Halley Maza (Learning and Instruction)

Zoom Link: https://buffalo.zoom.us/j/92028931002?pwd=Q08yTWk0SnZPTzduSTNJdm8xVUZYUT09

This paper explores the collaborative development of an induction support model for novice teachers who are graduates of a university-based, community-focused urban teacher residency program.  Through a combination of qualitative and quantitative program data, authors make the case that effective induction programs should reflect a sense of shared responsibility (between universities and school districts) and be driven by the context-specific needs and interests of novice teachers and the teacher leaders charged with providing induction support. Networked communities of practice that are developed collaboratively, account for various domains of professional learning, and that continuously center the core values of novice teachers’ preparation programs are best positioned to serve as important components to sustaining a commitment to making positive change in urban schools.