ABSTRACT
Welcoming new teachers occurs through two programs that are often conflated: orientation and induction. In this chapter, the author utilizes social identity theory (SIT) and self-efficacy theory to inform the design of orientation and induction programs that support new teacher success and retention. The difficulty in designing new teacher orientation is finding a balance between being too broad and too specific. Effective one-on-one meetings can demystify school norms, clarify professional expectations, and communicate a belief in teachers’ future success. Novice teachers report feeling abandoned and isolated when orientation ends and the school year begins. Research demonstrates that high-quality induction programs that yield teacher retention are comprehensive, structured, rigorous, and closely monitored. Induction programs are critical to teacher retention because they are the filter through which teachers interpret their experiences. Effective teachers are happy teachers whose job satisfaction is largely driven by their perception of professional support.
