios do not meet the requirements do not qualify for a Clear
Credential and are required to repeat the program. With such high stakes,
careful consideration should be given to the effectiveness of these program
components.
Components of Effective Induction

While no two induction programs are the same, research has revealed
commonalities within successful programs (Bartell, 2005; Breaux & Wong,
2003; Smith & Ingersoll, 2003). Typically, these programs include:
1. Multi-day new teacher orientations before the start of the school
year. The focus of the orientation often focuses on classroom management
and school procedures to familiarize teachers with their new school.
2. Opportunities for new teachers to observe successful experienced
teachers in their classrooms.
3. Systemic, ongoing professional development opportunities over a
period of 2 to 3 years.
4. Opportunities for new teachers to network, plan, and collaborate
with other new teachers as well as their more experienced colleagues.
5. Strong, sustained involvement and support from school
administrators.
6. On-site mentoring relationships that include mentors from the same
grade or subject as the new teachers they support. Mentors should be

66
provided with appropriate incentives and training, and be provided with
opportunities to observe their mentees and provide constructive feedback.
7. Formative and summative evaluations of new teachers.
There exist many models of effective, comprehensive induction that
teacher educators, program developers, and administrators can turn to for
best practices purposes. Models from other states include Louisiana’s
Framework for Inducting, Retaining, and Supporting Teachers (FIRST)
Program, and the Flowing Wells Teacher Induction Program for Success in
Tucson, Arizona. Kelley (2004) reported on the successes of the Partners In
Education (PIE) Program in Colorado. A recent study by Washburn, Powers,
and Morales (2006) outlines a model of induction for urban teachers through
a university and district partnership.
The Santa Cruz New Teacher Project serves as a model BTSA
program. Information on this program, which was a partner in developing the
BTSA Program that serves as the unit of analysis for this study, can be found
at www.newteachercenter.org. The New Haven Unified School District
prides another model BTSA program. Breaux & Wong (2003) provide
detailed descriptions of these programs as well as a framework for
implementing comprehensive induction programs that could be useful for
educators interested in developing a new induction program or improving
upon an existing program.

67
A recent study by Yusko and Feiman-Nemser (2008) compared two
successful induction programs that feature a combination of assistance and
assessment. Using a qualitative case study design with multiple layers of
data collection, Yusko and Feiman-Nemser analyzed the similarities and
differences between the Peer Assistance and Evaluation Program (PAEP) in
Connecticut and the Santa Cruz New Teacher Project (SCNTP). The PAEP
uses summative assessment combined with mentoring, while the SCNTP
combines assistance with a formative assessment system (FAS). Yusko and
Feiman-Nemser found “possibilities and pitfalls” for both programs. They
concluded both models of induction depend upon the quality of the support
beginning teachers receive. They point out that while induction programs can
include stringent selection processes ensuring beginning teachers are paired
with successful, outstanding teachers as support providers, “few classroom
teachers have experience teaching adults how to teach” (p. 16). In addition,
the placement of the mentoring relationship in a context that combines
evaluation with support can cause strain on that relationship. The selection
and training of these support providers is critical to the effectiveness of the
induction process. Yet again, these findings point to implementation as a key
element in effective induction of beginning teachers.
Implementation and Coherence
Even within the framework of BTSA, which includes standards for
implementation based on the needs of new teachers addressed in this

68
chapter, implementation of programs vary greatly (Smith & Ingersoll, 2003).
The reasons for this may include factors such as the size of participating
districts, the amount of emphasis placed on induction by district and school
administrators, the quality of training for support providers, the quality of
support providers and induction experiences, the number and types of
experiences offered, and the environment in which those experiences occur.
While many induction programs do offer mentoring as a major
component of the program, the quality of the mentoring may vary greatly.
Issues such as insufficient pools of qualified mentors, lack of training for
mentors, inappropriate matching, personality conflicts, lack of accountability,
and lack of organizational direction can all negatively impact the
effectiveness of a mentoring relationship. Essentially, the mere presence of a
mentor does not necessarily translate into effective support for the teacher
(Kardos, 2005). For example, Shulman (2004) conducted a qualitative case
study on the dangers of imbalanced mentoring. She found that imbalanced
mentoring can result in frustration on the part of beginning teachers and
argues that effective mentoring for the purpose of fostering teacher learning
is dependent upon a simultaneous focus the three independent factors:
vision, motivation or commitment, and ability, both cognitive and practical
(p.394). She states,
if there is a small mismatch between vision and practice, then
reflection on that gap can lead the teacher to persist in tinkering with
his or her practice and to close the gap. But if the mentoring itself has

69
encouraged an impossibly ambitious vision, then the gap among the
vision, understanding, and practice does not motivate adaptation. (p.
404)

Even when a new teacher is matched with a qualified mentor from the
same field, a lack of resources, leadership, or an environment that does not
support the relationship, can impede the success of the experience.
In addition, due to the variances in design and quality of preservice
teacher preparation programs, induction program variables may not be
aligned with the preservice preparation new teachers received prior to
entering the induction program. This possibility suggests many new teachers
may be duplicating in their induction program knowledge they already
possess and training already received. As a result, the motivations and
attitudes with which new teachers enter into induction programs may vary.
This warrants further investigation.
Regardless of the impact induction may have on teacher retention,
“New teachers must be trained if we want them to succeed; it is much better
to train new teachers and risk losing them than not to train them and risk
keeping them” (Breaux & Wong, 2003, p. v). Ultimately, the quality of an
induction program depends upon the people and the context in which the
programs are implemented. Ensuring the quality of effective induction
programs is a matter of leadership that must be shared amongst
policymakers, program administrators, support providers, and the
participating teachers themselves.

70
The implementation of any instructional program is largely dependent
upon coherence. A study by Newman, Smith, Allensworth & Bryk (2001) for
the Consortium on Chicago School Research presented the concept of
instructional program coherence. The study, a response to the 1995
Annenberg Chicago Challenge, included 222 elementary schools and more
than 5,000 teachers in the Chicago public school system. The authors
suggest school improvement frameworks that incorporate coherence are
more likely to advance student achievement than multiple, unrelated efforts.
Strong program coherence is evident when three major conditions prevail: (a)
A common instructional framework that guides curriculum, teaching,
assessment, and learning climate. (b). Staff working conditions that support
implementation of the framework. (c). An allocation of resources such
materials, time, staff assignments to advance the common framework and to
avoid diffuse, scattered improvement efforts (p. 13-15). The authors state,
“Since the sources of incoherence rest both within and beyond schools,
strengthening instructional program coherence requires simultaneous effort
from the bottom-up and the top-down” (p. 44). This task can present a
significant challenge when programs include a multiplicity of variables.
This study can be generalized to include induction programs. Citing
research on learning and motivation, the authors concluded, “teachers who
participate in coherent professional development experiences, as opposed to
short-term, unrelated activities, are also more likely to learn from those

71
experiences and to integrate that new knowledge into their teaching” (p. 16).
This suggests an exceptional framework for induction is not enough. To be
effective, the induction of new teachers must extend beyond their relationship
with a mentor and their participation in seminars. School districts cannot
presume that participation in an induction program will result in effective
support and teacher development. Principals’ involvement is critical, as is the
participation of all teachers at a school site. All educators in a district are
responsible for the induction of beginning teachers, which includes the
provisions of a shared vision, site-based support, and the time and resources
required to effectively implement the induction program.
Engagement
According to Ormrod (2006), motivation effects individuals’ learning
and behavior in multiple ways. Motivation leads to engagement, effort, and
persistence in activities that can impact cognitive processing and
performance. The attitudes and beliefs individuals have about a particular
activity can influence their motivation. This study seeks to examine the
attitudes and beliefs of beginning teachers as they engage in the induction
process. Considering the resources and attention focusing on induction as a
means to support, teach, and retain new teachers, the motivation of
beginning teachers to participate in the induction process warrants careful
consideration and analysis.

72
Maslow (1968) purports the pathway to self-actualization is dependent
upon intrinsic motivation. For beginning teachers, this would mean they are
motivated by the intrinsic desire to develop their professional practice and
engage in lifelong learning. However, given that induction is now tied to
professional credentialing in many states, including California, and the
variances in how teachers today are prepared to teach, it may be that the
extrinsic motivation of certification outweighs the intended goals of induction
to provide beginning teachers with support and opportunities for professional
growth. This study builds upon existing research by seeking answers to
these questions and by considering the role teacher education may play in
beginning teachers’ engagement in and motivations for participating in an
induction program.
A recent study by Andrews, Gilbert, & Martin (2006) examined the
types of support that beginning teacher’s value, what support they actually
receive, and the amount and types of support that administrators believe are
provided to their new teachers. Findings of the study indicate disparities exist
between the support beginning teacher’s value and the support provided to
them through induction. Additionally, discrepancies between teachers and
administrator reports were found. While the small sample size (54) of new
teachers surveyed in this study raises questions about the reliability and
validity of the findings, this study seeks to build upon findings of Andrews,
Gilbert, & Martin and the other literature presented in this chapter. In order to

73
learn and develop as professionals, teachers must be motivated and
committed to doing so.
Conclusion
We cannot assume that the presence of an induction program will
automatically translate into appropriate support for new teachers. Likewise,
limiting the evaluation of these programs to retention rates does not reveal
the extent to which the programs address teachers’ leaning needs. For
new teachers, completion of a state accredited BTSA induction program is
now a requirement for certification. No longer is BTSA a support mechanism
that new teachers can seek out. Rather, it is a requirement that all teachers
must complete, regardless of the level of support they may need. For some,
this support may not be needed. It may be that some teachers from
exceptional school of education or teacher preparation programs may need
only certain components of a BTSA induction program. Are programs
differentiated for these new teachers? What are the attitudes and
preconceptions with which new teachers enter these programs? Do
alternatively certified teachers perceive induction as more valuable than their
traditionally prepared colleagues? Which induction experiences do new
teachers perceive as most valuable to their development? Answers to these
questions within the current scope of literature were not found.
This study seeks answers to those questions. A literature-based
rationale for the study was provided in this chapter. The next chapter of this

74
dissertation focuses on the methodology used to answer the central research
questions. A mixed methods approach was selected to strengthen the
reliability and validity of any findings. The collection of data will include a
survey of new teachers participating in a BTSA induction program,
observations of induction events and activities, and interviews with beginning
teachers participating in a BTSA induction program. Quantitative and
qualitative methods will be used to analyze and synthesize the data collected
from these instruments.
The current generation of teachers is growing increasingly diverse.
More than ever before, new teachers are entering the profession through
non-traditional routes. These teachers will direct impact the learning of
millions of students over their careers. Regardless of their preparation, all
new teachers have support needs. It is vital that induction programs leave no
teacher behind by providing differentiated, authentic support for all new
teachers.

75
CHAPTER 3
METHODOLOGY
Introduction
The literature reviewed in the previous chapter establishes teacher
attrition as a problem that negatively impacts student achievement. Teachers
leave the profession at alarming rates, and the problem is most acute in high-
poverty, high-minority schools, which are often concentrated in urban areas.
The problem is also costly. According to a new policy brief issued by the
National Commission on Teaching and America’s Future (2007), the problem
of teacher attrition “is costing the nation billions of dollars, draining resources,
diminishing teacher quality, and undermining the nation’s ability to close the
student achievement gap.” Closing the achievement gap between high-
minority, high-poverty student populations and their often White, middle-class
peers are perhaps the greatest challenge facing the public education system
today.
Given the empirical evidence linking teacher effectiveness and student
achievement (Bartell, 2005), improved efforts must be made to support, train,
and retain qualified teachers. Teachers cite working conditions and lack of
support as critical factors in their decision to leave or stay in the profession.
The NCTAF brief recommends schools and districts “invest in new teacher
support and development” and develop “comprehensive retention strategies
[for] at-risk schools” (NCTAF Website, 2007). Induction programs are widely

76
viewed as a means to provide new teachers with the support and training
they need so they will remain in the classroom. In California, many induction
programs are based on the BTSA model. As of 2004, participation in BTSA
or similar state-approved induction is a requirement for teachers to earn full
certification. Much of the research on induction is narrowly focused on its
impact on retention. Less is known about how teachers perceive induction as
strategic strategy to help them succeed in the classroom.
The issue of retaining highly qualified teachers is one of the most
fiercely debated topics in education today. Research has shown that
induction can be an effective and instrumental support mechanism for
supporting and retaining new teachers (Breaux & Wong, 2003; Ingersoll,
2001; Portner, 2005;). As a result, more and more states and school districts
are spending exorbitant effort and resources to provide new teachers with
induction experiences. The implementation of these experiences, however,
varies greatly.
In part due to the wide variety of methods and routes by which new
teachers enter the profession, the needs of new teachers also vary. More
and more teachers are entering the teaching profession through routes other
than traditional preservice teacher education programs. Because new
teachers enter the profession with varying degrees of experience and
preservice preparation, the “one size fits all” approach to induction may not
meet the needs of all teachers. For example, components of an induction

77
program may overlap with the pre-service preparation of some teachers. Do
those teachers find value in those components, or do they view their
participation as an additional burden to bear during their first years of
teaching? If that is the case, the induction experience for those teachers may
be counterproductive. That could have serious ramifications, considering the
objectives and resources expended for induction.
This study seeks answers to these questions, specifically as they
relate to new teachers working in high poverty, high minority urban schools.
The purpose of this dissertation study is to examine and analyze new
teachers’ preconceptions, attitudes, and beliefs about induction. In addition,
the study examines the extent to which teachers’ professional preparation
impacts their attitudes and beliefs about induction. A sociocultural
perspective of teacher development is used as a lens for these examinations.
This study will add to and build upon the existing body of literature by
addressing teachers’ motivation to engage in the induction process through
the use of mixed methods of inquiry. The study may reveal that participants
perceive specific program variables as more valuable or less valuable than
others. These perceptions may be based on the type of professional teacher
preparation they received.
Such findings could have universal ramifications for educators
responsible for the induction of new teachers, which is a fundamental
principle of basic research. Such findings could also be policymakers,

78
program administrators, support providers, as well as new teachers with
information that could lead to program improvements or changes to better
support and meet the needs of new teachers, which is a fundamental
objective of new teacher induction.
The following research questions will address these issues:
1. What are new teachers’ beliefs, expectations, and attitudes about
induction in urban districts?
2. What similarities or differences exist in the attitudes and
perceptions about induction between teachers with traditional preservice
preparation and those from alternate routes of teacher preparation?
3. Which induction experiences do new teachers perceive as most
valuable to their development?
4. Which induction events or activities are perceived as least likely to
contribute to new teachers’ development?
This chapter describes the methodological design of the study and
how the design addresses the stated research questions. The chapter is
organized around the following headings of Research Design,
Instrumentation and Data Collection Procedures, Strengths and Limitations
of the Study, and Data Analysis Procedures. The Research design section
provides a description of the unit of analysis, the participants in the study, the
roles of the researcher, the type of research design and rationale for those
choices, and the suitability between the research questions and the design of

79
the study. The Instrumentation and Data Collection Procedures section
describes the three methods of inquiry used in the study and the procedures
used to collect data. The next section of the chapter identifies and explains
the strengths and limitations of the research design. The Data Analysis
section outlines how collected data was analyzed. The chapter concludes
with a summary of the main points addressed in this chapter along with a
preview of the upcoming chapter.
Table 1 provides an overview of the methodology employed in this
study and a roadmap for this chapter.
Research Design
Unit of Analysis and Study Population
According to Patton (2002), “the key issue in selecting and making
decisions about the appropriate unit of analysis is to decide what it is you
want to be able to say something about at the end of the study” (p. 229). The
rationale for selecting these units of analysis is their representation of
teachers in urban settings, an increasingly common reality for teachers
today. The units of analysis in this study are each 1
st
-year teacher
participating in a Los Angeles County-sponsored BTSA induction program.
This includes all beginning teachers present at 4 program orientation
events that served as the context for administration of the survey and
observations. Interviews with four of those teachers were conducted.

80
Table 1
Overview of Methodology

Type of
Method

Rationale for
Choice

Function of
Method

Implementation

Method of
Analysis

Survey(s)

• Triangulation
• Mixed
methods
• Allows for
quantification
of data and
statistical
analysis as
well as
qualitative
inquiry
methods
The Survey for
Support for
Beginning
Teachers
supplies data
related to
participants’
professional
teacher
preparation and
the value
participants
place on
induction
strategies

The Survey for
Support for
Beginning
Teachers was
administered
and collected
onsite at
induction
orientation
meetings
Descriptive
statistics and t
tests are used
to analyze and
compare the
survey results
of traditional v.
alternatively
prepared
teachers, the
value they
place on
induction
specific
strategies, and
the extent to
which they
receive those
supports.

Interviews

• Triangulation
• Mixed
methods
• Provides
information
that cannot be
directly
observed

Provides insight
into participants’
preconceptions,
attitudes,
expectations,
and beliefs
about induction;
what people say
is a major
source of
qualitative data
Two participants
with traditional
professional
preparation and
situated at
diametrically
opposed sides
of the survey
scale, as well as
two participants
with non-
traditional
preparation and
situated at
diametrically
opposed sides
of the survey
scale will be
interviewed

Transcriptions
of interviews
were coded to
expose
patterns,
themes,
interrelation-
ships

81
Table 1 (continued).

Type of
Method

Rationale for
Choice

Function of
Method

Implementation

Method of
Analysis

Observations

• Triangulation
• Mixed
methods
Comprehensive
research strategy
that permits the
reader to enter
the situation
under study

Provides an
understanding
of the context of
induction
experiences –
what occurs and
how it occurs

• Program
Advisement
meeting
• Program
Orientations
• Non-
participant
approach

• Inductive
analysis and
thematic
coding
• Holistic
perspective
• Context
sensitivity
(Patton, 2002)

The program services a large consortium of 12 public school districts
and 16 charter schools. The consortium encompasses a wide range of
student demographics, with a majority of participating districts servicing large
populations of underserved students. The number of schools in each district
ranges from 19 to 30. The program is deigned to support and evaluate new
teachers during their first 2 years of teaching. The number of participating
teachers in the BTSA Program varies each year. At the time this study was
conducted in 2007, the program enrolled 330 1
st
-year participants. Some of
the program’s induction events, including an orientation meeting and
seminars, are held at a centralized location. The majority of BTSA activities
are conducted in the schools within the participating districts and led by
certified BTSA Support Providers.

82
Role of the Researcher
The researcher is a doctoral student at a private research university in
Southern California and Assistant Principal in an urban public K-5 school in
the Los Angeles area. Although employed by one of the districts participating
in the specified BTSA induction program, the researcher has no past or
present affiliation with the BTSA Program or its staff. The researcher targeted
the specified BTSA Program due to the large number of beginning teachers
and districts it serves. Many of the participating districts include beginning
teachers working in urban settings, which is a focus of this dissertation. The
role of the researcher during the course of the survey administration and
observations of program events was that of a non-participating onlooker.
Survey Participants
There were 135 teachers participating in the quantitative portion of this
study, though for any given survey question, it is possible that not every
teacher responded. Before responding to survey questions, participants were
asked to supply demographic information relating to the type of preservice
teacher education they received and their years of teaching experience.
These results are displayed in Table 2.
Experience, of the 130 teachers reporting, ranged from 1 year to 11
years, with a mean of 2.79 years and standard deviation of 1.96 years. It
should also be noted that almost one in four (24.4%) of teachers reported
having more than 3 years of “teaching experience.” Backgrounds varied as

83
Table 2
Demographics of Survey Participants
Experience (years N %

1

39

28.9
2 35 25.9
3 23 17.0
4 12 8.9
5 or more 21 15.5
Not reporting 5 3.7
Preparation
1 42 31.1
2 26 19.3
3 48 35.6
4 7 5.2
5 8 5.9
Not reporting 4 3.0

well, with 68 of the participants coming from a traditional background, 42
(31.1%) of whom earned a 4-year baccalaureate degree (1), and 26 (19.3%)
of whom completed a 5-year program (2). Of those who took an alternate
route, 48 (35.6%) came from a Masters/credential blended program (3), 7
(5.2%) participated in a district/school internship (4), and 8 (5.9%) described
their preparation as “other” (5). The remaining 4 (3.0%) did not report their
preparation.
Observations
Observations of one Advisement meeting and four separate
Orientation meetings were conducted. All 1
st
-year participants in the program

84
are required to attend an Orientation session. Each of the sessions observed
included participants from a number of participating school districts.
Attendance at the four sessions ranged from 23 to 43 participants.
Interview Participants
Nancy earned a Bachelor’s degree in Business Marketing and began
her career in retail. Her sister-in-law, who started a charter school in the Los
Angeles area, invited her to teach on an Emergency Credential at the school
when it was in its 2
nd
year of operation. She taught second grade there for 2
years and third grade for 1 year. During that time she began to work on her
Preliminary Credential. After one semester in the Cal State Teach Program
she left because they did not offer a Master’s Degree option. In 2003 the
charter school where she taught was “shut down,” and she was hired by an
urban school district in Los Angeles in a District Intern Program. That
program involved her taking classes at “International University,” a for-profit
institution, while teaching full-time at a K-5 school in the “Southside Unified
School District.” She graduated from that program with a Preliminary Multiple
Subjects Credential and Master’s Degree in Education in 2006. In October
2007, her 8
th
year of classroom teaching, she enrolled in BTSA.
Rick also entered the teaching profession through an alternative route.
“Unfortunately, I fooled around in college and it took much longer than I
thought. It took me six years to finish and by that time I didn’t want to go back
to school for any higher level. Other careers didn’t work out, and other jobs,

85
and luckily my mom’s best friend, a teacher at ‘Thompson Elementary
School,’ told me to start subbing for her. And more or less that’s how I got
into [the teaching profession].” After substituting during the 2004-2005 school
year, Rick enrolled at International University to earn his Preliminary Multiple
Subjects Credential. He was able to select Thompson Elementary, a K-5
school in the Los Angeles area, as the site for his one semester of student
teaching. He continued to substitute teach at Thompson during the 2005-
2006 school year even though “I wasn’t supposed to. You weren’t supposed
to sub or teach while you were student teaching. I subbed while I did the
online courses and did a course or two while I was student teaching as well.”
He also substitute-taught several days at a private school and another Los
Angeles area district, but most of his substitute teaching was at Thompson
Elementary. During the 2006-2007 school year he was a long-term sub at
Thompson and earned his Preliminary Multiple Subjects Credential in July
2006. He was hired by the “Southside Unified School District” for the 2007-
2008 to teach third grade at Thompson Elementary. He enrolled in the BTSA
Program in October 2007.
Elaine entered the teaching profession through a traditional Fifth Year
Program at a private university in Southern California that earned her a
Preliminary Multiple Subjects Credential and Master’s of Education Degree in
Literacy in 2007. She “always wanted to be a teacher. I always liked working
with kids, and I especially liked literature and books.” As a graduate student

86
she worked as a teacher’s aide during the 2006-2007 school year. She was
hired by the “Eastside Unified School District” to teach first grade for the
2007-2008 school year and enrolled in BTSA in October 2007.
Christine is also traditionally prepared. After 2 years at community
college she enrolled in a blended Bachelor’s and Teacher Credential
Program at a California State University in the Los Angeles area. Her
preservice teacher education included one semester of student teaching, half
of which was in a sixth grade class and the other half in a second grade
classroom. Upon graduating in June 2007 she found the hiring process
difficult.
Right now it’s really hard to get a job out there. It was frustrating. I had
about three interviews. All of them, I got turned down. I didn’t know
what I was doing wrong. I wasn’t sure if I was doing anything wrong or
if I just didn’t have enough experience or what it was. Then finally, I
interviewed for a fifth grade position here at this school [“Jackson
Elementary”], and they saw me more in lower-grades, so they didn’t
hire me. But [later] they realized they had too many second graders,
so they had to open up a new classroom. I came in once the [2007-
2008] school year started.

