Effective support provider strategies for new teacher induction programs

The purpose of this study was to evaluate effective support provider strategies for new teachers in induction programs. Mixed methods design was used to analyze responses to 15 survey questions. The participants included 59 new teachers enrolled in California's Beginning Teacher Support and Assessment (BTSA) program. To determine the perceived effective strategies to implement in action research, data from the survey instrument were collected and analyzed; 5 support strategies were identified and evaluated with the use of 4 reflective questions over a six-week period. The identified strategies were: to be positive, increase formal support time, offer continuous support, improve knowledge of the BTSA program, and arrange to be at the same site as the new teacher. Recommendations for educational leaders and future study are included. KEYWORDS: Beginning Teacher Support and Assessment, induction, mentoring, new teachers, support provider