Accelerating teacher effectiveness: the power of partnerships

Abstract

Purpose The purpose of this paper is to describe a thriving partnership between Frostburg State University and the Garrett County Public Schools that aims to improve teacher effectiveness and retention through the implementation of a robust induction program. The initiative includes sustained, strategic mentoring; extensive professional development; and validated, competency-based microcredentials aligned to high-leverage practices. Design/methodology/approach The study included surveys and structured interviews with teaching fellows and their instructional coaches. Findings Having ample support and mentoring can make a significant difference for novice teachers. Partnerships between universities and local school districts can provide this critical support. Research limitations/implications A limitation that cannot be ignored is the small number of participants in this program, all of whom are teaching in a rural school system. However, researchers working with larger school districts would add valuable knowledge to the field of study. Practical implications This paper includes implications for designing new induction programs or improving existing ones. Social implications Mentoring, a major component of high-quality induction programs, has the potential of providing important benefits to beginning teachers including increased motivation, self-confidence, growth in professional identity, and reduced stress and anxiety. Originality/value As school systems are struggling to retain qualified teachers, high-quality induction programs are necessary.