She enrolled in BTSA in October 2007.

Methodology
Multiple, mixed methods of inquiry are used in this study. These
methods include a quantitative survey, qualitative observations of induction
events, and qualitative interviews with teachers participating in the selected
induction program. This mixed methods approach will result in data collected
from multiple perspectives. The use of several kinds of methods of data

87
collection is often referred to as triangulation, which “strengthens a study by
combining methods” (Patton, 2002, p. 247). The triangulation of data and use
of mixed methods will aid in insuring internal validity.
Various sampling strategies are utilized in this study. All participants in
attendance at four separate BTSA Program orientation meeting were asked
to complete the Survey on Support for Beginning Teachers instrument. This
probability sampling strategy allowed for quantifiable generalizations to be
made about the value new teachers place on induction strategies. Using this
data, participants were categorized according to the value they place on
induction strategies. In addition, the demographic information obtained from
the survey was used to categorize the new teachers according to the type of
professional preparation they received.
Four BTSA Program Orientation events also served as the context for
observations. Orientation meetings were conducted at the County Office of
Education and led by the Program Director and two Program Coordinators.
The duration of each meeting was approximately 2 hours. The researcher
observed from the perspective of a non-participant to document any
observable elements of teacher development, elements of teacher needs,
and for elements of the sociocultural theory.
Purposeful sampling was employed in the selection of beginning
teachers targeted for interviews. According to Patton (2002), “The logic and
power of purposeful sampling derive from the emphasis on in-depth

88
understanding” (p. 46). This sampling strategy provided the researcher with
opportunities for in-depth, qualitative interviews. Two participants from each
category of professional teacher preparation (traditional and non-traditional
routes) whose survey results represent diametrically opposed ends of the
spectrum of survey results were selected for interviews. The selection
process involved categorizing participants by preparation and the cumulative
mean value participants placed on the 12 induction strategies included in the
survey. An outwards-in approach was utilized by which the two participants
with the most diametrically opposed survey results were invited to participate.
If one or both individuals declined the invitation, the individual with the next
closest or farthest from the mean was invited to participate.
Relatedness to the Research Questions
Data collected from the Survey on Support for Beginning Teachers
assisted in answering the stated research questions. The survey asks new
teachers to place a value (a 6-point Likert-scale, with 1 representing Not
Valuable and 6 representing Very Valuable) on strategies typically employed
for supporting new teachers in induction programs. The survey also asks
new teachers to check yes or no to answer whether or they were provided
with specific new teacher support strategies. Data obtained from the survey
enabled the researcher to identify the strategies new teachers perceive as
most valuable and least valuable in helping them to succeed in the

89
classroom. The survey results also allowed the researcher to identify any
variances in perceived value based on their professional preparation.
Observations of induction events provided opportunities to analyze the
behaviors of participants with regard to teachers’ attitudes about induction.
For example, questions and comments from teachers suggested their
concerns, needs, and attitude about their participation in the induction
program. The sociocultural theory is used as a theoretical framework for this
dissertation. Observations provided opportunities to analyze evidence of this
theory.
Interviews allowed for in-depth, qualitative exploration of beginning
teachers’ motivations for participating in induction, their beliefs, expectations,
and attitudes about induction. In addition, interviews allowed for more in-
depth follow-up analysis related to teachers’ professional preparation and the
value they place on induction. The rationale for this strategy is the ratio of
new teachers entering the profession from traditional versus alternate routes
of preparation. In addition, a sampling of four teachers from three urban
school districts theoretically provide the appropriate depth that is critical in
qualitative methods of inquiry.
Instrumentation and Data Collection Procedures
Quantitative Methods
Survey on support for beginning teachers. Quantitative data was
collected between October and December of 2007 upon approval from the

90
County Office of Education for the subject BTSA Induction Program. All new
teachers present at four separate Orientation meetings for the selected
BTSA program were given the Survey on Support for Beginning Teachers
(Appendix A). The survey consists of 12 questions asking beginning teachers
to place a value on induction strategies designed to support beginning
teachers using a 6-point Likert-scale, with 1 representing Not Valuable and 6
representing Very Valuable. The survey also asks new teachers to check
Yes or No for each question to indicate whether or not they have been
provided each specific support strategy. The survey will be administered on
paper to all new teachers present at the targeted BTSA Program’s orientation
event.
The purpose of the survey is to gain an overview or broad perspective
of any variances in teachers’ attitudes and perceptions about the induction
program in which they will participate. A team of educators from the
University of Georgia, the Georgia Systemic Teacher Education Program,
and school district leaders responsible for new teacher induction created the
survey. The identified strategies included in the survey were generated from
literature related to induction and strategies identified by school district
leaders knowledgeable about and responsible for the induction of new
teachers (Andrews et al., 2006). The strategies are consistent with those
included in the BTSA Program framework. These strategies include the
provision of a mentor (support provider), professional development sessions,

91
opportunities to plan and collaborate with other teachers, and to observe
other teachers. The survey was field tested on a group of new teachers to
insure reliability and utilized in a recent study on disparities in new teachers’
perceptions of support that was published in a peer-reviewed education
journal.
The protocol for the survey is based on the central research
questions, the related literature reviewed in Chapter 2, the sociocultural
perspective upon which this dissertation is based, and adapted from the
protocol developed by the Educational Testing Service (ETS) for the
California Commission on Teacher Credentialing (CCTC). That protocol and
was part of the ETS study on beginning teachers’ engagement with
BTSA/CFASST (Thompson, Goe, Paek, & Ponte, 2004). One modification
made for this survey protocol includes the inclusion of demographic
information that was used to categorize the survey participants according to
the type of teacher preparation they received.
Validity tables were not included in original study for which the survey
was created. As a result, the researcher for this study convened a panel to
address the issue of construct validity in the instrument. The panel consisted
of veteran teachers and school leaders responsible for the induction of
beginning teachers. The panel concluded the Survey on Support for
Beginning Teachers survey was a valid instrument for purposes of this study.

92
Qualitative Methods
Observations. Observations for this study included one Program
Advisement meeting and four separate Program Orientation meetings
between October and December of 2007. All of these meetings were held at
the County Offices of Education. Observations of BTSA Program Advisement
and Orientation events allowed the researcher to better “understand and
capture the context within which the people interact . . . see things that may
routinely escape awareness among the people in the setting” (Patton, 2002,
p. 262). Observations provided the researcher with opportunities to observe
BTSA participants within the context of the program, which cannot be
achieved through other methods such as interviews. Since a majority of the
BTSA Program content involves participants working independently or with
their Support Provider, observing Advisement and Orientation meetings
enabled the researcher to observe participants in a group setting that
occurred at the onset of the induction program. This perspective aids in the
triangulation of data, strengthening the validity of the study. Multiple
observations are essential to the reliability and validity in qualitative inquiry
(McEwan & McEwan, 2003). As a result, observations of one Advisement
meeting and four Orientation meetings were conducted.
A deductive approach was used for multiple observations of BTSA
program events. This strategy requires “specification of main variables and
the statement of specific research hypotheses before data collection begins.

93
A specification of research hypotheses based on an explicit theoretical
framework mean that general constructs provide the framework for
understanding specific observations” (Patton, 2002, p. 56). The sociocultural
and developmental theories of learning (Bandura, 2004; Maslow, 1968; Ryan
& Deci, 2000; Vygotsky, 1986) provide the framework for the hypotheses
upon which an observation protocol (Appendix B) is based.
The hypothesis is that individuals who are intrinsically motivated to
participate in the BTSA program will achieve more satisfaction and
engagement in the program (Bandura, 2004; Ryan& Deci, 2000). An
example of someone who is extrinsically motivated would be someone who
demonstrates through their actions and statements that the certification that
results from completion of BTSA is the main or only motivation for their
participation. It may be that participants’ professional preparation impacts
those levels of engagement. For example, teachers from alternative routes of
teacher preparation without the field experience that is typically central in
traditional programs may demonstrate observable behaviors that indicate
they perceive their participation in BTSA as valuable to their professional
development. Teachers from rigorous, traditional teacher education
programs may demonstrate the program is redundant to their preparation
and therefore a waste of their time. If that is the case, those teachers’ may
view BTSA negatively, which could potentially impact their decision to
continue to pursue the certification required for them to remain in the

94
profession for the long-term. This would go against the foundation upon
which new teacher induction and BTSA were grounded.
The observation protocol was used to gather and analyze data
collected during observations. Three overarching themes are identified to
assist with collecting, organizing, and analyzing observation data. These
codes include Elements of Teacher Development (D), Elements of Teacher
Needs (N), and Elements of Sociocultural Theory (ST). The work of
sociocultural theorists such as Bandura and developmental theorist Maslow
specifically influenced the design of the protocol. This coding scheme for
observations was selected because of the subjectivity involved with
determining individuals’ attitudes and perceptions through observations.
Detailed field notes were taken during these observations of BTSA support
and training events to describe the setting, the participants, the activities,
types of experiences teachers are offered, the perceived engagement and
body language of the teachers, the organization of the events, and how the
experiences were presented. These notes were used to create a detailed
narrative description of observed events for purposes of data analysis.
Evidence of the themes from the coding scheme was recorded in the
margins of the narrative. The role of the researcher was that of an onlooker.
Interviews. A total of four beginning teachers participating in the
selected BTSA Program were interviewed between December 2007and
January 2008. All interviews were held at the interviewees’ school site. The

95
selection process for interviews and backgrounds of the teachers interviewed
were addressed earlier in this chapter. The purpose for this sampling
strategy was to provide appropriate breadth in terms of any variances in
attitudes found amongst participants in the induction program.
Since “the quality of the information obtained during an interview is
largely dependent on the interviewer” (Patton, 2002, p. 341), the context in
which the interviews were conducted was considered to make the
interviewees feel comfortable, not only with the setting, but with the
interviewer. In all four instances, the interviewees elected to conduct the
interviews at their school site. Typically, qualitative interviews result in thin
data because the interviewer and interviewee don’t know one another and
the interviewee may be uncomfortable with speaking freely and honestly. As
a result, interviews involved an initial, informal pre-interview. The intent of
this strategy was to establish a rapport and communicate the procedure prior
to conducting the actual recorded interview.
The interview protocol (Appendix C) describes the interview process,
including the steps that were taken to ensure the interviewees confidentiality.
Also included in the protocol is a coding scheme based upon the stated
research questions and the sociocultural theory of learning (Bandura, 2004;
Maslow, 1968; Ryan & Deci, 2000; Vygotsky, 1986) that aided in the analysis
of interview data collected. These codes include teacher preparation (P),
motivation (M), and needs (N).

96
Wengraf (2001) and the ETS study on beginning teachers’
engagement with BTSA/CFASST (Thompson et al., 2004) were used as a
framework for the interview protocol. Interview questions were divided into
three themes: Preparation, Motivation, and Attitude. The questions and the
categories are related to the central research questions and aligned with the
theoretical framework upon which this dissertation study is based.
Specifically, the questions were designed to illicit qualitative responses
related to interviewees’ professional teacher preparation, their motivation(s)
and expectations for participating in the BTSA Program, and their attitudes
towards new teacher induction.
Strengths and Limitations of the Study
Each of the various methods used for obtaining data revealed different
empirical nuances. As a result, “understanding inconsistencies in findings
across different data can be illuminative. Finding such inconsistencies ought
not be viewed as weakening the credibility of results, but rather as
opportunities for deeper insight” (Ormrod, 2006, p. 248). The use of
triangulation is one way to support substantive significance in the findings. It
is expected that the findings can be useful to many involved in the induction
of new teachers, not just in the BTSA induction program that is the focus of
the study, but for anyone interested in supporting new teachers in todays
world. Triangulated methods are employed to insure the internal validity of
the study.

97
The use of purposeful random sampling for the survey and
interviewing is another strength of this study. Appropriate care will be taken
when grouping candidates and when sampling from those groups. For
example, the candidates selected for interviews were purposefully sampled
from individuals with differing theoretical perspectives regarding induction, as
well as different teacher preparation. The use of a survey along with
observations and interviews makes the methods of inquiry both quantitative
and qualitative. Researchers from the University of Georgia, in conjunction
with the Georgia Systemic Teacher Education Program and school district
leaders responsible for induction, designed the survey. The instrument was
field tested on a group of beginning teachers and utilized in recent study
published in a peer-reviewed journal (Andrews et al., 2006). It was also field
tested by the researcher with a panel of veteran teachers and school
administrators. This establishes the survey as a reliable instrument.
Qualitative observations of program-sponsored induction provide the
researcher opportunities to examine the participants in a natural, authentic
context. Group dynamics, body language, participation or the lack thereof
can provide insight unattainable through other methods. Interviews provide
opportunities for in-depth, qualitative inquiry that can provide insight specific
to the motivations of individuals that cannot be illuminated through
quantitative inquiry alone. These data allowed for quantitative and qualitative

98
analysis, ensuring that mixed methods of inquiry are utilized for purposes of
internal validity.
Any findings of this study are subject to limitations. These include
limitations resulting from time constraints, sampling, instrumentation, and the
variations in implementation of induction that exist within the program.
Time constraints involved with this study constitute one limitation. The
data collected from the survey, observations and interviews were gathered
during the first 4 months of the school year and at the onset of beginning
teachers’ 1
st
year of participation in the BTSA Program. It is possible that the
attitudes of the beginning teachers participating in the BTSA program will
fluctuate or change during the duration of the program. Time constraints also
result in a smaller than desired sample size, representing another limitation
of this study. Additional time would allow the researcher to conduct more
interviews with program participants. Larger sample sizes would provide for
stronger statistical strength and reliability and internal validity in the study.
Limitations also exist in the Survey on Support for Beginning Teachers
instrument. Since the survey was administered at the start of new teachers’
participation with the BTSA program it may be that the strategies identified in
the survey have not yet been implemented. Another limitation is that validity
testing was not conducted on the instrument, which threatens the validity of
any findings based on the data collected from the instrument. In addition, the
survey does not allow for responses related to the physical conditions of their

99
workplace. The literature reviewed in Chapter 2 of this dissertation
establishes this area as critical to the developmental needs and satisfaction
of new teachers. To compensate for this potential limitation, this specific
working condition issue will be addressed during follow-up interviews with
selected participants of the induction program.
Variances in program implementation that exist within participating
districts (and potentially schools within individual districts) represent another
limitation of this study. While some program events are conducted at a
central location, a majority of the program is completed at individual school
sites. The quality and number of support providers designated by each
district differs. In addition, working conditions may be different for teachers
from different districts, or even schools within a district. Such differences
could include the type and level of support offered by school administrators,
the size of the school, and school climate. These differences are likely to
affect new teachers’ attitudes and beliefs about induction.
Data Analysis
The mixed methods approach used in collecting data allow for both
quantitative and qualitative data analysis. Statistical descriptive analysis of
the Yes/No portion of the Survey on Support for Beginning Teachers was
conducted to identify and quantify the extent to which participating teachers
perceive they receive received specific induction support strategies. As
previously stated, this is an understood limitation of the instrument addressed

100
in the previous section. In addition, statistical t tests were conducted using
the responses from the 6-point Likert-scaled Survey on Support for
Beginning Teachers. The survey measures beginning teachers’ attitudes
towards induction experiences and the value they place on those strategies.
The t tests allow for categorical statistical analysis to identify any correlation
or variance that may exist between the mean survey score of beginning
teachers from traditional versus alternative routes of professional teacher
preparation. Tables are provided to represent this statistical data.
Deductive analysis and creative synthesis (Patton, 2002) of detailed
notes taken during qualitative observations of induction events provide a
holistic perspective and context sensitivity. According to Patton (2002),
“Developing some manageable classification or coding scheme is the first
step of analysis” (p. 463). The researcher used the hypothesis and
observation protocol described above as a tool to collect and record detailed
field notes during observations. Those notes were utilized to write a detailed,
narrative description of observed events. This provided the researcher with
an opportunity to test the hypothesis, as well as identify and analyze any
additional themes that arose.
A coding scheme based on the stated research questions and the
sociocultural and developmental theories of learning was used in the analysis
of qualitative interviews with four program participants. Each interview was
recorded and transcribed. The codes were used to analyze convergence

101
(Patton, 2002) of the data and to expose any additional patterns, themes,
and interrelationships that became evident. Codes were written in the margin
of the transcriptions when recurring regularities (Patton, 2002) were
observed. Collectively, the data were analyzed to reveal any variances in
new teachers’ attitudes about induction based on the preservice teacher
preparation they received and to seek answers to the research questions
reviewed in this chapter.
Conclusion
This chapter summarized the unit of analysis, methodological design,
instrumentation, and data collection procedures involved with this study. An
outline of how the collected data will be analyzed was also provided. The
focus of this study is new teachers participating in a county-sponsored BTSA
induction program servicing predominately urban districts in Southern
California. Specifically, the study examines the perceptions, expectations,
attitudes, and beliefs of the teachers about teacher induction in general, as
well as the value new teachers place on the individual components of
induction for helping them succeed in the classroom. The extent to which
preservice teacher preparation factors into teachers’ perceptions,
expectations, attitudes, and beliefs is analyzed.
The study employs multiple methods of inquiry to triangulate data.
This approach was selected to insure internal validity and reliability in the
study. The data collected include responses from a quantitative survey of

102
new teachers’ attitudes towards induction experiences and the value they
place on those strategies, detailed notes taken during observations of
induction events, and qualitative interviews with beginning teachers
participating in an induction program. The rationale for these instruments and
their relatedness to the research questions has been addressed.
Chapter 4 of this dissertation focuses on the analysis of the data
collected, as summarized in this chapter.

