REIMAGINING TEACHER INDUCTION: A FRAMEWORK FOR AN ASSET-DRIVEN, EQUITY-BASED INDUCTION PROCESS THAT CULTIVATES KNOWLEDGE OF SELF, CONTEXT, AND PROFESSIONAL PRACTICE

Abstract

The induction process for new and beginning teachers has the potential to transform how teachers experience themselves and their school and ultimately the impact they have on students. Schools, like Clark Hill Academy, within rural, historically marginalized communities face challenges of recruiting and supporting new teachers. By using a collaborative approach to regular meetings, paired with structured and consistent protocols, new and beginning teachers were able to uncover beliefs and values in their teaching and learning and that of the community context. Specific to the participatory action research study, participants systematically examined Clark Hill Academy's ability to promote equitable practices among new and beginning teachers through the induction process. Using qualitative research and analysis methods, we asserted that people and places were critical components to humanizing a teacher induction process. The data supported two findings. First, that teacher induction process must acknowledge and honor the wisdom of people. Second, teacher induction must understand and harness the power of place within the school and community context. The findings led to the consideration of implications on policy, practice and research. In design, facilitation and participation, policy and practices for teacher induction should reflect the values of people and place. Future researchers should consider the connections between the findings of this study and specific culturally responsive practices within the classroom.