Teacher induction policy: a case study of implementation in a county office of education

The purpose of the study was to understand how a public local educational agency in California designed a program to implement state teacher induction policy. The study applied the high leverage policy framework (Cobb, Donaldson, Lemons, & Mayer, 2010) to examine the influence of contextual factors on the policy’s implementation. This qualitative research project used a variety of data sources to develop a case study. Qualitative data were collected from interviews and documents. Interviews were conducted with key stakeholders: teacher candidates, mentors, principals, county administrators, and teacher induction personnel. Document analysis provided important evidence to support interview data and to understand the influence of contextual factors. The analysis of the data revealed key aspects of program design to implement induction policy requirements including alignment with state standards, state commitment to policy, and partnerships between key stakeholders, especially mentors. Additionally, communication, stability, and capacity were strong contextual factors that influenced policy implementation. With a strong design, the teacher induction program provided teachers with tools to reflect on the high-quality instructional strategies they utilize in classrooms.