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CHAPTER 4
RESULTS
Introduction
This chapter presents a summary and analysis of the data collected
for this study for the purpose of answering the research questions. Data were
collected from a survey, observations, and interviews with beginning
teachers between October 2007 and January 2008.
The survey administered to the study’s participants consisted of a list
of 12 strategies common in induction programs:
1. Assigning new teachers to smaller classes

2. Reducing teachers’ non-teaching duties (lunchroom, bus, etc)

3. Limiting the number of different class preparations assigned to new
teachers
4. Holding a special orientation session for new teachers before the
school year begins
5. Providing new teachers with special publications (handbooks,
guides, other materials)
6. Holding special professional development sessions for new
teachers during the school year
7. Having informal meetings of groups of new teachers for peer
support
8. Assigning mentors to new teachers

104
9. Providing new teachers with constructive feedback based on non-
evaluative classroom observations
10. Giving new teachers the opportunity to observe other teachers
11. Providing new teachers with co-planning time with other teachers
12. Scheduling field trips that give new teachers an opportunity to
learn about the school district and available resources
The survey was administered at the observed Advisement and
Orientation meetings that were held at the County Offices of Education.
Participants were asked to answer two questions regarding each strategy.
First, they were asked whether or not they experienced the support strategy.
They were then asked to rate their perception of the strategy’s importance in
helping new teachers succeed using a 6-point Likert scale of 1 (not valuable)
to 6 (very valuable). This chapter presents a summary and item analysis of
the teachers’ responses to the administered survey, along with the computed
descriptive statistics.
A total of five observations were conducted for this study, including
observations of one BTSA Program Advisement meeting and four BTSA
Program Orientations. All observations were conducted at the County Office
of Education. Field notes, collected during observations according to the
Observation Protocol (APPENDIX B) presented in Chapter 3, revealed trends
related to teachers’ development (D), needs (N), and elements of

105
sociocultural theory (ST). Table 3 presents a frequency count of the coding
scheme.
Table 3
Frequency of Observation Coding

Four 1
st
-year participants in the BTSA Induction Program were
interviewed for this study. Two of the beginning teachers interviewed
received traditional teacher education, and two were from non-traditional
teacher education backgrounds. All four interviews were conducted at the
participants’ respective school sites. Interview coding relating to teachers’
preparation (P), needs (N), and motivation (M) was also conducted according
to the Interview Analysis Protocol (Appendix C) addressed in Chapter 3. A
frequency count relating to this coding scheme is presented in Table 4.
This chapter presents the results of the study. The chapter begins with
a summary of the findings, followed by more detailed analysis of the data and

Coding Theme

f

Elements of Teacher
Development

7

Elements of Teacher
Needs

11

Elements of Sociocultural
Theory

12

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Table 4
Frequency of Interview Coding
findings. The induction strategies participants report receiving based on
survey and interview data is presented, along with an item analysis for each
support strategy included in the survey. This is followed by findings and data
analysis related to teachers’ attitudes about induction, a comparison of
teachers’ attitudes based on the type of preservice teacher preparation they
received, and the identification of induction strategies teachers report as
most valuable and least valuable to their professional development.
Findings
Data collected from the Survey on Support for Beginning Teachers
indicate that teachers value the strategies that are commonly used to support
beginning teachers during their induction stage of teaching. The high overall

f

Coding Theme

Interview
Participant

Preparation
(P)

Motivation
(M)

Needs
(N)

Nicky

15

18

18

Rick

18

11

18

Elaine

9

17

20

Christie

6

16

15

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value beginning teachers place on support strategies is in line with the
research reviewed in Chapter 2 (Bartell, 2005; Johnson, 2006; Kardos, 2005;
Smith & Ingersoll, 2004). However, beginning teachers’ beliefs,
expectations, and attitudes about induction may be shaped by their induction
experience (Bartell, 2005; Johnson, 2006; Kardos, 2005; Smith & Ingersoll,
2004). Many teachers who participated in the Survey on Support for
Beginning Teachers reported not receiving certain induction support
strategies included in the survey. Some of those strategies are site-based
supports and some are strategies included within the BTSA model design.
Observational and interview data indicate that variances in program cohesion
and design may interfere with beginning teachers’ attitudes about and
motivation for participating in the studied Induction Program.
While many of the valued support strategies included in the survey are
embedded within the subject BTSA Induction Program, observational and
interview data reveal beginning teachers may enter the program with
trepidation. They perceive the induction process as “overwhelming,” in that it
added to the already high levels of “anxiety” they experience as beginning
teachers. They perceive the induction experience as a “redundant” extension
of their preservice teacher education experience, and as just another
bureaucratic task they must complete to achieve certification. The motivation
beginning teachers have for participating in the program appears to be
geared more towards completing the program than for the intrinsic values of

108
professional development and lifelong learning upon which the program was
designed. This apparent disconnect may stem from a lack of communication
between preservice and inservice teacher education programs as well as a
lack of program cohesion.
No significant differences were found between teachers from
traditional preservice teacher education backgrounds and those from non-
traditional teacher education programs. This finding should not be interpreted
as a judgment either in favor of or against alternative pathways into teaching.
The small sample of teachers surveyed for this study may be a study
limitation. Regardless, the finding should contribute to the need to further
research the best methods for preparing teachers.
The data do, however, raise new questions about the role of
experience and education with regard to the perceptions and attitudes of
newly-credentialed teachers participating in induction. Results of the survey
for the current study reveal teachers participating in the induction program
enter the program with an average of 2.7 years experience in the classroom.
Many of these induction participants perceive themselves as veteran
teachers, some having had up to 11 years of “teaching experience.” This
previous experience may have included teaching at charter or parochial
schools, teaching in another state, substitute teaching, and working as a
teaching assistant or classroom aide. Observational and interview data

109
reveal that beginning teachers perceive their pre-credential experience in the
classroom as very valuable to their development as teachers.
Many participants also earned a Master’s Degree during their
preservice teacher preparation, resulting in variances in levels of education
amongst program participants. One or more years of service as a classroom
teacher or a related Master’s Degree qualify participants to complete the
BTSA Program in 1 year instead of 2. Participants with this significant pre-
credential classroom experience and holders of a related graduate degree
may view induction differently than teachers in their first year of classroom
teaching. Depending on factors such as school climate and culture, this
experience or graduate education may result in methods of practice and
teachers’ habits of mind that are already established. The role of teaching
experience prior to obtaining a Preliminary Teaching Credential, and the role
of advanced degrees amongst induction participants, should be investigated
in future studies.
Of the 12 strategies included in the survey, teachers placed the most
value on having time for observing other teachers, working with a mentor,
and time for collaborative planning with colleagues. They rated limiting non-
teaching duties for beginning teachers and field trips to learn about the
school district and its resources as least valuable to their developing as
teachers. These results are aligned with those from the original study that
included the Survey on Support for Beginning Teachers (Andrews et al.,

110
2006) and supported by observational and interview data collected for the
current study. In addition, the results juxtapose research reviewed in Chapter
2 (Bartell, 2005; Breaux & Wong, 2003; Kardos, 2005; Johnson, 2006;
Portner, 2005) that discuss the importance of collaboration, school climate,
and mentors in retaining, supporting, and developing beginning teachers.
The documentation and evaluative aspects of the program may
contribute to beginning teachers’ trepidation towards participating in BTSA,
which is supported by Yusko & Feiman-Nemser (2008). The content and
process of compiling the portfolio strongly resemble the content and process
of the Teaching Performance Assessment (TPA). As of July 1, 2008, these
assessments will be a requirement for obtaining a California Preliminary
Multiple or Single-Subject Teaching Credential through many California
universities. Since teachers participating in BTSA have held that credential
for fewer than 3 years, with some earning their Preliminary Credential as
recently as a few weeks before enrolling in BTSA, many may view the
Formative Assessment Requirements (FAS) component of BTSA as
redundant. This perception appears to adversely affect beginning teachers’
attitude towards BTSA and their motivation to participate in the induction
program. As pointed out in Chapter 2 (Ormrod, 2006; Ryan & Deci, 2000),
this context of situated motivation can potentially limit the positive impact the
induction experience could provide for these teachers.

111
Induction Strategies Participants Receive
Chapter 2 of this study reviewed research that revealed commonalities
within successful induction programs (Andrews et al., 2006; Bartell, 2005;
Breaux & Wong, 2003; Smith & Ingersoll, 2003) and presented the standards
of quality and effectiveness upon which induction programs in California are
based (California Commission on Teacher Credentialing, 2002). The survey
included in this study listed 12 common induction support strategies. The first
part of each question asked teachers if the strategy had been provided for
them (Yes or No). Descriptive statistics summarizing the results of the Yes
or No portion of the survey are presented in Table 5. This includes the
percentage of teachers who reported receiving (% Yes) or not receiving (%
No) each strategy, and the percentage of teachers who left that item on the
survey blank (% Missing).
For 8 of the 12 strategies included in the survey, more than 50% of
participants reported having received that strategy. For four of the strategies,
fewer than half of the participants reported having received the strategy at
the time of the survey. It should be noted that three of these four strategies
were the three strategies valued the least by those participating in the survey
(Table 6, p. 123). This suggests that their expectations and attitudes
regarding these strategies may be shaped by their having experienced the
strategies. Teachers may place a higher value on strategies they have
received and less value on strategies they had not received. 5 of the 12

112
strategies are embedded within the BTSA Program. The other seven
strategies are site-based. The following data present an item analysis of
Table 5.
Table 5
Strategies Employed in Participants’ Experience as New Teachers
Strategy

% Yes

% No

% Missing
Assigning new teachers to smaller classes. 23.0 73.3 3.7
Reducing new teachers’ non-teaching duties
(lunchroom, bus, etc.).
28.1 68.9 3.0
Limiting the number of different class
preparations assigned to new teachers.
31.1 62.2 6.7
Holding a special orientation session for new
teachers before the school year begins.
63.7 34.1 2.2
Providing new teachers with special publications
(handbooks, guides, other materials).
57.0 40.0 3.0
Holding special professional development
sessions for new teachers during the school
year.
62.2 35.6 2.2
Having informal meetings of groups of new
teachers for peer support.
50.4 47.4 2.2
Assigning mentors to new teachers. 56.3 41.5 2.2
Providing new teachers with constructive
feedback based on non-evaluative classroom
observations.
57.0 40.0 3.0
Giving new teachers the opportunity to observe
other teachers.
60.0 37.0 3.0
Providing new teachers with co-planning time
with other teachers.
51.1 45.9 3.0
Scheduling field trips that give new teachers an
opportunity to learn about the school district and
available resources.
21.5 75.6 3.0

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Assigning New Teachers to Smaller Classes.
Seventy-three point three percent of participants reported they did not
receive this strategy. Only one other strategy of the 12 listed had more
teachers reporting they did not receive the strategy. According to Bartell
(2005), some induction programs are designed to assign smaller classes to
beginning teachers or to provide them with additional assistance from
paraprofessionals. She opined that new teachers feel particularly challenged
when they are given large classes without additional assistance. Of the four
teachers interviewed for this study, only Elaine reported receiving this
strategy. However, she stated, “I only have 17 students [first grade] but it’s
(because I have a small classroom…since they had to open up a new class
they built a wall and divided a bungalow in half; I’m in one half and there is a
special ed class in the other half.” This statement suggests Elaine is not
receiving this strategy and that assigning her a smaller class was not done to
support her. The BTSA Program on which this study focused includes a
consortium of school districts. It can be inferred from the data that each
district may have a different policy regarding the provision of this site-based
strategy.
Reducing New Teachers’ Non-Teaching Duties (Lunchroom, Bus, etc.).
Sixty-eight point nine percent of survey participants reported they did
not receive this site-based strategy. The workload for beginning teachers is
often greater than their veteran peers, in part because they have not

114
accumulated materials and lessons over time (Bartell, 2005). None of the
teachers interviewed for this study reported receiving this strategy. This
triangulation of the data suggests a majority of districts participating in the
BTSA consortium do not provide this strategy for beginning teachers.
Limiting the Number of Different Class Preparations Assigned to New
Teachers.

Sixty-two point two percent of participants reported they had not
received this site-based support strategy. It should be noted that this strategy
received the most missing responses on the survey. Six point seven percent
of participants did not respond to this question. This may be due to
elementary teachers who do not have a preparation period. For example, the
four teachers interviewed for this study all teach multiple subjects at the
elementary level and indicated they their schools do not provide preparation
periods for teachers at their grade levels. However, it is reasonable to
assume that a portion of the 62.2% of teachers who reported not receiving
this strategy are teaching in multi-grade classes or have multiple
preparations at the secondary level. If that is the case, it goes against the
research (Bartell, 2005; Johnson et al, 2005) that suggests additional class
preparations adds to the workload and stress levels of beginning teachers.
Holding a Special Orientation Session for New Teachers Before the School
Year Begins.

Sixty-three point seven percent of beginning teachers reported
receiving this strategy, the highest for the 12 strategies. Research reviewed

115
in Chapter 2 suggests new teacher orientation is one component of a
successful induction program (Breaux & Wong, 2003). The content and
quality of district or site-based orientations received by participants in this
study were not included in the parameters of the study. However, three of the
four interview participants reported they did not receive this strategy because
they were hired after the beginning of the school year. Johnson (2006)
reported on the negative impact of late hiring practices in many urban school
districts. In his interview, Rick stated, “I did not see the support right away at
my school because I was hired late.” Both he and Elaine stated they did not
know if their district provided an orientation. Elaine did not attend a BTSA
Advisement either, stating, “I think because I was hired late.” Christie did not
attend her district’s orientation because “I came in once the school year had
already started…the students had already been there for about two and a
half weeks before I got them.” Breaux & Wong (2003) suggest districts host
two orientations per year – one in August and one in January to ensure
beginning teachers receive this support strategy. It is apparent from the data
collected in this study that late hiring may be a factor in beginning teachers’
attitudes about induction. It also points to a possible disconnect between
participating school districts and the BTSA Induction Program. Providing this
strategy could alleviate some of the miscommunication or lack of
communication beginning teachers apparently receive about BTSA and
potentially impact their attitudes about participating in the program.

116
Providing New Teachers with Special Publications (Handbooks, Guides,
Other Materials).

Such provisions can be considered resources, which Bartell (2005) lists as a
characteristic of effective induction programs. Fifty-seven percent of survey
participants reported receiving this strategy. It should be noted, however, that
the survey was administered at BTSA Orientations. A significant portion of
the Orientation meetings involved reviewing the resources included in the
“padfolio” that all teachers are provided at Advisement. Included in the
padfolio are journal articles relating to topics of discussion and FAS
Requirement assignments. Observational data collected suggest some
teachers had not yet received their padfolio. At one observed Orientation,
one participant did not receive a padfolio or attend Advisement, stating
“nobody told me.” The Program Coordinator appeared frustrated by this
statement, replying, “you’ll need to talk to your district about that” while
shaking her head. The participant, appearing equally frustrated and
perplexed, looked on with a neighbor as they reviewed the padfolio. The fact
that 40% of teachers reported not receiving this strategy may also indicate
they did not connect these resources with the support strategy.
Holding Special Professional Development Sessions for New Teachers
During the School Year.

Sixty-two point two percent of survey participants reported receiving
this strategy. It should be noted the strategy is embedded within the BTSA
Program. Since the survey was administered at the Program Orientation held

117
at the beginning of the program, however, most participants reporting having
received this strategy presumably received the strategy at their school site or
from their district. The BTSA Induction model is designed to offer sustained,
classroom-connected professional development over a 2-year period. Breaux
& Wong (2003) point to this continuum of systematic training as an element
of successful induction programs. All four teachers interviewed reported
receiving professional development at their school sites in addition to BTSA.
For example, Christie stated, “I’m going through professional development
right now for our literacy program.” While the majority of teachers surveyed
reported receiving professional development, more than a third (35.6%)
reported they had not received the strategy. Considering the importance of
the strategy for new teachers’ development, this figure is alarming.
Having Informal Meetings of Groups of New Teachers for Peer Support
Breaux & Wong (2003) include providing new teachers with
opportunities to network and build support, commitment, and leadership with
one another as a critical element of successful induction programs. Fifty point
four percent of teachers surveyed reported having received this strategy. In
his interview, Rick stated he often meets informally with the other new
teachers at his school. “Especially the ones that are in my grade level
because I feel that I’m not quite a rookie at the school because I’ve been
here, just not in the position that I’m in now. So I feel like I can help them as
well because I’ve been here but at the same time I’m new to teaching…I

118
know the school so I can help them as well as be on the same level.” All four
teachers interviewed indicated that peer collaboration was a part of their
school’s culture. Some may consider the BTSA Orientations to be informal
meetings. At each of the observed meetings, beginning teachers from the
same school or district sat together and peer interaction was observed.
Research indicates (Kardos, 2005; Kardos & Johnson, 2007;) that collegial
relationships are crucial in new teachers’ decisions to remain in the
profession. Even though a majority or teachers in this study report having
received this strategy, the almost half (47.4%) that reported having not
received the strategy should be cause for concern.
Assigning Mentors to New Teachers.
Fifty-six point three percent of teachers surveyed reported having
received this strategy. This strategy is also embedded within the BTSA
Program, with each teacher assigned a Support Provider by their district to
guide them through the induction program. Many schools also have coaches,
instructional leaders, and grade level or department chairs who often serve
as mentors for new teachers, either formally or informally. Effective
mentoring has been linked to teacher retention and is perhaps the most
important aspect of successful induction (Bartell, 2005; Breaux & Wong,
2003; Feiman-Nemser et al, 1999; Ingersoll, 2001; Johnson, 2006; Portner,
2005; Shulman, 2004). Merely assigning a mentor is not enough. According
to Wong (in Breaux & Wong, 2003), “You don’t prepare lifelong learners –

119
much less leaders – simply by giving them a mentor” (p. 55). New teachers
need more than a support provider. They need a mentor who serves as
coach and a teacher. The quality and preparedness of the mentor is
paramount.
Data collected for this study, however, suggest many new teachers
may not be receiving quality mentoring. Forty-one point five percent of the
teachers surveyed reported they had not been assigned a mentor. This may
be due to the teachers not associating their support provider or coaches and
other teacher-leaders at their schools as mentors. The BTSA Program trains
its support providers who are supplied by the school districts involved. It may
be that the quality of those support providers varies. Breaux & Wong (2003)
liken the assignment of mentors to new teachers as a first date – you never
know what you’re going to get.
A lack of communication or organization at the district or site levels
may also factor into the large percentage of teachers who reported not
receiving this strategy. At the observed Advisement meeting, held on
September 20, 2007, the Program Coordinator advised participants that they
should have contact with their Support Provider by October 1, 2007. Of the
43 participants in attendance at the observed Program Orientation on
October 15, 2007, however, 3 teachers indicated they had not yet met with
their Support Provider. The two teachers interviewed for this study that
entered the profession non-traditionally both indicated they had not been

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assigned a mentor when they began teaching, Nicky in a charter school, and
Rick as a long-term substitute. However, both indicated they had a person at
their school they considered to be a positive, albeit informal, mentor. All four
teachers interviewed reported their BTSA Support Provider was a district
employee whose full-time job was that of Support Provider, rather than
teachers in their schools. The literature on mentoring reviewed in Chapter 2
(Bartell, 2005; Breaux & Wong, 2003; Feiman-Nemser, 2003; Portner, 2005;
Yusko & Feiman-Nemser, 2008) spoke to the importance of ensuring that all
beginning teachers be placed with a well-prepared and well-matched mentor.
This study suggests varying degrees of mentoring exists in the districts
participating in the BTSA consortium.
Providing New Teachers With Constructive Feedback Based on Non-
Evaluative Classroom Observations.

Fifty-seven percent of teachers surveyed reported having received this
strategy. This strategy is also embedded within the BTSA Program. Support
Providers observe lessons provide feedback, much like the student teaching
component of preservice teacher preparation. The strategy provides teachers
with an opportunity to discuss their practice and receive tips and suggestions
from the Support Provider. According to Bartell, (2005),
The key to rich, productive meetings of new teachers and their
mentors are that they occur on a regular and frequent basis, perhaps
as often as once a week. In addition, the mentor needs to get into the
new teacher’s classroom and actually observe the new teacher in
action in order to provide effective support and feedback (p. 60-61).

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It may be that the teachers who reported not receiving this strategy did
not perceive the feedback they received as being constructive. Or it may be
that they have not been observed at all. At the observed Program Orientation
on October 29, 2007, almost all teachers in attendance raised their hands in
response to the Program Coordinators question, “How many of you are
setting aside one hour a week to meet with your Support Provider?” Data
collected from interviews, however, are conflicting. Nicky and Elaine reported
their Support Provider had yet to observe them teach. Nicky reports being in
weekly contact with her Support Provider by email but had not had a lesson
observed at the time of her interview on December 17, 2007. She states, “I
think it’s because she told me I qualify for Early Completion that I don’t have
to do that as much.” Whether or not qualification for Early Completion of
BTSA negates the necessity for observations was not investigated. However,
it can be argued that all beginning teachers should receive this strategy. At
the time of her interview on January 9, 2008, 3 months into the induction
program, Elaine had only met with her Support Provider once. She stated, “it
was quick and it was during lunchtime…we didn’t get to go over much.”
Rick’s Support Provider observed one of his lessons at the time he was
interviewed on December 18, 2007. Christie is the only one of the four
teachers who reported being observed regularly and frequently by her
Support Provider. This data reveals inconsistencies within the
implementation of this strategy depending on the district’s Support Provider.

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Giving New Teachers the Opportunity to Observe Other Teachers.
Sixty percent of teachers surveyed reported receiving this strategy,
making it the second-most received support strategy included in the survey.
This practice would be construed by Kardos (2005) as an essential part of an
integrated professional culture. Whether teachers receive this site-based
strategy depends largely on the culture and climate of the school. Two of the
four teachers interviewed stated they had been provided with opportunities at
their school sites to observe other teachers. As stated by Nicky, “I think all
the teachers do it. The principal is really trying to foster the whole plc
[professional learning community] thing.” Elaine also spoke about this
strategy. “I was greatly appreciative of being able to go into other classrooms
and just look at their environment, but also, at their teaching strategies.”
According to Bartell (2005), observations of other teachers are most effective
when teachers have something specific to observe. Good teachers make
teaching look easy. For this reason, the opportunity to observe another
teacher with the Support Provider present is even more desirable, as the
Support Provider can point out for the novice the implicit strategies used by
the teacher. Whether or not this strategy is provided to beginning teachers
largely depends on the leadership and culture of the school.

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Providing New Teachers With Co-Planning Time With Other Teachers.

Fifty-one point one percent of teachers surveyed reported having
received this strategy. Bartell (2005) spoke of carving out time for teachers to
work together as an important ingredient of effective induction. This strategy
also seems to depend largely upon the culture of the school site. The data
collected from interviews is conflicting on this issue. In her interview, Christie
described meeting regularly with her principal and grade level colleagues. “
Every other Thursday we meet with the principal…she comes in while
the students are at P.E. and art. We have special teachers for those
[subjects]. The principal meets with us and we give her our
assessment data for certain assessments that we choose to bring that
week that we’ve been working on...so that, I think, really helps me a
lot.

This principal has obviously made such collaboration a priority at her
school and found a way to provide that support strategy for her teachers. At
the same time, she is fostering an integrated professional climate (Kardos,
2005) by working collaboratively using assessment to drive instruction at the
school. The other three teachers interviewed each spoke of having grade
level before or after meetings or informal planning discussions in the staff
lounge during lunch. Bartell (2005) suggests induction models that do not
include funds allowing for release time from their regular classroom duties
may not be as effective as those that do provide teachers with release time.
Since this strategy is not embedded within BTSA and dependent upon
individual schools, the strategy appears to be inconsistently implemented.

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Sadly, 45.9% of teachers surveyed reported they had not received this
strategy at all.
Scheduling Field Trips That Give New Teachers an Opportunity to Learn
About the School District and Available Resources.

More than three-quarters (75.6 percent) of teachers surveyed reported
they did not receive this strategy, making it the strategy teachers received
least frequently of the 12 included in the survey. This localized strategy
theoretically provides school districts with an opportunity to share the
district’s available resources as well as communicate the vision of the district.
The research reviewed in this dissertation (Bartell, 2005; Breaux & Wong,
2003; Newman et al, 2001) point to good communication as an imperative
factor in program cohesion as well as successful induction of beginning
teachers. The fact that a large majority of teachers in this BTSA Program are
not receiving this strategy suggests that many of the participating school
districts are missing out on this opportunity. This may result in adverse
affects with respect to teachers’ attitudes and engagement in BTSA.
Urban Teachers’ Beliefs, Attitudes, and Expectations About Induction
This study sought to learn about the perceptions and attitudes with
which beginning teachers enter the induction stage of their teaching careers.
Analysis of data collected from the survey, observations, and interviews
reveal beginning teachers value the support they receive. However, factors
such as ineffective communication, district bureaucracy, and lack of program

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cohesion may impact beginning teachers’ understanding of BTSA, the
attitudes with which they enter the program, and their motivation for
participating in it. Hollins & Guzman (2005) discussed the important
mediating role that knowledge and beliefs play in what teachers learn.
Bandura (2004) and Maslow (1968) might also argue that teachers who lack
understanding and motivation have not had their deficiency needs fulfilled,
which may prevent them from receiving the intended support and
development from BTSA. Evidence of these factors is revealed in the
following analysis of data.
The second part of each survey questions asked teachers to rate the
importance they place on each of the 12 induction support strategies.
Analysis of survey data allows for quantification of the value beginning
teachers place on these induction support strategies. Descriptive statistics
summarizing the results of this portion of the survey are presented in Table
6.
Beginning Teachers Value Support
The survey results reveal beginning teachers value all 12 of the
support strategies identified by Andrews, Gilbert, & Martin (2006). Value
ratings for all 12 of the strategies were above the mean rating of 3.5 that
signifies the threshold for positive value. Ratings ranged from 4.14 (out of 6)
to 5.27. All of the Likert-scale responses had a mode of 6 and a median of 5
or 6, indicating the teachers perceive all 12 strategies as valuable or very

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Table 6
Participants’ Perception of Strategy Importance (1 = not valuable, 6 = very
valuable)
Strategy Mean SD. Median Mode Min Max
Assigning new teachers to smaller classes. 5.18 1.24 6 6 1 6
Reducing new teachers’ non-teaching duties
(lunchroom, bus, etc.).
4.31 1.45 5 6 1 6
Limiting the number of different class
preparations assigned to new teachers.
4.47 1.22 5 6 1 6
Holding a special orientation session for
new teachers before the school year begins.
5.03 1.40 6 6 1 6
Providing new teachers with special
publications (handbooks, guides, other
materials).
4.84 1.31 5 6 1 6
Holding special professional development
sessions for new teachers during the school
year.
4.98 1.24 5 6 1 6
Having informal meetings of groups of new
teachers for peer support.
4.90 1.24 5 6 1 6
Assigning mentors to new teachers. 5.24 1.13 6 6 1 6
Providing new teachers with constructive
feedback based on non-evaluative
classroom observations.
5.13 1.12 5 6 2 6
Giving new teachers the opportunity to
observe other teachers.
5.27 0.97 6 6 1 6
Providing new teachers with co-planning
time with other teachers.
5.16 1.02 6 6 1 6
Scheduling field trips that give new teachers
an opportunity to learn about the school
district and available resources.
4.14 1.49 5 6 1 6

valuable. Standard deviations of the responses ranged from 0.97 to 1.49
indicating that the variability in responses was not particularly large. Those
with lower standard deviations, such as “giving new teachers the opportunity
to observe other teachers” (sd = 0.97) had responses clustered closer to the
mean than those with larger standard deviations. The low standard deviation,
combined with a high mean suggests few teachers dissented from the
majority that valued this strategy highly. These results are supported by

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those from the previous study in which the survey was used (Andrews et al.,
2006), with the same strategies yielding the highest and lowest ratings.
Further analysis relating to the strategies identified by beginning teachers as
being most valuable and least valuable to their development is presented
later in this chapter.
This finding is also supported by the reviewed literature that relates to
the support beginning teachers need. Bartell (2005), for example, postulated
that the needs of beginning teachers changes over time in a continuum of
development. Beginning teachers are first concerned about their own
survival. This correlates with Maslow’s (1968) Hierarchy of Needs. Bartell’s
“Novice level,” in which most beginning teachers presumable fall,
theoretically equates to Maslow’s “deficiency needs.” Breaux & Wong (2003)
extrapolated from Maslow’s hierarchy to discuss the needs of beginning
teachers. Johnson (2006) showed that working conditions play a significant
role in teachers’ job satisfaction. This study further supports these findings in
that beginning teachers reported they value support. When asked in her
interview to share her holistic view of induction, Nicky replied “I would view it
as an important part of teaching…it is helping me develop as a professional,
even though I have my complaints about it.” Whether or not beginning
teachers receive that support, however, is another matter. A finding
discussed earlier in this chapter suggests many of the teachers participating

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in the BTSA Program may not be receiving or perceive they are not receiving
these support strategies.
Beginning Teachers’ Knowledge and Understanding of Induction
There appears to be a disconnect between preservice and inservice
teacher education programs with regard to communicating the intent and
purpose of induction to teachers involved with this study. This disconnect
also appears to extend to the schools where beginning teachers work.
Newman et al. (2001) might point to this as an example of program
incoherence. As discussed in Chapter 2, coherence and effective
communication between stakeholders are crucial to the success of any
induction program (Bartell, 2005; Breaux & Wong, 2003). The California
Standards of Quality and Effectiveness for Teacher Induction Programs
(California Commission on Teacher Credentialing, 2002) includes a standard
for “Articulation with Professional Teacher Preparation Programs.” It is
apparent from this study, however, that the 1
st
-year induction participants in
this BTSA Program may have very little and varying degrees of knowledge
and understanding of the induction process. This deficit may be one reason
why some teachers left some survey items blank. They might be inclined to
leave a strategy blank if they are unfamiliar with the strategy. The analysis of
qualitative data that follows also reveals participants in this study may have
very little knowledge or understanding of the induction process.

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Both of the traditionally-prepared teachers who participated in
interviews stated they were given very little information about BTSA and had
no knowledge of the program’s scope. Elaine and Christie both received
traditional teacher preparation. Although they both expressed they recall
receiving some information about BTSA during their preservice experience,
they both remember that information as coming at the end of their respective
programs and lacking in details. Elaine recalled, “I didn’t know about it
[BTSA/induction] until right at the end. One day in class we went over it, and
then it was the biggest shocker…I didn’t know if you had to pay for it or like –
I didn’t understand how it worked…it was just nerve-wracking.” This suggests
the lack of understanding she had about BTSA may have added to her
apprehension towards participating in the program. Christie does not recall
learning about BTSA from her university during her preservice preparation,
but rather
through the grapevine during student teaching [her final semester in
the program]. I heard that we had to clear a credential. I knew that.
And then I heard about BTSA from m colleagues, other students that
graduated a year before me or were just starting. They had told me
about BTSA and how it was just an induction process. I mean, they
didn’t give me any details. They just told me I needed to do it for my
first two years in order to clear my credential.

Like Elaine, Christie apparently had little understanding of BTSA before
entering the program. This suggests a need for those involved with
implementing the program to better attend to articulating with professional
teacher preparation programs, as required by Standard 5 of the California

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Standards of Quality and Effectiveness for Teacher Induction Programs
(California Commission on Teacher Credentialing, 2002). It further suggests
universities in California should better communicate the process and
objectives of BTSA to students during their preservice education.
The two teachers interviewed who received non-traditional teacher
education reported having even less knowledge or understanding of
induction when they entered the profession than their traditionally-prepared
colleagues. Even though the small number of teachers interviewed for this
study would call into question the validity and reliability of such a finding, it
does support the findings of Darling-Hammond et al (2002). They asserted
that traditionally-prepared teachers had a higher sense of preparedness and
efficacy than non-traditionally-prepared teachers, and that these two
elements correlate positively with teacher retention. It also shows that
alternative teacher education programs should better communicate the intent
and purpose of BTSA to their students. Further investigation of this issue is
warranted.
Rick, one of the teachers from a non-traditional teacher education
background, stated in his interview that he did not recall any mention of
BTSA or induction during his program. He discussed his shock at learning
that he needed to participate in BTSA: “The Vice Principal at my school,
fortunately, told me about the program and that it’s something I needed to
complete in order to clear my credential.” When asked what knowledge he

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had of BTSA prior to that conversation that occurred 2 months into the school
year, he replied “none whatsoever…I celebrated when I got my credential. I
thought I was done with school, but I guess not.” This exemplifies the lack of
knowledge Rick had about induction as well as the intent and purpose of
BTSA. It shows that he views BTSA as “school” rather than continuing
professional development, and that he may be disappointed by having to
participate in BTSA. Rick also stated his principal was unaware that he was
required to participate and could not answer his questions about it. “She said
they didn’t have BTSA when she was teaching,” he recalls. This statement is
concerning given the important role that a principal plays in beginning
teacher induction (Bartell, 2005; Johnson & Birkeland, 2003). The shock of
learning about this required commitment may have negatively impacted
Rick’s attitude and perceptions about induction, as well as his motivation to
participate in the program.
Nicky, the other teacher who entered the profession through a non-
traditional route reported she did not find out about BTSA until the end of her
first year of teaching as a District Intern. She stated,
I taught summer school in June and I met [the district’s Support
Provider, who was also teaching summer school], she was telling us
that she also teaches BTSA. So I let her know that I was interested in
the BTSA Program…I told her I had already spoken with [Director of
Human Resources] but hadn’t received any response. She told me I
had to wait until the district office sent me the paperwork for it. So,
needless to say, I waited a whole ‘nother year teaching without doing
it…waiting for the district office.

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This response suggests a lack of effective communication about induction
within Nicky’s school district. After a chance meeting with the district’s BTSA
Support Provider she expressed interest in the program. However, apparent
district bureaucracy postponed her involvement with BTSA for a year. During
that time, it is possible that Nicky’s attitude about the program and her
motivation to participate changed. She went on to state, “I thought it [BTSA]
was gonna be more like professional development, where we go to a few
seminars…I did not think it was going to be a portfolio and actually a lot of
class work…I felt I had done that in my credential program.” This too
demonstrates a lack of understanding about the intent and purpose of the
program. It is interesting to note that Nicky does not view the compilation of a
portfolio as professional development.
Effective communication is a key component of effective induction as
well as a standard for the BTSA Program design (Bartell, 2005; Breaux &
Wong, 2003; California Commission on Teacher Credentialing, 2002). The
previous quotes were coded as relating to teachers’ preparation (P) in the
coding scheme. A pattern was revealed within the four interviews suggesting
the participating districts may have varying degrees of poor communication
about induction. A possible result is participants from those districts might not
realize the value of BTSA in their development as beginning teachers.
Observational data also indicate a lack of communication at the school
site and district levels. Observations of one BTSA Program Advisement

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meeting and four Program Orientations were conducted. The purpose of
these observations was to observe participants within the context of program
events and activities and their interactions with their peers. Their questions,
responses to questions, body language, and informal conversations with one
another provided insight about their development, their attitudes about the
induction program, and elements of the sociocultural theory.
Detailed field notes were taken at each observation and later coded to
reflect these themes. A frequency table reflecting these codes was presented
earlier in this chapter (Table 2, p. 83).
Attendance at an initial Advisement meeting and subsequent Program
Orientation are requirements of the program. One purpose of Advisement is
to present an overview of the scope and sequence and to communicate the
intent and purpose of BTSA. These meetings are held in conference rooms
at the County Offices of Education and led by Program Coordinators. As
evidenced by comments from several teachers during multiple observed
Orientations, some teachers did not attend Advisement.
At the first observed Program Orientation, for example, approximately
half of the 29 participants in attendance raised their hands when asked if
they had not attended a Program Advisement meeting. One visibly frustrated
participant stated, “I just found out about this from [name of Support Provider]
today.” Said another participant, “Me too, I just found out I’m supposed to be
here.” Similar statements relating to late notification were overheard at each

134
of the other three observed Orientations. Another participant who was asked
at an observed Orientation conducted in mid-October why he did not attend
Advisement stated, “I was hired three weeks ago.”
It may be that teachers hired after the beginning of the school year are
not privy to district or school orientations or meetings about induction. This
would seemingly exemplify an adverse effect of late hiring that Johnson
(2006) identified as being common in urban school districts. Breaux & Wong
(2003) recommend having multiple beginning teacher orientations to
accommodate those who are hired late. It may also be that communication
about induction is simply lacking in some districts participating in the
consortium. Because so many participants had not participated in
Advisement, a number of planned Orientations were revised to encompass
Advisement and Orientation content. The program staff presumes that all
participants have been contacted by their district and assigned a support
provider by the time of the Program Orientation.
Observation data suggest, however, this was not always so. At least
one participant from each observed Orientation meeting indicated they had
not yet been contacted or had very limited contact with their support provider.
At least one teacher at the first two observed Orientations reported to the
Program Coordinator they had little or no contact with their Support Provider.
This further suggests different levels of communication or implementation
amongst districts participating in the BTSA consortium. It can also be inferred

135
that late notification, late hirings, and lack of initial communication between
participants and their Support Providers are indicators of district bureaucracy,
which Futernick (2007) identified as one of the main reasons why teachers
choose to leave the teaching profession. The implication of this inference is
that district bureaucracy may negatively impact beginning teachers’ attitudes
about induction, a main purpose of which is to support and retain beginning
teachers.
Observation data were also coded to reflect teachers’ attitudes about
induction. At another Orientation, several participants commented negatively
about the thickness of the padfolio they received that outlines the FAS
Requirements. For example, one participant stated, “It’s ridiculous they make
us do all of this.” In response, the Program Coordinator stated, “This guide
book has actually been cut back,” which generated sarcastic laughs from the
participants, suggesting the teachers were not aware of or happy with the
scope of BTSA.
This finding suggests a lack of program coherence exists in some of
the participating districts. The analysis of survey data and the literature
reviewed in Chapter 2 (Bartell, 2005; Breaux & Wong, 2003; Newman et al,
2001; Portner, 2005) of this study point to the importance of coherence and
effective communication to successful program implementation. This lack of
coherence and effective communication about induction may negatively
impact teachers’ efficacy, which Bandura (2004) theorizes plays a significant

136
role in teachers’ motivation and success. Beginning teachers may enter the
induction process with negative attitudes and preconceptions about
induction, which possibly negatively impacts their motivation to engage in the
BTSA process. Considering the intent of the program and the exorbitant
resources expended on it, this is a significant finding. Entering BTSA with a
lack of knowledge and understanding of the program may lead to participants
entering the program with trepidation, possibly effecting their motivation to
participate (Bandura, 2004). At the time this dissertation was written, other
studies about the attitudes and perceptions of beginning teachers entering
the induction process were not found.
For this study, observation data were coded to reveal themes, which
included elements of teachers’ development, elements of teachers’ needs,
and elements of sociocultural theory. An analysis of collected qualitative data
relating to this finding follows.
Observations of Orientations revealed a majority of the questions
asked by participants centered around the extent to which their years of
classroom experience or educational background would qualify them for
early completion of the program, exemplifying the varying development and
needs of participants (Feiman-Nemser et al, 1999). This line of questioning
also suggests teachers were more concerned with completing the program
than they were with learning from the program. California’s Senate Bill 57
allows a modified induction option for teachers with 1 or more years of

137
teaching experience. Candidates can also request individualized induction
requirements (early completion) based on previous coursework. Program
participants were advised by the Program Director during Orientation to work
with their assigned support providers to make such requests, and that any
requests would take [several months] to process. Several participants
responded to this statement with audible sighs or by shaking their heads.
This body language suggests those teachers were frustrated and may
perceive their individual needs as not being met.
Participants in Orientation were provided with a Teacher Induction
Guide Book and asked to highlight important dates for meetings and
assignment due dates. Many of the participants indicated they had not yet
met with or been assigned a support provider by their school district.
Considering the pivotal role the Support provider plays in working with the
individual needs of participants (Breaux & Wong, 2003), not having a support
provider at the time this information was presented may have fostered
attitudes of trepidation in some participants.
At one Orientation, participants were particularly vocal about their
concerns regarding induction. This may have been due in part to it being the
assigned Program Coordinator’s first time leading a Program
Advisement/Orientation session. The session began with the Program
Coordinator greeting participants with “Welcome, and it’s doable! I know it’s
Thursday and we would all rather be somewhere else…just take it easy

138
tonight, keep an open mind, and don’t get overwhelmed.” This statement was
coded as an element of sociocultural theory, which theory asserts social
interactions and environment impact individuals’ learning and motivation
(Ryan & Deci, 2000; Vygotsky, 1986). It may be that this opening statement
set a negative tone for the meeting. To the researcher, it seemed to put the
participants on guard. Considering this was the first exposure to BTSA for
many participants, this remark may have fostered an environment that
created fear and negativity amongst the participants. This conflicts with the
environment that Breaux & Wong (2003) consider vital for effective induction.
Participants were given opportunities to express their opinions about
the program at the Orientation. When asked at the beginning of the meeting
to share their understanding of the purpose of BTSA, one teacher semi-
jokingly responded, “To torture us.” The ensuing dialogue resulted in
participants expressing their concerns and apprehension. This is further
evidence of the sociocultural theory in that the climate of the meeting may
have encouraged some participants to express negativity towards the
program. One participant stated, “I’m concerned about the flexibility of these
dates [because] I teach during the day and teach an accounting class at Cal
State Fullerton at night and I’m in the National Guard.”
The Program Coordinator responded:
Understand that completion of induction in 2 years is required to clear
the credential…the people who don’t finish are the ones who get
involved with personal choices like coaching, yearbook…outside of

139
induction…working on a Master’s will slow your progress with BTSA.
That’s where there’s a disconnect – people don’t understand this is a
graduate program and we expect graduate-level work.

This interaction supports the apparent lack of communication addressed
previously as well as the varying and diverse needs of teachers today
(Feiman-Nemser, 2003). The sociocultural dynamics of the dialogue are also
apparent. This theory purports that individuals social environment influence
their attitudes (Vygotsky, 1986).
In a discussion with the researcher after that particular meeting, the
Program Coordinator stated she recognized the meeting had “turned kind of
ugly” because of the perceived negative attitudes participants exhibited
towards BTSA. While not intended to be an evaluation of the Program
Coordinator’s knowledge and experience, this provides a reminder of the
importance of having well-trained mentors (Bartell, 2005; Breaux & Wong,
2003; Portner, 2005; Yusko & Feiman-Nemser, 2008) and fostering a climate
that supports the nature of the induction program. The Program Coordinator
stated she wanted to provide participants with an opportunity to ask
questions and engage in open, honest dialogue. However, this discussion
resulted in the meeting veering from its intended course. “Was that wise of
me?” she wondered. The answer to that question is a paradox. The Program
Orientation is perhaps not an appropriate setting for counseling individual
participants about their personal concerns about the program. However,

140
ignoring participants’ concerns and/or questions would defeat the purpose of
the program.
Interview data also reflected teachers’ apprehension towards
participating in BTSA. One of the themes of the interview coding scheme
was teachers’ attitudes about induction. Saleable quotes from each teacher
were identified with this code, revealing a pattern of negative affect (Ormrod,
2006) about BTSA amongst the four teachers interviewed that appears to
stem from the workload involved. Rick stated:
I have to convince myself that it’s just more paperwork to do. I mean,
there’s a lot of paperwork I didn’t have to do as a sub that I’m doing as
a teacher. I’m letting myself think it’s just coming with the job. I’m kind
of putting it in that category of as almost just like another hoop you
have to jump through as well as it is just part of the job. Like filling out
progress reports or report cards – just do it, get it done, and it will be
over.

While he does recognize the intended benefits of BTSA, Rick feels BTSA
places an additional burden on him. He stated,
When you’re just bombarded with the whole new world of being a
teacher and you don’t know what to expect but paperwork and
meetings and parents, and don’t forget the kids! It’s too much. And to
say that it’s helping the kids is [ridiculous].

Rick appears to view BTSA as additional paperwork rather than professional
development. Bandura (2004) theorized that motivation is determined largely
by the value one places on a task in relation to one’s needs. Rick’s
motivation appears to be to “get it done,” which Bandura might forecast as

141
limiting the effectiveness BTSA will have on Rick’s learning from the
program.
The other teachers interviewed shared similar apprehension about the
workload involved with BTSA. Christie stated, “It’s overwhelming, completely
overwhelming. She also spoke about her concerns with the time involved
with participating in BTSA. “It’s not hard, it’s just time consuming, extremely
time consuming…I don’t see where I have the time.” Nicky stated, “I think it
adds to the anxiety of teaching because it’s just added pressure, added
work.” When asked about her attitude towards BTSA, Elaine responded
“…hesitant. I was just hopeful it was not gonna be too much, and that it was
gonna be over fast (laughter). I’m anxious to get through it, you could say.
She went on to say, “I wasn’t too happy that I was going to have to do it…I
think my attitude about it would be different if it wasn’t required.”
These quotes suggest the teachers interviewed view BTSA as adding
to the already high levels of anxiety they deal with as beginning teachers.
Several significant trends and patterns that connect to the literature reviewed
in this dissertation are revealed in their quotes. All four teachers interviewed
used the words “anxiety,” and “overwhelming” in their interviews to describe
their attitudes about BTSA. All four teachers also noted the workload
involved with BTSA as adding to their anxiety and trepidation. Vygotsky
(1986) might infer that the scope of the BTSA Program might not fall within
the desired zone of proximal development. He opined that a task perceived

142
as too daunting can adversely effect individuals’ motivation to engage in the
task.
Nicky and Elaine’s comments, while supporting the finding that
beginning teachers enter the BTSA Program with trepidation, indicated
cautious optimism about their participation. Rick and Christie, on the other
hand, expressed particularly negative attitudes about BTSA. It is interesting
to note that Rick was non-traditionally prepared, while Christie received
traditional teacher preparation. Differences in working conditions (Johnson,
2006) may account for this discrepancy.
The increasing movement towards teacher accountability may also
contribute to teachers’ attitudes and perceptions. More than ever, teachers
are being held accountable for student achievement and required to engage
in accountability-related documentation (Yusko & Feiman-Nemser, 2008).
This negative view of induction by beginning teachers may be limited to the
subject BTSA Program. At the very least, this finding should encourage
stakeholders in the program to regularly evaluate the program. It should also
encourage others involved with the induction of beginning teachers to assess
and evaluate the attitudes and motivations of teachers in any induction
program. Another trend revealed from these data collected for this research
question point to participants’ perception that BTSA is not connected to their
daily classroom practice.

143
Disconnected Support and Professional Development
A study by Kelley (2004) remarked on the apparent disconnect
between preservice and inservice teacher education institutions. In addition,
because the subject BTSA Program is dependent upon cooperation from so
many stakeholders (Bartell, 2005; Breaux & Wong, 2003), the quality of
implementation from one district to the next, and even schools within
districts, may vary. The Chicago Study (Newman et al., 2001) also cited such
coordination as critical to effective program coherence. This finding suggests
an apparent lack of program coherence may exist in this BTSA Program,
resulting in beginning teachers perceiving BTSA as a redundant and
disconnected from their work in their classrooms.
Johnson (2006) spoke of the need for professional development to
focus on the individual needs of teachers and their students. She found that
disconnected professional development adversely effects teachers’
motivation. Evidence of this disconnection can be found in the data collected
in this study. The item analysis of Table 5 earlier in this chapter (p. 110)
revealed patterns that suggest many beginning teachers participating in the
BTSA Program may not perceive they receive the support strategies
embedded within the program. The following analysis of observation and
interview data provide additional evidence that suggest participants view
BTSA as a redundant continuation of their preservice teacher education.

144
At one of the observed Orientations, while reviewing the FAS
Requirements, a visibly frustrated participant stated, “A lot of this seems
repetitive to me – this is crazy.” The Program Coordinator responded, “The
state does not care how repetitive it is.” This statement can be viewed as
further alienating participants’ individual connection to the program by
insinuating the needs of individual participants are not considered. This
insinuation conflicts with the intent and purpose of BTSA as well as the
literature reviewed that pertains to effective professional development
(Bartell, 2005; Breaux & Wong, 2003; Johnson, 2006). This dialogue from the
observation was coded as an element of sociocultural theory. Other
examples of this coded data included a participant text messaging under her
table during the session and participants talking with one another when they
were supposed to be reviewing the padfolio. It can be inferred that these
individuals were not motivated to participate because they did not perceive it
as being valuable to them.
The aesthetic structure of the observed Program Advisement meeting
was also noted as an element of sociocultural theory that may have led to
participants’ viewing BTSA as a continuation of their preservice teacher
education. For example, the “classroom-like” setting included tables on which
were prearranged baskets of highlighters and writing utensils. Participants
sat at tables aligned in a U-shape facing an overhead projector in the center
of the room where the Program Coordinator remained standing throughout

145
the meeting. Considering this was the first BTSA experience for those in
attendance, it could be that this setting fostered a connection to a school
environment. Perhaps if the Advisement was more informal and
conversational, participants might enter the program with a different
perspective. This could be something induction providers choose to consider
when implementing their programs.
Interview data also support this finding. All four teachers interviewed
described their perception of BTSA as a redundant continuation of their
preservice teacher education. Evidence of this significant trend is provided by
the following quotes from each teacher’s interview. Nicky stated
My attitude about it has [changed for the worse] because it’s a lot of
extra work, and it’s redundant, and it feels like a waste of time
because I’ve already been through it. I think had I not done the
internship program and possibly just went through the regular program
and did the student teaching I would think of it better. But, see, I’ve
already done the internship program so it feels like the same kind of
feeling, the same element of a lot of work…I’m not happy with the
workload.

The fact that Nicky stated her attitude had changed for the worse in the 3
months she was involved with the program suggests she is less motivated. It
also suggests BTSA is not meeting her individual needs. As a result,
Johnson (2006) might consider the program to lack effectiveness in Nicky’s
case.
Rick stated, “This is like doing the credential classes all over again. I
went through the notebook and saw all the types of assignments, and they’re

146
very similar if not exactly the same as the worksheets and assignments we
had for the credential program.” This shows that Rick also does not connect
the BTSA requirements with helping him to develop as a teacher. He went on
to say
I can see it being a support in theory, but in reality it’s not. It’s just
more work. It’s hard enough being a first-year teacher. So extra
papers, extra classes, taking time off to observe other classes and
leaving my own class behind is just more work that frankly I don’t
believe is necessary. I mean, I felt we observed teachers with student
teaching for 18 weeks…So it’s the credential Part II, honestly.

While he does recognize the intent of BTSA, Rick does not link the program
to his own professional development. He also does not consider BTSA as
providing him support. This may be the result of the lack of communication
he received about induction from his preservice teacher education program
and his district. On the other hand, it may be that Rick would view any
professional development offered to him as an inconvenience. He appears to
hold the view that earning a preliminary credential is all the preparation he
needs to teach, and that his development will come naturally with
experience. Such an attitude might limit his development as a teacher
(Johnson, 2006), and possibly impact his effectiveness with his students.
Elaine and Christie also described their perception that that BTSA is
redundant. According to Elaine, “I felt like I had already done the exact same
thing in graduate school...in my head I’m thinking of it as school.” Christie
echoed these sentiments

147
Our first meeting at BTSA, I felt like I was in class all over again – I’m
in my credential program all over again.” I view [BTSA] as extra work. I
mean, I’m not motivated to do it at all…I feel like it’s homework, like
it’s just an assignment I have to complete

Both teachers refer to their school-like perception of BTSA, suggesting they
too view BTSA as repeating what they have already learned and done.
Christie also points out she is not motivated to participate. Bandura (2004)
might opine that this lack of motivation might prevent Christie from effectively
learning from the program. He theorized that one’s motivation determines the
level of effort and task engagement.
All four teachers apparently fail to link the BTSA requirements with
ongoing professional development. The California Standards for the
Teaching Profession (California Commission on Teacher Credentialing,
1997) “incorporate and inform a developmental view of teaching” (p. 2) and
provide a foundation of professional performance upon which the policies
and practices of teacher education programs and schools should be based.
According to these standards
Teachers' knowledge, skills and practices develop throughout their
professional careers. The nature of teaching requires continuous
growth in order to engage and challenge increasingly diverse students
in a rapidly changing world. Teachers are never "finished" as
professional learners, no matter how extensive or excellent their
formal education and preparation. If teachers' expertise, capabilities,
and accomplishments are to be enriched over time, the teachers must
become reflective practitioners who actively seek to strengthen and
augment their professional skills, knowledge and perspectives
throughout their careers. (p. 2)

148
This study suggests many beginning teachers may not perceive BTSA as a
vehicle for professional development. It is possible that the negative
perceptions of BTSA shared by some teachers in this study is due to their
professional teacher education programs not effectively communicating that
learning to teach is ongoing (Bartell, 2005; California Commission on
Teacher Credentialing, 1997; Darling-Hammond, 2006; Feiman-Nemser,
2003). This could be considered by critics of traditional teacher education as
evidence that the current system is “broken” (U.S. Department of Education,
2002). Program incoherence Newman et al, 2001) provides another possible
explanation why these teachers do not connect BTSA with their ongoing
development. Whether teachers are failing to meet the professional teaching
standards or preservice and inservice teacher education programs fail to
communicate and teach those standards should be explored further.
Another significant trend in the interview data is three out of four
teachers described their BTSA experience thus far as being disconnected
from their own classrooms. Johnson (2006) indicated this connection is
critical for effective professional development. Nicky was the only teacher
interviewed who connected some BTSA components to her classroom, as
evidenced by the following quote
I feel [BTSA] is important because, especially if you’re new, you do
need to go through those parts they picked out – health, special
populations, technology – all these things are important for our
students. We have to be knowledgeable on those components so I
feel it is important. And even though I complain about it, like “Okay, I

149
already know this,” it is something I need to look into more and figure
out how it affects my classroom, make it important in my room.

She specifically mentioned one particular seminar she found valuable. “The
technology seminar has been the one that’s been the most important for me.
I’m one to use technology in my classroom.” In addition, she looked forward
to another upcoming seminar. “I haven’t taken the special population
seminar yet, and I am kinda looking forward to that because I do have three
students that are special pops.” It can be inferred from these statements that
Nicky is able to connect some components of BTSA to her practice and
perceives them as valuable. However, Nicky did qualify her statement. “It
[BTSA] really needs to be broken down because some of them are helpful to
you and some of them are not.” This suggests Nicky may not perceive BTSA
as meeting her individual needs despite her qualifying for early completion of
the program due to her classroom experience.
The other three teachers interviewed spoke about their perception that
BTSA was not aligned with their classroom work. Evidence of this trend is
revealed through quotations from each of those teachers. The responses
were coded as relating to their needs as beginning teachers. According to
Rick
I’ve got to show the [BTSA] representative that we cover subjects like
diversity [Equity], she’s going to come in [observe], so I need to stop
what I’m doing in the classroom at that time to revert back to a
[lesson] I did from two units ago to show her that yes, I’m teaching
diversity. It absolutely conflicts with the pacing I need to keep up with
for Open Court [reading and language arts curriculum].

150
This statement shows Rick feels BTSA conflicts with the pacing he is
required to follow with Open Court Reading, his district’s mandated
curriculum. It also exemplifies the lack of motivation he has for participating
in BTSA. For example, rather than incorporating the Equity requirements into
his lessons, he chose to repeat a lesson he taught in order to satisfy the
requirement. If he perceives BTSA as an impediment to his teaching rather
than an asset he is not likely to realize the intended benefits of the program.
Elaine reported, “I’m thinking of it as kind of separate from me and my
classroom. It would be better if I thought of it as combined. I’m thinking of it
more as an assignment that I need to get done. It appears that Elaine also
does not perceive BTSA as applying directly to her classroom. It is
interesting, however, that she expresses a desire for it to be better
“combined.” An excellent Support Provider might be able to guide Elaine
towards making that connection. Without such support, however, her
negative attitude about BTSA that stems in part from her perception that it
does not connect to her daily practice, may persist. This again highlights the
literature (Bartell, 2005; Feiman-Nemser, 2003; Smith & Ingersoll, 2004) on
mentoring that show how quality Support Providers are essential to a
beginning teacher’s development and success in the profession.
Like Rick, Elaine and Nicky also work in schools where they are
required to teach Open Court Reading and follow a district pacing framework.
According to Hoy & Miskel (2006), this type of prescriptive curriculum and

151
pacing is increasingly prevalent in urban school districts and restricts
teachers’ flexibility with regard to what they teach. While the order in which
BTSA/FAS Requirements can be completed is flexible, participants were
encouraged by the Program Coordinator at each observed Orientation to
begin with the Equity and Health components because “they are the quickest
and easiest…to get the ball rolling.” The extent to which these requirements
fit into the prescriptive curricula used by a majority of participating districts is
a subject for further investigation.
Christie perhaps expressed the most frustration with her perception
that BTSA does not positively impact her practice and the needs of her
students. “I don’t feel like it’s helping me in my classroom – I don’t see a
connection at all, and I don’t see how it’s helping me with my students so
far.” She explained this opinion in more detail
I have to do a case study on an English Language Learner. I’m always
looking at those students [anyway]. I’m always helping them. But the
fact that I have to go through and actually write it all out…A lot of it – a
lot of the paperwork just seems like busywork to me. It’s just a lot of
filling out papers. How is this going to help me understand my
students better, just writing it down? I just see it as a lot of paperwork.
I already know exactly who they are.

This statement suggests considering the needs of her English Language
Learners is a practice Christie already incorporates into her teaching. The
frustration she expresses seems to be focused on having to document that
practice with paperwork she deems “busywork.” Bandura (2004) would
support the assumption that Christie is not likely to grow professionally from

152
these activities if she does not perceive them as valuable to her. Johnson
(2006) might also site Christie’s perception that BTSA is disconnected from
her daily classroom as ineffective professional development.
The prevailing attitude shared by the majority of teachers interviewed
that BTSA is disconnected from their classrooms should be cause for
concern to all stakeholders involved with the induction of beginning teachers.
It could be the result of a lack of program coherence or a lack of synthesis
between preservice and inservice teacher education providers. Regardless of
the reason, teacher educators in both stages of teacher development would
be well-served to further investigate this finding.
Extrinsic Motivation
The research reviewed in this dissertation asserts that a main
objective of induction should be to focus teacher development on student
achievement (Bartell, 2005; Breaux & Wong, 2003; Darling-Hammond, 2006;
Johnson, 2006) and propel beginning teachers along the continuum of
teacher development towards self-actualization (Maslow, 1968). The
sociocultural theory used as a framework for this dissertation points to the
importance of motivation in the ability to effectively engage in a task
(Bandura, 2004; Ryan & Deci, 2000; Shulman, 2004; Vygotsky, 1986). If
beginning teachers are not appropriately motivated to engage in induction it
may influence the results of the induction efforts. This suggests a need for

153
further investigation specifically related to beginning teachers’ attitudes and
perceptions about induction.
The data collected in this study suggest a large number of participants
in this BTSA Program may not be intrinsically motivated (Ormrod, 2006).
Rather, they are primarily motivated by the extrinsic reward of certification
that results from successful completion of the program. Triangulation for this
finding is provided by observation and interview data, as evidenced by the
following analysis.
A majority of questions asked by participants in the observed
Advisement and Orientations involved the requirements for completing the
program. Specifically, many teachers were observed discussing and
questioning whether or not they qualified for Early Completion. This would
suggest they were looking forward more to completing the program than they
were gaining knowledge and skills that might develop their practice. Such
datum was coded as relating to the sociocultural theory.
At the observed Program Advisement meeting, a participant was
overheard stating to her neighbor: “They should have something where if you
teach for a certain number of years you shouldn’t have to do this.” Another
participant muttered, “Please tell me there’s a way to streamline this stuff” to
his neighbor. When the Program Coordinator solicited responses to her
asking the purpose of BTSA, the first response was “to clear the credential.”
The Program Presenter then showed the first slide in her presentation which

154
listed the purpose of BTSA. “Clear credential” was listed first on that list,
ahead of “Teacher retention,” “Help improve teacher practice,” and “Improve
student achievement.” Researchers involved with teacher induction might
argue that list was presented in the reverse order of importance. This was
also coded as an element of sociocultural theory. The theory espouses that
people learn by observing modeled behaviors (Bandura, 2004). However
subliminal this observation might be, it may communicate to some
participants that the main objective of BTSA is to clear their credential. For
others, it may strengthen a preconceived motivation.
One trend revealed in the analysis of interview data relating to
beginning teachers’ motivations for participating in BTSA was that all four
teachers interviewed expressed they view BTSA as a barrier to their
certification. Quotations extracted from each teacher’s interview and coded
as relating to their motivation provide evidence of this analysis. According to
Nicky
It’s just something I have to take towards getting the certification…I
didn’t know a lot about [BTSA] and was just ready to get it over with –
just something more to do to get this credential cleared… just wanting
to go ahead and complete it so I can be in the clear and just teach.

When asked about his motivation for participating in BTSA, Rick responded,
“I see it as one of those hoops you have to jump through. You do everything
they ask, you tell them what they want to hear, they say ‘okay,’ and then it’s
just out of your mind. Once it’s done it won’t be anything I ever think of

155
again.” He appears put minimal effort into BTSA, perhaps due to the lack of
intrinsic motivation (Ormrod, 2006; Ryan & Deci, 2000) he has for
participating. Elaine stated, “My motivation for participating? (laughing) It’s
required…There’s no going back. I got my first student loan bill in the mail
and have to start paying now.” This suggests that Elaine, who earned a
Master of Education Degree, has too much invested in her teaching career to
consider leaving at this point, with or without BTSA. About her motivation for
participating in BTSA, Christie responded, “I’m in it to clear my credential. I
just want to get it cleared so that I can teach and do what I do, as opposed to
just worrying about other side things – you know, like these assignments.”
These quotes suggest that certification is the primary motivation for
these four teachers to participate in BTSA. Observational data and the
inferences that can be drawn from the quantitative data suggest this attitude
might be prevalent amongst teachers in the BTSA Program. Perhaps this is
due to their participation being required. Ryan & Deci (2000) found that
individuals are more likely to engage in activities in which they perceive they
have the power to choose to engage in the activity. When asked if their
attitude about BTSA would be different if it were voluntary, three of the four
teachers interviewed reported they would perceive it differently. Nicky stated,
“I definitely would have done it if it were my first year.” Elaine stated, “I
definitely would think differently about it.” When asked if she would choose to
participate, however, she joked, “I hope that I would say yes…but would they

156
make me do papers [laughs]? No, I would definitely go to a couple of the
seminars.” Christie said she would “probably” be more motivated to
participate if it were voluntary and had significantly less assignments, “like
maybe one per semester.” Rick reported he would not think differently about
BTSA if it were not required and would not voluntarily participate due to his
perception that “it’s a waste of time.” The opinions shared by the interviewed
teachers suggests a need for further research with regard to impact that
recent legislation requiring teachers to participate in BTSA may have on their
motivation to participate.
Comparing the Preconceptions and Attitudes About Induction Between
Traditional and Non-traditionally Prepared Teachers

This research also sought to address whether participants’ opinions
differed significantly based on their teacher preparation backgrounds. The
participants were split into two groups: those with traditional preparation,
including 4-year baccalaureate and an optional 5
th
year graduate program,
and those with an alternate preparation, including a blended
Master’s/credential program, district/school internship, and those self-
classified as “other”. This group includes Teach for America participants and
school or district Interns. The demographics of the teachers participating in
this study were presented in Table 2 in the previous chapter (p. 83).

157
Impact of Type of Preservice Teacher Education
The survey results reveal no statistically significant variances between
the two groups. Likewise, no significant differences of opinion were revealed
through interviews with two teachers from each group. An analysis of the
data relating to this finding follows.
On each of the survey questions on the Likert-scale, the responses of
these two groups were compared using a t-test. The purpose of conducting
the t-tests was to compare the means of samples from traditional and non-
traditional teacher education backgrounds. This statistical procedure,
however, assumes that variances from the populations from which samples
are drawn are equal. In order to satisfy the preconditions of a t-test, a
Levene’s Test for Equality of Variances was performed. This procedure,
commonly used before a comparison of means, tests the assumption of
homogeneity of variance (Howell, 2004). The purpose of conducting this
procedure was to determine equality of variance and to strengthen the
validity of t-test results. The tests result in a significance (Sig.), or p-value. If
Sig < 0.05, the variances between the two samples (traditional and non-
traditional teacher education backgrounds) are probably not the same.
Results of the t-test are summarized in Table 7.

158
Table 7
Results of t-Tests for Equality of Means between Traditional and Alternative
Preparation

Equality of
Variances
t-test for Equality of Means
95% Confidence
Interval for
Difference

Strategy

F Sig. T Df
Sig.
(2-
tailed)
Mean
Difference
Std. Error
Difference
Lower Upper
Assigning new
teachers to smaller
classes.

2.871 .093 1.055 126 .293 .234 .222 -.205 .674
Reducing new
teachers’ non-
teaching duties
(lunchroom, bus,
etc.).

.218 .641 .365 128 .715 .094 .257 -.415 .602
Limiting the number
of different class
preparations
assigned to new
teachers.

.736 .393 .499 124 .618 .110 .220 -.325 .545
Holding a special
orientation session
for new teachers
before the school
year begins.

.105 .746 .308 128 .758 .076 .248 -.414 .567
Providing new
teachers with
special publications
(handbooks,
guides, other
materials).

1.526 .219 .644 127 .521 .150 .233 -.311 .611
Holding special
professional
development
sessions for new
teachers during the
school year.

1.121 .292 -.192 127 .848 -.042 .220 -.478 .394
Having informal
meetings of groups
of new teachers for
peer support.

.029 .864 -.550 127 .584 -.119 .217 -.549 .311

159
Table 7 (continued).

Equality of Variance t-test for Equality of Means

Strategy

F Sig. T Df
Sig.
(2-
tailed)
Mean
Difference
Std. Error
Difference
95% Cofidence
Interval for
Difference

Lower Upper
Assigning mentors
to new teachers.

.306 .581 .298 127 .766 .060 .202 -.339 .459
Providing new
teachers with
constructive
feedback based on
non-evaluative
classroom
observations.

.081 .777
-
1.539
124 .126 -.305 .198 -.698 .087
Giving new
teachers the
opportunity to
observe other
teachers.

.145 .704 -.778 126 .438 -.134 .173 -.476 .207
Providing new
teachers with co-
planning time with
other teachers.

.035 .853 -.611 127 .542 -.108 .177 -.459 .242
Scheduling field
trips that give new
teachers an
opportunity to learn
about the school
district and
available resources.

3.105 .080 -.267 125 .790 -.070 .262 -.588 .448

The p-values resulting from the Equality of Means tests are listed in
the “Sig.” column under “Equality of Variances” in the table. For each of the
12 strategies, Sig > 0.05. This indicates the variances between the two
sample populations are probably the same. Since none of the strategies

160
showed distributions that could be rejected as having equal variances, a t-
test was deemed appropriate.
The “Sig (2-tailed)” column listed under “t-test for Equality of Means”
would present any differences in mean between the two groups. Again, if Sig
< 0.05, there is a 95% or greater confidence level that the means are
different. Each p-value for the 12 t-tests conducted is above the threshold of
0.05. Based on that analysis, it can be concluded that no significant
differences exist in survey scores of participants based on the type of
preservice teacher education they received.
The smallest p-value seen, as listed in the column “Sig. (2-tailed)”
below, was 0.126, which is neither significant nor surprising given that 12
tests were performed. The fact that all of the p-values are far above the 0.05
threshold indicates that the data are insignificant. In all cases, either the
means were too close or the standard deviations or too large to label the
differences as significant. Closeness of means suggests that the responses
are similar, which would increase the p-value. High standard deviations
suggest that responses vary more. Widely varying responses, or high
variability of the instrument score, decreases the certainty of the mean, again
increasing the p-value.
Even in the question with the lowest p-value and highest absolute
mean difference (M = -0.305, p = 0.126), the standard error, which accounts
for variance and sample size, was 0.198, over half of the difference between

161
the two groups’ means, which contributes the difference not being significant.
Confidence intervals (CI) for the differences in mean are shown in the right-
hand column. They are used because the values derived from the sample
are always only an approximation to the population values. For example, the
CI for "Informal meetings…" was [-.549, .311]. This implies that there is a
95% chance that the "true" difference in the mean of this induction strategy
between people with alternative and traditional preparation lies somewhere
within the [-.549, .311] interval.
One possible explanation for the insignificance of the data is the
relatively small sample size used in this study. Sampling from a larger
population might achieve different results, which could be addressed by
future inquiry. There is also a possibility that problems with the content of the
instrument exist. Validity testing of the survey was not conducted in Andrews
et al., (2006) study. The panel of professionals that reviewed the instrument
for this study would be considered face validity, which is considered the
weakest form of validity testing (Howell, 2004). Other potential flaws with the
instrument include a lack of subscales and too few questions. Future inquiry
could include validity testing for the instrument and a larger sample size.
Such conditions might reveal different results from those of this study. The
implications for the field warrant further investigation.
Since teacher demographics were not known at the time of
observations, the researcher was unable to distinguish participants based on

162
the type of preparation they received during observations. However, some
observational data, coded as relating to teachers’ preparation (P), did reveal
patterns relating to the teachers’ preparation backgrounds. For example,
many of the questions asked by participants at the observed meetings
involved the extent to which their prior coursework or experience would
qualify them for Early Completion. One participant asked, “I have two
Master’s Degrees. Do I really need this?” In addition, much of the side
conversations amongst teachers involved their sharing experiences from
their prior experience in the classroom. These comments included: “When I
taught 7
th
grade last year I…” and “I remember I had a class one year that…”
These comments support the assertion that teachers enter the profession
with diverse educational and experiential backgrounds (Bartell, 2005;
Feiman-Nemser, 2003) and led the researcher to presume many of the
participants may have had extensive teaching experience prior to or while
earning their Preliminary Teaching Credential.
All four teachers interviewed shared similar views on induction. Two of
the teachers, Nicky and Elaine, were the only ones who appeared able to
view their BTSA experience form a long-term, global perspective and as a
potentially positive influence on their professional practice. Nicky’s preservice
preparation was obtained through a non-traditional route, while Elaine
received traditional preservice teacher education, suggesting this connection
in their perspectives is not the result of the type of preservice preparation

163
they received. This aligns with the survey results for this study and other
research (Zietnek, 2007) that found conflicting results.
Interviewees were asked to relate the role their preservice teacher
education played in preparing them for the classroom. three of the four
teachers interviewed spoke favorably of their preparation programs. Rick,
who took “mostly online courses” at a large, for-profit university
[“International”] stated: “I felt that I just bought my credential. I didn’t know the
first thing about teaching because of International…I honestly didn’t get
anything out of it.” He states he learned everything he knows about teaching
from a veteran teacher at his school while he was substitute teaching there
prior to being hired. The two traditionally-prepared teachers both stated the
student teaching component of their program was most helpful to their
learning to teach. Supporters of traditional teacher education (Darling-
Hammond & Sykes, 2003) point to the student teaching component, which is
often neglected in non-traditional programs, as a critical element in learning
to teach. This finding also adds to the confounding research that already
exists related to the traditional versus non-traditional teacher education
argument (Darling-Hammond, Chung, & Frelow, 2002; Darling-Hammond &
Sykes, 2003; U.S. Department of Education, 2002; Zietnek, 2007; Zumwalt &
Craig, 2005;). It should, however, stoke the fire to rekindle the debate over
how teachers are best prepared.

164
Knowledge and Experience of First Year BTSA Participants
The results of this study suggest that participants in the BTSA
Program enter the program with a wide range of knowledge and experience.
This finding corroborates those of Bartell (2005), who concluded that
teachers enter the profession with a wide range of prior experience and
preservice teacher education. The finding is revealed by the following
triangulated data analysis.
Descriptive statistics were used to analyze the demographic
information provided by teachers on the Survey on Support for Beginning
Teachers. As presented in the previous chapter (p. 77), demographic
information extrapolated from the survey reveals 1
st
-year induction
participants in this study reported having an average of 2.7 years classroom
experience. Almost one in four (24%) reported having more than 3 years of
“teaching experience.” Further analysis of the survey data reveals 37% of the
1
st
-year BTSA participants reported having obtained a Master’s degree as
part of their preservice teacher education.
Observational and interview data, coded as relating to teachers’
development and preparation, suggest teachers value this prior pre-
credential teaching experience. Data also suggest teachers with extensive
pre-credential teaching experience do not consider themselves as beginning
teachers. Zietnek (2007) found that prior experience and education play an
important role in beginning teachers’ perceived preparedness and self-

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efficacy. The implication is that teachers who do not view themselves as
beginners may not perceive BTSA as meeting their individual needs, which
may negatively impact their motivation to participate in BTSA.
One participant in a Program Orientation stated, “They should have
something where if you teach for a certain number of years you shouldn’t
have to do this [BTSA].” When asked if she would participate in the interview
for this study, Nicky responded: “Sure, but I’m not really a beginning teacher.
I’ve been teaching for eight years.” This statement supports the assumption
that many 1
st
-year participants in BTSA may perceive themselves as veteran
teachers rather than beginning teachers. This also validates the research
reviewed (Kardos, 2005; National Center for Education Statistics, 2003;
Zumwalt & Craig, 2005) that document the diversity of teachers personal,
educational, and experiential backgrounds. The data collected for this study
confirm Bartell’s (2005) assertion that teachers today enter the profession
with diverse personal, professional, and educational backgrounds. This study
provides more questions than answers with respect to the debate
surrounding traditional versus alternative teacher preparation. This finding
supports the need for more investigation into the potential impact that pre-
credential teaching experience and advanced preservice teacher education
may have on the perceptions, attitudes, and motivations those teachers have
towards induction.

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Induction Experiences Teachers Perceive as Most Valuable to Their
Development

This study sought to identify the induction strategies beginning
teachers perceive as most valuable to their development. Data collected and
analyzed to address this included descriptive statistical analysis and coded
observation and interview data. The analysis suggests beginning teachers
value collaborating with their peers and being supplied with the time to do so.
In addition, they value their relationships with mentors. Table 8 provides a
chart depicting the value survey participants placed on each of the 12
induction strategies included in the survey. It is followed by a presentation of
the findings and analysis of data that addressed this research question.
Collaboration with Peers
Analysis of survey data regarding strategies and induction
experiences highly valued by teachers found three of the top four strategies
most valued by teachers, ranked by mean score on the survey, related to
collaborating with peers. The most important, according to those surveyed, is
giving teachers the opportunity to observe other teachers. This question had
a mean of 5.27 out of the 6 possible points in the Likert-scale. This was also
the strategy most valued by participants in Andres, Gilbert, & Martin’s (2006)
study. An interesting trend from the statistical analysis of Table 4 (p. 106) is

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TABLE 8.
Participants’ Valuation of Induction Strategies

the markedly low standard deviation for this strategy. The standard deviation
of 0.97, the lowest for the 12 strategies, indicates there was little fluctuation
from the mean of responses for this strategy. The next most important
strategy to the teachers participating in this study was the assignment of
mentors to new teachers. This was rated almost as highly as the opportunity
for observation, with a mean of 5.24. The third most important strategy of the
12 was assigning teachers to smaller classes, with a mean of 5.18.
Interestingly, only 23% of those surveyed reported having experienced

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smaller classes themselves. Providing teachers with co-planning time was
the fourth highest-rated strategy, with a mean score of 5.16.
Nicky expressed she perceives the opportunity to observe other
teachers as valuable. She stated, “It’s important because a lot of your
classroom practices and little sayings that you pick up, you know, just from a
neighbor, are important for that first year of teaching.” Elaine also expressed
she benefits from peer observations. “I was greatly appreciative of being able
to go into other classrooms and just look at their environment, but also, at
their teaching strategies.” Rick, on the other hand, reported he would not
benefit from observing other teachers. He stated, “No, because I believe that
most first year teachers probably just finished their credential program so
they had 18 weeks of observing.” This insinuates that Rick feels the
observations he recently experienced were enough to prepare him for
teaching on his own. This may demonstrate he does not view learning to
teach as a developmental process. The differences in opinions of these
teachers may be due to differences in the quality of preservice preparation
they received. It may be that climate of their schools differ with respect to
peer observations.
All four teachers interviewed reported they feel supported at their
school sites and that they value the opportunity to collaborate with their
peers. Nicky reported that she meets often with the teacher in the classroom
next to her. “She’s actually doing BTSA also, so we meet in here and we

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actually talk about the expectations...we talk all the time.” Rick stated, “I’m
getting 100% support…I believe it is because I know everybody, I’m very
comfortable speaking with all the other teachers and asking for help when I
need it.” He said he meets regularly with the other new teachers as well as
veterans at his school, “especially the ones in my grade level…the
Instructional Leader has helped me tremendously this year.” This would
indicate that Rick benefits from an integrated professional climate at his
school. Kardos (2005) found that schools fostering this type of climate result
in higher levels of job satisfaction amongst teachers that leads to positive
retention. Elaine indicated her mother also teaches the same grade level at
her school, and that the two of them eat lunch together and “talk about what’s
going on” in their classrooms. She also expressed receiving support from
“coming to administration for all sorts of things I was struggling with like
classroom management and giving me tips on that.” Christina’s grade level
team meets regularly with the principal and informally with one another.
When asked about the support she perceives receiving from her colleagues
she stated, “A great amount of support. I’m lucky. My team is very
supportive.” The reference of a “team” also suggests collaboration is a part of
her school’s climate. These statements also point to the importance of school
leadership (Bartell, 2005; Breaux & Wong, 2003) participating in the process
of beginning teacher induction.

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This finding supports those of previous studies on the importance of
providing teachers with time to collaborate and professional learning
communities and the important role that school culture can play in the
induction of new teachers (Shulman, 2004; Kardos, 2005; Johnson, 2006).
One can conclude that teachers placed in schools in which collaboration, co-
planning and mutual support will receive more support than at schools in
which those factors are not prevalent. Newman et al (2001) highlighted the
importance of time allocation as a variable critical to effective program
cohesion. This study reveals that such provisions vary from school to school.
Effective Mentoring
The literature on mentoring reviewed in Chapter 2 discussed the
importance of mentoring as a component of induction (Bartell, 2005; Breaux
and Wong, 2003; Feiman-Nemser, 2003; Fletcher et al., 2008; Portner, 2005;
Shulman, 2004; Yusko & Feiman-Nemser, 2008). This prior research also
showed that the quality of the mentoring relationship is critical to its
effectiveness. The data collected in this study appear to support that
assertion.
According to the survey, assigning mentors to new teachers received
the second highest rating, with a mean Likert-scale score of 5.24 out of 6,
with a difference of only .03 from the highest-rated strategy. This indicates
that overall, teachers value this strategy highly. The standard deviation of
1.13 suggests, however, there was some variance in teachers’ responses.

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The fact that some teachers rated the strategy as low as 1 could indicate
they either had not received the strategy or did not perceive the mentoring
they receive as valuable to their development.
All four of the teachers interviewed stated they value having a mentor.
The following quotes taken from each teacher’s interview and coded as
relating to teachers’ needs illustrate this point. Nicky stated
I think the support providers are valuable because they [beginning
teachers] get to talk to someone with experience that can, you know,
follow them through each step, make them feel like, “Okay, you’re
doing it right.” So I think that support providers could definitely help.

Rick also regarded his Support Provider highly. “So far, she seems excellent.
Since I have to do it luckily I got somebody who was very, very nice and
understanding of, you know, my current situation.” According to Elaine, “I
was kind of excited to find out who my mentor person was. The seminars and
the mentoring are the parts that I think are best.” Christie also reported
valuing the time she has with her BTSA Support Provider. “We meet twice a
week, usually. I love it when she comes in. I’m able to vent and I’m able to let
her know what’s going on. She just really supports me.”
The data above suggest beginning teachers consider mentoring the
most valuable component of induction. This finding is supported by previous
research on the impact of effective induction on supporting and retaining
beginning teachers that was reviewed in Chapter Two (Bartell, 2005; Breaux
& Wong, 2003; Feiman-Nemser, 2003; Johnson, 2006; Kelley, 2004; Smith &

172
Ingersoll, 2004). The way those support strategies are organized and
implemented, however, seems to impact teachers’ perceptions and attitudes
towards them.
The apparent school district practice of assigning one or two full-time
BTSA Support Providers to support all of the district’s beginning teachers
goes against the best practices of mentoring. The research on mentoring and
induction best practices reviewed in Chapter Two point to the effectiveness
of a mentoring relationship as critical to the potential positive impact a mentor
can have on supporting and developing a new teacher (Bartell, 2005);
Breaux and Wong, 2003; Feiman-Nemser,2002; Portner, 2005; Shulman,
2004). Merely assigning someone as a mentor does not necessarily translate
into effective support for a beginning teacher (Kardos, 2005). Fletcher et al.,
(2008) purport beginning teachers must have weekly contact or more with
their mentor. In this study, the amount of contact beginning teachers reported
having with their support provider varied. Christie reported meeting with her
support provider once or twice a week. Nicky also reported meeting with her
support provider weekly. Rick and Elaine, however, report having less
frequent and inconsistent contact with their support providers. This may be
due to their being from the same school district and having the same support
provider.
The four teachers interviewed were from three different urban school
districts. In each case, the BTSA Support Provider was assigned at a district

173
level as opposed to a site level. In addition, the Support Providers were
people now out of the classroom whose job it was to service the district’s
new teachers. Whether this practice is an oversight, a cost-cutting measure
by urban school districts, or the result of a lack of program cohesion was not
addressed by the current study. All four teachers interviewed reported having
a good relationship with their administrators and veteran teachers at the
school. This provides even more evidence to support the importance of
having BTSA Support Providers be school-based, and preferably in the same
department or grade level as the beginning teacher (Bartell, 2005). The
principal should act as a facilitator in this process. Making these adjustments
would possibly result in greater program cohesion and communication, which
could impact the perceptions and attitudes of beginning teachers about their
participation in the process.
Beginning Teachers’ Least Valued Induction Events or Activities
Another objective of this study was to identify the BTSA components
that participants find least valuable to their development. Of the 12 strategies
presented in the survey, there were a few that the data showed to not be as
important to beginning teachers. These included field trips to the district
offices, reducing teachers’ non-teaching duties, and reducing the number of
preparations for new teachers. Although this finding did not include a
triangulation of data, it is aligned with the findings of the previous study
(Andrews et al., 2006), which strengthens the reliability of the instrument.

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Another finding was beginning teachers identified the FAS assessment
component of BTSA as the least valuable part of BTSA. This was not an item
included in the survey. However, triangulation was provided by observation
and interview data. A more detailed analysis of the data follows.
Field Trips to Learn About the District Office, Reducing Non-Teaching Duties,
and Limiting the Number of Class Preparations for New Teachers.

The descriptive statistics presented earlier in this chapter in Table 5
(p. 112) reveal these are the lowest rated strategies of the 12 listed. Table 8
(p. 167) also presents the valuation survey participants placed on the 12
induction strategies included in the Survey on Support for Beginning
Teachers. The least important of these, according to those surveyed, was
scheduling field trips that give new teachers an opportunity to learn about the
school district and available resources. This strategy had a mean of only
4.14. It also had the largest standard deviation of all the strategies at 1.29,
which suggests the ratings of participants fluctuated somewhat. Only slightly
ahead of field trips was reducing teachers’ non-teaching duties, with a mean
of 4.31. The third least valued strategy among the teachers was limiting the
number of different class preparations assigned to new teachers. This
strategy, with a mean of 4.47 out of 6, was also one of the strategies
experienced least, with only 31.1% of those surveyed reporting having had
only a limited number of classes to prepare for. This finding aligns with those

175
of Andrews et al., (2006), whose study revealed the same lowest rated
strategies.
It should be noted that the three lowest-rated strategies were three of
the four strategies included in the survey for which fewer than half of the
participants reported having received the strategy. This supports the
previously stated finding suggesting beginning teachers’ expectations and
attitudes about induction support strategies may be shaped by their having
experienced the strategies. Teachers might have placed a higher value on
those strategies if they received it (Bandura, 2004). For example, teachers
who have not experienced a field trip to the district office may not know the
value such a trip could have or not have.
Formative Assessment Requirements.
In this age of NCLB, accountability plays a larger role in a teacher’s
day-to-day practice than ever before (Yusko & Feiman-Nemser, 2008).
Assessment is expected to be ongoing and use multiple measures. The
results of these assessments should drive their instruction. However, many
teachers in urban schools are mandated to follow district pacing guides that
may not be aligned with assessment data. This study shows that the
assessment component of BTSA may result in a similar paradox.
Observational and interview data reveal the FAS Requirements are
the least valued component of BTSA. In fact, it is the FAS Requirements that
appear to be at the crux of teachers’ negativity towards BTSA. It was this

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component of BTSA that teachers referred to most when describing BTSA as
“redundant.” They apparently perceive that it adds to the already
burdensome load they must bear as beginning teachers, perhaps due to the
scope and evaluative nature of the FAS Requirements. The multiple
assignments and due dates that loom in the not too distant future perpetuate
the “anxiety” that plagues them.
This was evidenced by comments, remarks, questions, facial
expressions, and the body language of participants of the observed
meetings. This datum was coded as relating to the sociocultural theory. All
four teachers interviewed also reported they felt the FAS Requirements were
unrelated to their daily classroom practice. This goes against the design and
intent of this part of the induction process. Sociocultural theorists (Bandura,
2004; Ryan & Deci, 2000; Vygotsky, 1986;) would argue that the beginning
teachers’ ability to learn and develop professionally is dependent upon their
motivation and commitment, and the social context in which the learning
takes place.
All four teachers interviewed indicated that the FAS Requirements
were the BTSA component they valued the least. The following quotations
from each teacher were coded as relating to teachers’ attitudes about
induction and support the finding that BTSA participants do not value the
FAS Requirements. Nicky said, “The whole portfolio thing you have to turn in
- the FAS Requirements - it feels like, “Ah, I just did that! All of the busywork.

177
I mean, teachers know how to do a lesson plan, they know their part.” Elaine
also compared the FAS Requirements to the Teacher Performance
Assessments she had recently completed. When asked which component of
BTSA she valued the least she replied, “The assessment component of it.
Making the final portfolio, doing things that are kind of like the same as the
TPAs that we had to do for grad school. Those were kind of wretched.”
Rather than seeing the inherent value in those assignments as helping them
to develop their practice, these two teachers appear to view the assignments
as redundant, which further support the finding discussed earlier in this
chapter.
Rick and Christie shared similarly negative perceptions of the FAS
Requirements. According to Rick
It forces you to reflect instead of reflecting on your own. I think
teachers know who their high and low kids are and how to
compensate for that. I take a lot of pride in and responsibility for my
kids and I know it’s on my shoulders. To stop and have to write it all
out for somebody else who doesn’t care about [my] kids like I do, that
just want it as another form to show that you’re prepared, I think that
takes away from the kids.

Rick describes feeling “forced” to engage in activities he perceives as already
embedded within his daily practice. Bandura (2004) may argue that this
perception of being forced to engage in an activity rather than doing so
voluntarily negatively impacts Rick’s motivation to engage in the activity.
Evidence of this is also found in the following quote from Christie. She
remarked,

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The busywork, the paperwork, having to document all that I do… I
mean, I do everything and I know who my English Language Learners
are. The fact that I have to go through and write everything out – and I
understand that they want us to reflect, and that’s their way of seeing
that we’re reflecting – but it just takes a lot of time. I don’t have time. It
drains me. It does…It’s the fact that they’re giving us these deadlines.
It’s overwhelming.

Like Nicky, Christie also refers to the FAS Requirements as “busywork,”
revealing an interesting trend in their statements. The documentation aspects
of the FAS Requirements were also highlighted by Christie as being the
fulcrum of her negative attitude about BTSA. She refers to the deadlines for
assignments as a source of anxiety, describing it as “overwhelming.” This
suggests that Christie is struggling to effectively cope with the pressures she
associates with BTSA which may result in low self-efficacy (Bandura, 2004).
He might suggest to Christie’s Support Provider, if she has not already
recognized the need, that she provide Christie with support aimed at raising
her self-efficacy. A strong sense of self-efficacy can help her persist in the
face of perceived obstacles.
The findings of this study suggest BTSA participants may be neither
appropriately committed nor motivated, due in part to the context of FAS
Requirements. Ryan & Deci (2000) might argue the deadlines and fact that
teachers are required to complete these assignments strip them of their self-
determination, which may result in their negative attitudes and lack of
intrinsic motivation. A hidden danger is that ignoring the problem could result
in BTSA having an opposite effect on beginning teachers than is intended.

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That is, there is a danger it may do more harm than good. Considering the
millions of dollars spent on the program (National Commission on Teaching
and America’s Future, 2007), and the high stakes for student achievement
(Bartell, 2005; Breaux & Wong, 2003), further investigation is warranted.
Chapter 4 of this study presented the analysis and findings for each
research question, as well as a discussion of those findings. In Chapter 5, a
summary of the study is provided, along with further discussion of key
findings and their implications, recommendations, and suggestions for further
study, and conclusions.

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CHAPTER 5
SUMMARY, CONCLUSIONS, AND IMPLICATIONS OF THE
FINDINGS

Overview of the Problem
As much as 50% of all new teachers leave the profession within their
first 5 years (National Education Association, 2006). This trend is magnified
in urban, often low-socioeconomic areas (Ingersoll, 2001), in which diverse
school populations consist of high percentages of students of color, English
Language Learners, and students with special needs. The problem of
teacher turnover may be a contributing factor to the achievement gap that
impacts many of these students. Poor working conditions play an important
role in teachers’ job satisfaction, which has been linked with teacher retention
(Johnson, 2006). Teachers in these schools also have diverse backgrounds
and needs (Feiman-Nemser, 2003). In order to retain these teachers, these
needs must be addressed and met.
Purpose of the Study
The sociocultural and developmental theories on learning that
provided a framework for this dissertation suggest environment and
motivation play important roles in learning (Bandura, 2004; Maslow, 1968;
Ryan & Deci, 2000; Vygotsky, 1986). The purpose of the study was to
examine beginning teachers’ attitudes, expectations, and preconceptions
about induction. The study also sought to address the extent to which the

181
type of preservice preparation teachers receive impacts their attitudes and
preconceptions about induction. Four research questions were developed to
guide this study. These research questions were the basis for the data
collection, analysis, and subsequent discussion of the data.
Methodology
Mixed methods were used in this study for the purpose of collecting
data from multiple perspectives. A survey was used to collect demographic
and quantitative data. Qualitative observations provided a context for the
study and permitted the researcher to experience the conditions under study.
In-depth interviews with beginning teachers provided qualitative information
that could not be directly observed or extrapolated from quantitative
methods.
This study focused on a single, county-sponsored BTSA Induction
Program in Southern California. The program services newly-credentialed
teachers from a consortium of 12 urban school districts and 16 Los Angeles
area charter schools. There were 330 1
st
-year participants enrolled in the
program at the time this study was conducted. One hundred thirty-five
teachers participated in the survey. This program was selected as the unit of
analysis for this study due to the large number of participants and its
inclusion of urban school districts with diverse student populations.
Data collection for this study was conducted between October 2007
and January 2008 following approval from the County Office of Education.

182
Collection of the data began with observations of an initial Program
Advisement session and four subsequent BTSA Orientations. The
Orientations also provided the context for the administration of the Survey on
Support for Beginning Teachers instrument. The demographic information
included in the survey instrument was used to categorize participants
according to their preservice teacher preparation and current placement,
allowing fro the purposeful selection of interview participants. A total of four
teachers were interviewed for this study. Two of the teachers interviewed
received traditional teacher preparation, and two entered the profession
through a non-traditional route.
Survey data were entered into a database and descriptive statistics
were then performed to analyze participants’ demographic data and their
responses to the survey questions. This analysis allowed for the
quantification of perceived value participants in the subject BTSA Induction
Program place on specific induction support strategies. Additional statistical
analysis was used to determine whether participants opinions differed
significantly based on their backgrounds. Descriptive field notes were
collected during observations and later coded according to the coding
scheme (Appendix B). Interview data were transcribed and coded (Appendix
C) to reveal themes related to the research questions and the present study’s
theoretical framework.

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Key Findings
Urban Teachers’ Beliefs, Attitudes, and Expectations about Induction
Beginning teachers are making it clear they need and want support
The literature reviewed and data collected for this study support this finding
(Andrews et al., 2006). Of the 12 induction strategies included in the Survey
on Support for Beginning Teachers, all 12 strategies had a mean rating
above 4 out of 6. This suggests beginning teachers find all included
strategies valuable to very valuable. In addition, a majority of teachers
reported they had received a majority of the support strategies.
However, many teachers reported they were not receiving some of the
strategies. Since 5 of the 12 strategies are embedded within the BTSA
Program, it is concerning that many teachers reported not receiving some of
the embedded strategies such as being assigned a mentor. It may be that
new teachers did not associate their BTSA Support Provider as a mentor. Or
it may be those teachers were not assigned a mentor. Either way, this finding
should interest induction program facilitators, support providers, and
principals. This finding implies a lack of program cohesion (Newman et al,
2001) and poor communication amongst the program, some participating
districts, and some teachers that inhibit the effective implementation of the
induction program. Research has shown (Breaux & Wong, 2003) effective
communication to be paramount to the success of an induction program.

184
Another key finding of this study was participants in the studied BTSA
Program viewed the program negatively. Teachers in this study reported
feeling overwhelmed, which could inhibit their learning opportunities in the
program (Bandura, 2004; Ryan & Deci, 2000). They reported BTSA added to
their already high levels of anxiety rather than supporting them. Considering
a foundation of BTSA is the intent to support beginning teachers, this finding
is alarming.
Comparing the Preconceptions and Attitudes about Induction Between
Traditional and Non-traditionally Prepared Teachers

No significant differences were found between teachers from
traditional preservice preparation programs and teachers who entered the
profession through alternate routes. This finding adds to previous,
confounding research related to the debate over traditional versus non-
traditional preservice teacher education (Darling-Hammond and Frelow,
2002; Darling-Hammond & Sykes, 2003; U.S. Department of Education,
2002; Zietnek, 2007; Zumwalt & Craig, 2005). This study should promote
educational researchers to further the research related to this issue.
This study also raises new questions about the role that pre-credential
teaching experience and graduate education experience play in teachers’
beliefs, attitudes, and perceptions about induction. A significant proportion of
1
st
-year BTSA participants had more than 3 years pre-credential teaching
experience, a Master’s Degree, or both. Because these teachers have a

185
Preliminary Teaching Credential they are considered by the state of
California to be beginning teachers. However, many of these teachers
perceive themselves more as veteran teachers than novices. This calls to
question the value that pre-credential experience might factor into those
teachers’ engagement in BTSA, another matter that warrants further
investigation.
Since so many teachers are entering the profession with increasingly
diverse educational and experiential backgrounds (Kardos, 2005; National
Center for Educational Statistics, 2003; Zumwalt & Craig, 2005), it may be
that the BTSA model of induction does not adequately meet the individual
needs of these teachers. Over one third (35.6 %) of the 1
st
year BTSA
participants entered the program with a Master’s Degree. While the program
does contain an Early Completion component, participants who qualify for
that early completion still expressed frustration with having to participate in
BTSA and complete some of the FAS Requirements. This finding might
encourage policymakers and induction program designers to reconsider how
they address needs of participants who enter the program with more
experience or education or both.
Induction Experiences Teachers Perceive as Most Valuable to Their
Development

The strategies valued the most by beginning teachers include having
a mentor assigned to them, and being provided with the time to collaborate

186
with and observe their peers. The dearth of research on mentoring reviewed
in this dissertation (Bartell, 2005; Breaux & Wong, 2003, Feiman-Nemser,
1999; Feiman-Nemser, 2003; Fletcher et al, 2008; Johnson, 2006; Portner,
2005; Shulman, 2004) speak to the powerful impact that effective mentoring
can have when used in conjunction with other induction support. Other
research (Kardos, 2005) addressed the high value that new teachers place
on collaborative working environments that allow teachers to observe one
another and provide the resources needed to effectively collaborate. The fact
that so many teachers in this study reported having received this strategy
and speak positively about their mentoring relationships should be
encouraging to the stakeholders in this BTSA Program.
Beginning Teachers’ Least Valued Induction Events or Activities
Participants in this study described the FAS Requirements as
redundant to their preservice teacher preparation and disconnected from
their classrooms. Sociocultural theorists (Bandura, 2004; Ryan & Deci, 2000)
would argue these teachers need to feel BTSA is linked to their own needs
and classrooms in order for them to be motivated to engage in BTSA. Other
research (Johnson, 2006) also speaks to the importance of professional
development being self-determined, ongoing, supported, and related to the
day-to-day work of teachers in their classrooms. This study suggests the
repetitiveness of BTSA/FAS requirements compared when with the required
preservice Teacher Performance Assessments is a contributing factor in the

187
negative attitudes that many beginning teachers have about BTSA. This
study should inspire policymakers and teacher educators to conduct further
research relating to these findings.
Discussion
Preparing and retaining highly qualified teachers is one of the most
important challenges facing our nation’s public schools (Kelley, 2004). The
current political environment has increased the demand placed on
accountability for student achievement, making the challenge especially
important for urban schools with higher concentrations of underserved
student populations. Research has shown that quality teaching is the single-
most important indicator of student achievement (National Commission on
Teaching and America’s Future, 1996). It can mitigate powerful variables
such as low socioeconomic status that are prevalent in urban schools
(Bartell, 2005). The No Child Left Behind (NCLB) legislation requires that
teachers be highly qualified (United States Department of Education, 2006).
However, defining “highly qualified” is left up to individual states. Designating
a teacher as highly qualified does not necessarily ensure “high quality”
teaching (Darling-Hammond & Sykes, 2003). Rather than focusing on
producing highly qualified teachers, more attention to high quality teaching is
required.
The demand for teachers has increased the number of alternative
pathways into the profession (Zumwalt & Craig, 2005). Since the

188
requirements for teacher certification vary from state to state, the ways in
which teachers are prepared also vary (Goldhaber & Brewer, 2001). This
focus on increasing the number of teaching candidates resulted in the needs
of new teachers currently in the classroom to be largely ignored. Poor
working conditions and a lack of support for teachers in urban schools have
contributed to high teacher turnover (Johnson, 2006), which perpetuates the
well-documented achievement gap.
Teachers today enter the profession with diverse backgrounds
(Feiman-Nemser et al, 1999). Consequently, they also enter the profession
with diverse needs. Schools must have working conditions that are safe,
clean, and conducive to teaching and learning (Johnson, 2006). They want
and need a school climate that fosters a culture of professional collaboration
(Kardos, 2005). Schools should be organized to give teachers the
opportunity to develop strong relationships with their students and
colleagues. Teachers need to know and understand how to teach (Feiman-
Nemser, 2003), which points to the importance of their receiving excellent
preservice teacher education. They need to feel they are valued and involved
in the decision-making process at their school. The importance of this need is
highlighted by research that indicates teachers’ efficacy is linked to student
achievement (Goddard, 2001; Goddard et al, 2000). Teachers having a high
sense of efficacy can positively impact student achievement.

189
Research also shows teachers’ job satisfaction is linked to teacher
retention (Johnson, 2006). Teachers who are satisfied with their placement
are more likely to remain in the profession. The challenges facing teachers in
urban schools are intensified. Diverse student needs, poor working
conditions, and a lack of support are three of the reasons why teachers in
urban schools are more likely to be dissatisfied with their job, making them
more likely to leave the profession. The result is a revolving door of new
teachers being replaced with new teachers and a student achievement gap.
The needs of teachers must be met in order to meet the needs of students
who are being left behind.
Recently, states are increasingly focusing on induction as a means to
support and retain beginning teachers (Feiman-Nemser, 2003). Billions of tax
dollars are spent each year for this purpose (Alliance for Excellent Education,
2004; National Commission on Teaching and America’s Future, 2007).
Multiple models of induction have proven to be successful in providing
teachers with meaningful assimilation into the profession, but the quality of
implementation of these programs also varies. A lack of cohesion Newman et
al, 2001) and failure to adequately consider the diverse individual needs of
teachers (Feiman-Nemser, 2003; Maslow, 1968; Ryan & Deci, 2000) can
undermine the intent and purpose of induction.
This study includes 1
st
-year participants in a Southern California-area
County Office of Education BTSA Induction Program. SB2042 requires

190
successful completion of a state-approved BTSA Induction Program for all
teachers prepared in California and issued a Preliminary Single or Multiple
Subject Teaching Credential on or after August 30, 2004 (California
Commission on Teacher Credentialing, 2004). The design of the BTSA
Induction Program is based upon research-based Standards of Quality and
Effectiveness for Teacher Induction Programs (California Commission on
Teacher Credentialing, 2002). The subject program is administered by
dedicated, knowledgeable, experienced professionals. The intent of the
program and objective of its administrators is to support, retain, and develop
highly qualified teachers.
The research reviewed in this dissertation confirms that beginning
teachers value the support strategies typically included in induction programs
(Andrews et al., 2006). This is echoed by the results of the survey used in the
present study. Why then do observational and interview data suggest that
beginning teachers enter the program with trepidation and view it as a
redundant, bureaucratic obstacle to both their teaching and to clearing their
credential? A lack of cohesion (Newman et al, 2001) may be at the root of
the answer to this question. There is a need for more cohesion amongst all
stakeholders in the induction of new teachers.
Much of the program’s success is dependent upon the relationship
between the support provider and beginning teacher, and the types and level
of support provided by the school and district (Breaux & Wong, 2003). The

191
interviewed teachers, who were from three separate urban school districts,
all indicated their district-assigned BTSA Support Provider was not a teacher
at their school. One of the districts employs one full-time BTSA Support
Provider to support the beginning teachers in all of the district’s 11
elementary schools, three K-8 schools, two traditional middle schools, and
four high schools. Regardless of her mentoring ability, is this former
elementary school teacher from the district on “special assignment”
adequately prepared and able to meet the needs of a new high school AP
Chemistry teacher? Are the 28 teachers she supports receiving the
individualized attention they want and need? Moir, (Portner, 2005) opines
that even a well-trained, experienced mentor should not work with more than
15 teachers at once. It is evident from this study that many urban school
districts do not adhere to that standard.
The questions raised above point to the importance of school districts
sharing more in the induction of its new teachers rather than assuming BTSA
is enough (Bartell, 2005). More uniformity is needed with respect to the
responsibilities of district offices, site administrators, veteran teachers, and
support providers in the induction process. According to Portner (2005),
successful induction programs rely on both internal and external relationships
and talks of the concept of program as needing to be a mind-set rather than
a definition. He calls for stakeholders in induction to view the program
through the lens of systems-thinking in order to see induction patterns and

192
events holistically. It can be inferred from this study that school districts
participating in the BTSA consortium are in need of viewing the induction of
their teachers through a systems-thinking lens. Doing so would could
improve program cohesion (Newman et al, 2001) and provide a professional
integrated culture (Kardos, 2005) in which all teachers and administrators
share responsibility for the induction of beginning teachers and emulate a
climate of learning for the purpose of increasing student achievement.
All four of the teachers interviewed in this study stated they feel
adequately supported. However, much of the support they spoke of came
from their colleagues and school administrators. This suggests policymakers
and school leaders should place more emphasis on creating a school climate
that fosters collaboration as well as learning (Kardos, 2005; Johnson, 2006).
Beginning teachers that enter professional learning communities will
theoretically be more likely to positively engage in induction for the sake of
professional development as opposed to certification.
Better communication between preservice and inservice teacher
education programs is needed (Kelley, 2004). Preservice teacher education
programs need to effectively communicate that learning to teach is a lifelong
process. They need to better communicate that the practices they learn to
develop during their preservice education, such as reflection, formative
assessment, and observational learning, are the same skills they will
continue to develop in BTSA and for the rest of their teaching careers. The

193
inservice BTSA/FAS Requirements should be an extension of the preservice
TPAs, not a repetition of them. In addition, using Support Providers as
evaluators of beginning teachers should be avoided (Breaux & Wong, 2003).
A study by Yusko & Feiman-Nemser (2008) revealed the fusion of assistance
and assessment can work but depends largely upon the quality of training
and caliber of the mentor. Partnerships between districts and universities,
like those outlined by Washburn, Powers, and Morales (2006) and Kelley
(2004) should be developed. If completing induction led to an advanced
degree as well as certification, for example, teachers might be more
motivated to engage in the BTSA process.
Those responsible for designing, implementing, and paying for
induction programs would be well served to invest in more and better
marketing of the program to school districts and beginning teachers.
Considering all four teachers found the program disconnected from their
classroom teaching, the organization of the current BTSA model may also
warrant review. Bandura (2004) argues individuals must see a personal
connection in order to be motivated to engage in an activity. Participants’
views and the effort they put into the program, might be different if the
program’s requirements were better linked and tailored towards their
everyday work with students. Breaux & Wong (2003), opine the focus of
induction should be placed on student achievement in the beginning
teachers’ classrooms.

194
The challenges that beginning teachers face in urban schools today
are myriad, and neglecting the needs of those teachers can weaken their
motivation and commitment to stay in the profession (Johnson, 2006; Ryan &
Deci, 2000). Considering the vast resources being expended on induction
and the implications for student achievement, a sound theoretical framework
for induction is not enough. Stakeholders must ensure that the effective
components of induction are properly implemented (Breaux & Wong, 2003).
Induction is only effective when all stakeholders share a common vision,
when working conditions support the implementation of the framework, and
when the required resources are supplied (Newman et al, 2001). This
requires effective leadership.
The findings from this study suggest that “one size fits all” induction
models may not adequately address the diverse needs of today’s teachers
(Feiman-Nemser, 2003; Maslow, 1968; Ryan & Deci, 2000). Early
Completion requirements do not appear to offset the apparent resentment
BTSA participants harbor towards the FAS Requirements. One possible
solution could be using the Individual Learning Plan that teachers create
during their 1
st
year of BTSA to set and monitor their professional
development goals, along with state teaching standards, to select from a
“menu” of FAS Requirements they feel would best help them achieve each
goal, much like the process of creating and monitoring a special needs
student’s goals and progress in an Individualized Education Plan (IEP). Each

195
teacher would be required to select a specific number of requirements to
complete based on their education and experience. Ryan & Deci (2000)
would argue this addresses the teachers’ need for self-determination in their
professional development.
To what extent do prior classroom experience and advanced teaching
degrees factor into beginning teachers’ attitudes and perceptions about
induction? Is a teacher with 11 years teaching experience prior to obtaining a
Preliminary Teaching Credential really a “beginning” teacher? According to
the California Commission on Teacher Credentialing (2004), the answer is
yes. The results of this study, however, reveal those teachers perceive
themselves as veterans, a perception that appears validated by the school
districts that compensate the teachers in part by the number of years of
service. Do these teachers resist or resent having to “prove” themselves
despite years of positive evaluations from the principal? Do their attitudes
about induction differ from teachers in their 1
st
year of teaching? Answers to
the questions above warrant future investigation and add to the confounding
research (Darling-Hammond & Sykes, 2003; U.S. Department of Education,
2002; Zietnek, 2007) debating the value of traditional teacher education
versus alternative pathways into teaching.
The sociocultural theoretical framework upon which this dissertation is
based supports the assertion that a new teacher must be ready, willing, and
able to adopt new practices (Shulman, 2004). That is, they must have the

196
knowledge, skills, and motivation to learn (Bandura, 2004). This study calls to
question the motivation of beginning teachers to participate in induction. Is
the apparent lack of or misguided motivation of participants in the subject
BTSA Program due to state mandates? Is it a lack of cohesion? Or program
design? Is implementation the problem? Future research should be
conducted to investigate the extent to which one or all of these variables
impact the motivations of beginning teachers. On a more practical note,
could the billions of dollars being spent for the purpose of supporting and
retaining new teachers be better spent? This question remains unanswered.
In an age when “No Child Left Behind” is the educational mantra of a
generation, are we forgetting about the teachers? As stated previously in this
dissertation, significant research has linked teacher effectiveness to student
achievement (Bartell, 2005; Darling-Hammond, 2006). In order to propel all
children towards academic proficiency, sufficient efforts must be focused on
identifying and providing the individualized support that all teachers need.
Teachers are taught to differentiate instruction to meet the individual needs
of every student. Logically, then, shouldn’t teachers be provided the same
support when it comes to induction? The current focus on developing “highly
qualified” teachers may be detracting from the equally important task of
developing “high quality” teachers.
It is clear from the findings of this study that participation in an
induction program in and of itself should not be considered the only support

197
beginning teachers need, nor should it be the only support system beginning
teachers receive (Bartell, 2005; Breaux & Wong, 2003; Portner, 2005). The
individual needs of beginning teachers should be considered in all facets of
their induction (Maslow, 1968). The responsibility of supporting and
developing beginning teachers should extend beyond the beginning
teachers’ relationship with their support provider and completion of the
portfolio that documents their satisfaction of induction program requirements.
The value beginning teacher place on collaboration with their peers and
being mentored (Andrews et al., 2006; Johnson, 2006) are indicators that
point to the importance of school leadership and professional learning
communities as necessary components of effective teacher induction.
The responsibility of teacher induction should be shared at all levels.
The federal and state governments should adhere to a uniform set of national
standards for teacher certification (Darling-Hammond & Sykes, 2003),
develop policies aimed at raising the quality of teaching, and provide school
districts with adequate funding required to implement new policies.
Institutions involved with the education and preparation of teachers should
track their students and evaluate their program effectiveness based on the
retention and success rates of the teachers they produce. The induction
process must also be effectively communicated to preservice teachers.
These institutions should lay the foundation for induction by establishing

198
professional practice and habits of mind that include reflection, collaboration,
and formative assessment, and action research.
School district superintendents should set the tone for standards of
quality in teaching and in supporting teachers. This includes the induction of
beginning teachers. All schools should have a trained BTSA Support
Provider in each department or grade level, and these support providers
should have opportunities to collaborate with one another regularly (Portner,
2005). This may require an allocation of funding for induction above and
beyond the state subsidies for BTSA. These added costs, however, could be
offset by the retention of quality teachers (Darling-Hammond & Sykes, 2003).
The establishment of professional learning communities and program
cohesion also begins with the superintendent.
Induction Program Directors should ensure that support providers
receive appropriate training, including training in teacher education (Portner,
2005). Support providers play a critical role. They should take into
consideration the wide array of needs beginning teachers have as they guide
them through the induction process. Using the Professional Standards fro the
Teaching Profession as a guide (California Commission on Teacher
Credentialing, 2002), the support provider should assist beginning teachers
with connecting the program requirements to their classrooms. Teachers’
classrooms should be at the center of those activities (Johnson, 2006).

199
Principals also need to play a prominent role in the induction process
(Breaux & Wong, 2003; Johnson and Birkeland, 2003). They should
communicate with support providers on a regular basis to ensure the needs
of every beginning teacher are being met, as well as communicating directly
with the teachers. Principals should foster an integrated professional culture
(Kardos, 2005) in which novice and veteran teachers alike collaborate on
issues pertaining to teaching, learning, and student achievement in their
schools. This requires a sufficient allocation of time in which teachers can
collaborate.
The beginning teachers themselves play the most important role in
raising the bar for quality of teaching. They should enter the profession with
the understanding that learning to teach is a lifelong process (Bartell, 2005).
Receiving a teaching credential does not signal the end of that journey, but
rather the beginning.
The tasks presented above are challenging. Successfully meeting the
challenge of supporting, retaining, and developing beginning teachers is a
shared responsibility. The stakes are high. The focus of public education is
deservedly placed on student achievement for all students. The message
behind No Child Left Behind is a noble one worthy of our collective focus.
Schools and teachers should be held accountable for student learning and
achievement. With accountability and compliance to laws a major focus of
education today, however, the fundamental job of teaching students may be

200
eroding. It is important that we not lose sight on the importance of supporting
and developing teachers as the impetus for raising the levels of student
achievement (Darling-Hammond, 2006). Maybe we need to place more trust
in teachers who have demonstrated subject matter competency and
knowledge of pedagogy and provide them with more leeway to simply focus
on teaching and learning. In order for California to close the achievement gap
that separates many economically disadvantaged students and students of
color from their suburban peers, an investment must be made to support,
retain, and develop the teachers currently working in urban schools
(Johnson, 2006; Smith& Ingersoll, 2004;). In order for no child to be left
behind, no teacher must be left behind.
Recommendations
Bridge the Gap Between Preservice and Inservice Teacher Education.
Better communication is needed between stakeholders involved with
the preservice and inservice development of teachers. Preservice teacher
education programs should be interested in the successful assimilation of
their students into the teaching profession. The success of their students
speaks to the success of their program. Likewise, stakeholders in new
teacher induction should take care that induction requirements do not repeat
or overlap with preservice teacher education. Rather, it should be a natural
and practical extension of preservice teacher education.

201
Districts and local universities should be encouraged to make
induction a joint effort. For example, successful completion of induction could
lead to a Master’s Degree or National Board Certification, as outlined in a
study by Washburn, Powers & Morales (2006). The advancement in pay and
level of education teachers would receive from such collusion might serve as
an effective motivator for teachers.
Promote and Assess Program Cohesion.
Using the Chicago Study (Newman et al, 2001) as a guide, school
district and school leadership should collude with induction program
personnel to ensure program cohesion. Consistent implementation and
balanced responsibility of new teacher support should be shared equally by
induction program, site administration, veteran teachers, and novice
teachers.
McCann and Johanssen (2004) point out teachers become frustrated
when there is a discrepancy between their expectations and their actual
experiences. Such frustration might erode their efficacy and satisfaction.
Considering teacher retention is affected positively or negatively by teachers’
efficacy and satisfaction (Johnson, 2005), the implications are grave. A lack
of cohesion in an induction program might have the opposite effects for
teacher support and retention for which the program is intended.

202
Reduce or Adapt the Bureaucracy That May Negatively Impact Teachers’
Motivation to Participate in BTSA.

According to Johnson (2006), professional development is often
driven by an external agenda that is disconnected from teachers’ everyday
practice in their classrooms. Such bureaucratic impediments are cited by
teachers as central in their decision to leave the profession (Futernick, 2007).
“Rigid bureaucracies all-too-quickly insinuate themselves and well-prepared,
experienced teachers flee when overly prescriptive bureaucracies deprive
them of the decision-making authority they say they need” (Futernick, 2007,
p. xiii). Teachers are more likely to engage in tasks they perceive as focusing
on their individual needs and the instructional needs of their students.
The data collected for this study suggest the BTSA Program may have
bureaucratic layers that result in a lack of engagement from participants.
Those involved with this program may wish to address the needs and
concerns of participants before they commence with the program. For
example, Advisement meetings could be held at teachers’ school sites.
Support providers and school administrators could also attend with the
beginning teachers and program administrator to set goals and expectations.
This familiarity and link to the teachers’ classroom might foster motivation to
engage in the program. The principal could use participants’ BTSA Individual
Learning Plan as a framework for their observations and evaluations,
reducing another potential layer of bureaucracy.

203
Don’t forget the Support in the Beginning Teachers’ Support and
Assessment.

According to Maslow (1968), the deficiency needs of individuals must
be met in order to move up the hierarchy to the being needs. In the context of
urban schools, the deficiency needs of beginning teachers include adequate
supplies and resources such as time to observe colleagues. Another
deficiency need is comprehensive, ongoing support, which should be
separate from BTSA. This support stems from a climate that promotes a
professional community of learning. A teacher placed in such a climate might
view BTSA from a more positive and knowledgeable perspective.
Suggestions for Further Research
This study could be used as a foundation for future inquiry. A larger
sample size from multiple induction programs might reveal new or
confounding findings. This study is limited to the attitudes, motivations, and
perceptions of beginning teachers as they enter their first year of participation
in the induction stage of teaching. Follow-up research could be conducted
with participants at the end of their induction experience. Do their attitudes
about induction change? If so, what factors caused that shift in attitude or
perception? Does the SB 2042 legislation linking induction to certification
impact beginning teachers’ attitudes about induction? Does pre-credential
experience qualify teachers for veteran status? Does a Master’s Degree in

204
Education not suffice enough evidence that a teacher is “highly qualified?”
These are some of the questions raised by this study.
Another focus of future inquiry based on this study could be to
extrapolate the support teachers receive at their school independently of
BTSA. This could further help to identify the components of induction that
beginning teachers perceive as most valuable to meeting their needs. The
perceptions of 1
st
-year teachers could also be compared with teachers with
Amendments to the Survey on Support for Beginning Teachers could include
the addition of questions related to:
1. Identifying and rating teachers’ motivation for participating in the
program.
2. Rating the level of support they receive from the support provider.
3. Rating the role of FAS Requirements.
4. Identifying the support strategies teachers receive at their school
versus the support strategies they receive through BTSA.
5. Rating the levels of communication about induction at the district and
school site levels.
6. Rating the roles their preservice teacher preparation and experience
play in their attitude about induction.
The instrument should be amended to include subscales as well as
additional questions.

205
In education today there is a need to tie research to student
outcomes. Considering improved student outcomes is an objective of
beginning teacher induction, another possible extension of this study would
be to track student outcomes of BTSA participants during teachers’ induction
years. Students’ responses could also be considered in such a study.
A need to reinvestigate the concept of teacher attrition may also exist.
Unlike the previous generation of teachers, today’s teachers do not
necessarily view teaching as a lifelong career. Rather, they approach
teaching conditionally (Peske et al, 2001). The attrition rates in other
industries and profession may also be on the rise, indicating that teacher
turnover may be due in part to societal factors. These possibilities warrant
future investigation.
Rather than comparing the attitudes of traditional versus non-
traditionally prepared teachers, independent analysis of each different type of
preservice teacher preparation could be performed to identify differences.
Such differences could be of interest to any stakeholders involved with the
preparation and induction of teachers. Alternative certification programs are
here to stay and growing in popularity (Chin & Young, 2007; Feistritzer et al,
2005; Zumwalt & Craig, 2007). Rather than focusing on a debate over which
pathway into teaching is the better, perhaps increased focus should be
placed on evaluating existing programs in terms of the quality of teachers
they produce.

206
Conducting such research would add to and strengthen the findings of
this study. In addition, this study should encourage those charged with
educating teachers to engage in regular and systemic assessment and
evaluations of their programs. Policymakers and district leaders should use
the findings from this study to refine their own programs and investigate the
best practices of successful programs. The ultimate goal of teacher induction
should be student achievement (Breaux & Wong, 2003). Secondly, induction
should focus on meeting the individual needs of teachers. In order to be
successful in their practice and have positively influence student
achievement, teachers must have their own needs met (Breaux & Wong,
2003; Feiman-Nemser, 1999; Johnson, 2006; Maslow, 1968). Ultimately, in
order for no child to be left behind, no teacher must be left behind.

207
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215
APPENDIX A
Survey on Support for Beginning Teachers Protocol
Survey on Support for Beginning Teachers
Dear Teacher,
The attached survey contains questions about your experiences preparing for
and entering the teaching profession. It is part of my doctoral dissertation for the
University of Southern California. The purpose of the study is to examine the impact
of the state’s beginning teacher support programs. The study has many facets, the
first one being this survey, in which we are asking you and all beginning teachers
participating in the BTSA program about their experiences as new teachers. The
survey is focused on teachers like yourself, who teach in grades K-12, in selected
districts across the state. The study focuses on teachers working in urban schools and
districts. Your participation in the study is voluntary.
Based on information from the survey, we will select a sub-sample of teachers to
invite for further participation in the study, in the form of one or two forty-five
minute interviews. For those teachers who continue in the study, an honorarium of
$20 will be paid. The interviews and classroom visits will help us understand the
conditions in which you are teaching, the way you are working with your students,
and how this connects with your induction experiences. Even though this survey is
not anonymous, it is CONFIDENTIAL. That means no one but you and researcher
will ever see your responses. As soon as we have selected the teachers who will
participate in further research, all names will be stripped from all data records. No
individual teachers or schools will be named in any reports. Any analyses we
conduct will be based on the total group of teachers completing the questionnaire,
not individuals. With these safeguards, there is no potential for any teacher to be
penalized or suffer any negative consequences whatsoever from participating (or not
participating). I hope that you will make your best effort to complete the survey so
that our research is unbiased and strong, which will happen if you share your

216
experiences in the most honest way possible. Thank you in advance for your
assistance in improving the experiences of California’s teachers.
Sincerely,
Brian Coffey, M.A.
University of Southern California
Rossier School of Education
bdcoffey@usc.edu

217

Survey on Support for Beginning Teachers
Strategies for Supporting Teachers. The following strategies have been used by some districts to
support their newer teachers. As you read each strategy, please indicate how valuable you think the
strategy is. Please rate all strategies, whether or not you have actually participated in them.

Respondent # _________________________________

Please check the box that best describes your preservice teacher education program.

___ 4-year baccalaureate program ____ 5
th
year graduate program

___ blended program (Masters degree and credential) ___ district/school internship

___ other (explain: __________________________________________________)

Name of institution that awarded the credential:
____________________________________________________________________

218

In your opinion, how valuable do you think each strategy is for
helping new teachers succeed? (Please circle one number only.)
Not
Very
Valuable
Valuable
1. Assigning new teachers to smaller classes.
Was this strategy provided for you? _ Yes _ No

1 2 3 4 5 6
2. Reducing new teachers’ non-teaching duties (lunchroom, bus,
etc.).
Was this strategy provided for you? _ Yes _ No

1 2 3 4 5 6
3. Limiting the number of different class preparations assigned
to new teachers.
Was this strategy provided for you? _ Yes _ No

1 2 3 4 5 6
4. Holding a special orientation session for new teachers before
the school year begins.
Was this strategy provided for you? _ Yes _ No

1 2 3 4 5 6
5. Providing new teachers with special publications (handbooks,
guides, other materials).
Was this strategy provided for you? _ Yes _ No

1 2 3 4 5 6
6. Holding special professional development sessions for new
teachers during the school year.
Was this strategy provided for you? _ Yes _ No

1 2 3 4 5 6
7. Having informal meetings of groups of new teachers for peer
support.
Was this strategy provided for you? _ Yes _ No

1 2 3 4 5 6
8. Assigning mentors to new teachers.

219
Was this strategy provided for you? _ Yes _ No 1 2 3 4 5 6
9. Providing new teachers with constructive feedback based on
non-evaluative classroom observations.
Was this strategy provided for you? _ Yes _ No

1 2 3 4 5 6
10. Giving new teachers the opportunity to observe other
teachers.
Was this strategy provided for you? _ Yes _ No

1 2 3 4 5 6
11. Providing new teachers with co-planning time with other
teachers.
Was this strategy provided for you? _ Yes _ No

1 2 3 4 5 6
12. Scheduling field trips that give new teachers an opportunity to
learn about the school district and available resources.
Was this strategy provided for you? _ Yes _ No

1 2 3 4 5 6

Survey on Support for Beginning Teachers, Beginning Teacher version. This
survey was adapted from Andrews, Gilbert, & Martin (2006) and the Georgia
Systemic Teacher Education Program.

220
APPENDIX B
OBSERVATION PROTOCOL

Elements of
Teacher
Development
Elements of
Teacher
Needs
Elements of
Sociocultural
Theory

221
APPENDIX C

INTERVIEW PROTOCOL

Interview for Selected Respondents to Survey on Support for Beginning
Teachers

Interviewer: _________________ Date ___________ Teacher ID #: _______

Preparing for the Interview

Before the interview, prepare by doing the following:
1. Write your name, the date of the interview, and the ID number of the
interviewee on the top of every page of the interview protocol sheet.
2. Prepare an audiotape by writing the ID number of the teacher on the front
side of the tape.
3. Queue up the tape in the tape recorder, by recording this message on the
front side: “This is YOUR NAME. This is an Induction Interview with
Respondent Number ID NUMBER.
4. Review the data on the interviewee briefly before the interview, so that you
have a sense of how closely connected to BTSA and CFASST the teacher
was.

222

Introduction and Getting Agreement for the Interview/Preinterview

Hi, my name is ___________ and I am conducting a study involving
beginning teachers’ experiences with BTSA and CFASST. Thank you so
much for taking the time to do that! The study is for my doctoral dissertation
for the University of Southern California. The interview process entails my
asking you questions about your preservice teacher education experience,
your attitudes, beliefs, and motivations for participating in BTSA, and the
what you value most and least about BTSA. The interview will take
approximately forty-five minutes. Your participation is voluntary.
I value your insights and know your time is in short supply, so a $20
honorarium will be provided if you agree to help out by participating in an
interview. Your answers will be used to improve the teaching profession for
the next generation of teachers. The $20 honorarium is paid immediately
after the interview. If you would feel more comfortable conducting the
interview at another time or location one can be arranged. You should know
that your answers will be treated completely confidentially. No one but the
researcher will ever see the responses with your name attached. I will strip
all names from data records, and no individual teachers or schools will be
named in any reports.

223
All data analysis will be based on the total group of teachers who participate,
not individuals. With these safeguards, there is no way for you or any teacher
to suffer negative consequences from participating. You should also know
that this research is not at all about your individual capabilities as a teacher.
It is to look at how BTSA and CFASST are working to support all teachers.

Are you willing to be interviewed? Yes ____ No ____

Scheduled time of interview ______ Scheduled location ________________

I really appreciate you taking the time to answer our questions. For our
research to be useful, it is important to us that you are completely honest and
candid in your responses. As I mentioned earlier, your answers will be
treated confidentially, so you don’t have to worry about any negative
consequences coming from anything you say. Also, I am going to be tape-
recording the interview so I can get everything you say accurately, and so I
don’t have to take up so much of your time writing down your answers. The
tapes will be destroyed after we use them to make sure we have all the data
accurately recorded. Are you all right with me taping the interview?
Agree to Taping? Yes _____ No _____

224
Interview Analysis Protocol
Theme
Interview
Questions
Preparation Motivation Needs

RQ1

RQ2

RQ3

RQ4

1. Describe your
preservice
teacher
education
experience. (P)

X

X

2. Describe your
knowledge and
understanding of
the BTSA
induction
process. (KU)

X

X

X

3. What are your
expectations of
the BTSA
experience? (E)

X

X

4. How prepared
do you feel for
your first year of
teaching? (P)

X

X

5. What are your
motivations for
participating in
BTSA? (M)

X

X

225

6. What
aspect(s) of
BTSA do you
feel best meet
your individual
needs for
developing as a
new teacher?
(N)

X

X

7. What
aspect(s) of
BTSA do you
feel are least
valuable for
meeting your
individual needs
for developing
as a new
teacher? (N)

X

X

8. Describe your
experience with
BTSA thus far.
(A)

X

X

X

X

X

X

X
RQ= Research Question

226
APPENDIX D

INFORMATION SHEET

University of Southern California
Rossier School of Education

INFORMATION SHEET FOR NON-MEDICAL RESEARCH

No Teacher Left Behind:
An Examination of New Teachers’ Attitudes and Perceptions About
Induction
You are asked to participate in a research study conducted by doctoral
student Brian Coffey, M.A. and faculty adviser Margo Pensavalle, Ed.D, from
the Rossier School of Education at the University of Southern California.
Results of the study will be contributed to Brian Coffey’s doctoral dissertation.
You were selected as a possible participant in this study because you are a
beginning teacher participating in the Los Angeles Office of Education’s
(LACOE) Beginning Teacher Support and Assessment (BTSA) Induction
Program. A total of four subjects will be selected from the LACOE BTSA
Program to participate. Your participation is voluntary. Please take as much
time as you need to read the information sheet. You may also decide to
discuss it with your family or friends. You will be given a copy of this form.

227

PURPOSE OF THE STUDY
We are asking you to take part in a research study because we are trying to
learn more about beginning teachers’ attitudes, preconceptions and
motivations for participating in the LACOE BTSA Induction Program.
Completion and return of the questionnaire or response to the interview
questions will constitute consent to participate in this research project.

PROCEDURES
You will be asked to participate in an individual interview that will take
approximately 45 minutes to conduct. The location and time of the interview
will be at your discretion and convenience. The interview questions relate to
your attitudes, beliefs, and experiences thus far with your teacher induction
program.

POTENTIAL RISKS AND DISCOMFORTS
There are no anticipated risks to your participation; you may experience
some discomfort at completing the questionnaire or you may be
inconvenienced from taking time out of your day to complete the
questionnaire/survey instrument, etc. Any interview questions that make you
uncomfortable can be skipped or not answered.

228

POTENTIAL BENEFITS TO SUBJECTS AND/OR TO SOCIETY

You may not directly benefit from your participation in this research study. As
this is a research study, the benefits are contingent upon the results. The
investigator can state what the benefits are anticipated to be, not what they
will be. Findings of this study could be useful to policymakers and educators
responsible for the induction of new teachers.

PAYMENT/COMPENSATION FOR PARTICIPATION
You will be paid $40.00 for your participation in the interview. The payment
will be made at the end of your participation in the interview, regardless of
whether the length of the interview does not meet the anticipated duration of
45 minutes.

CONFIDENTIALITY

Any information that is obtained in connection with this study and that can be
identified with you will remain confidential and will be disclosed only with your
permission or as required by law. The information collected about you will be
coded using a fake name (pseudonym). The information which has your
identifiable information will be kept separately from the rest of your data. Only
members of the research team will have access to the data associated with

229
this study. The audio recording and transcription of the interview data will be
stored in the investigator’s office in a locked file cabinet/password protected
computer. The data will be stored for three years after the study has been
completed and then destroyed. You have the right to review and/or edit the
recording and dictate when and in what manner the tape is erased. If you do
not wish the interview to be recorded you may request a written transcription
be conducted at the time of the interview. However, this may increase the
time needed to conduct the interview. When the results of the research are
published or discussed in conferences, no information or audio data will be
included that would reveal your identity.

PARTICIPATION AND WITHDRAWAL
You can choose whether to be in this study or not. If you volunteer to be in
this study, you may withdraw at any time without consequences of any kind.
You may also refuse to answer any questions you don’t want to answer and
still remain in the study. The investigator may withdraw you from this
research if circumstances arise which warrant doing so. This may include a
withdrawal from the specified induction program or transfer to a school
outside of the Los Angeles area.

230
ALTERNATIVES TO PARTICIPATION

Your alternative is to not participate.

RIGHTS OF RESEARCH SUBJECTS
You may withdraw your consent at any time and discontinue participation
without penalty. You are not waiving any legal claims, rights or remedies
because of your participation in this research study. If you have any
questions about your rights as a study subject or you would like to speak with
someone independent of the research team to obtain answers to questions
about the research, or in the event the research staff can not be reached,
please contact the University Park IRB, Office of the Vice Provost for
Research Advancement, Stonier Hall, Room 224a, Los Angeles, CA 90089-
1146, (213) 821-5272 or upirb@usc.edu

IDENTIFICATION OF INVESTIGATORS
If you have any questions or concerns about the research, please feel free to
contact Brian Coffey by mail at 5354 W. 54
th
Street, Inglewood, CA 90302, or
by phone at (310) 809-9140.

Abstract (if available)

Abstract This study examines the preconceptions and attitudes of beginning teachers participating in a Beginning Teacher Support and Assessment (BTSA) induction program in the Los Angeles area. A focus is placed on beginning teachers working in urban schools. An overview of the demographics and preparation of today' s new teachers, the challenges they face, and the problem of high teacher turnover is provided, along with a review of the literature of the history, development, and components of induction in California. The study uses mixed methods of inquiry to examine and analyze beginning teachers' preconceptions and attitudes about induction. The preconceptions and attitudes of teachers from different preparation experiences are also examined. Participants in the induction program were surveyed about their experiences. Observations of BTSA Program events and professional development experiences were conducted. Interviews with first-year BTSA participants were also conducted. The results of the study reveal suggestions for policymakers, program administrators, school site leaders, and support providers interested in developing and retaining highly qualified teachers.

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Asset Metadata

Creator Coffey, Brian (author)

Core Title No teacher left behind: an examination of beginning teachers' preconceptions and attitudes about induction

School Rossier School of Education

Degree Doctor of Education

Degree Program Education

Publication Date 07/21/2008

Defense Date 04/07/2008

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag BTSA,induction,OAI-PMH Harvest,teacher motivation,teacher retention

Place Name Los Angeles County (city or populated place)

Language English

Advisor Pensavalle, Margo (committee chair), Kaplan, Sandra (committee member), Ragusa, Gisele (committee member)

Creator Email bdcoffey@usc.edu

Permanent Link (DOI) https://doi.org/10.25549/usctheses-m1369

Unique identifier UC1122872

Identifier etd-Coffey-20080721 (filename),usctheses-m40 (legacy collection record id),usctheses-c127-198393 (legacy record id),usctheses-m1369 (legacy record id)

Legacy Identifier etd-Coffey-20080721.pdf

Dmrecord 198393

Document Type Dissertation

Rights Coffey, Brian

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Repository Name Libraries, University of Southern California

Repository Location Los Angeles, California

Repository Email cisadmin@lib.usc.edu