New Teacher Center Releases Review of State Induction Policies

Recent evidence tells us that new teachers are more common today than they have ever been in the past twenty years. For example, 15 years of classroom teaching experience was the norm in 1987-88 but by 2007-08, it was more common for the typical teacher to only have one year of experience in the classroom.[1] It is more important than ever that new teachers receive proper support to be effective in the classroom.

Recently, the New Teacher Center (NTC) reviewed all 50 state induction policies in its policy paper, Review of State Policies of Induction. A summary of each state’s policies can be viewed on the NTC’s policy map. These summaries cover all “relevant policies, statutes, regulations, induction program standards, and other guidance on new teacher induction and mentoring.”[2]

Ten criteria were selected by the NTC to summarize each state’s policies around induction and mentoring for new teachers. The criteria include: Teachers Served; Administrators Served; Program Standards; Mentor Selection; Mentor Training; Mentor Assignment and Caseload; Program Delivery; Funding; and Educator Accountability and Program Accountability. These criteria were selected with the understanding that meeting them will support local school districts in designing and implementing high-quality induction programs. The NTC believes that these 10 criteria are predictive of the quality of induction and mentoring support that each state’s program provides.

The NTC also contends that simply creating policies to support successful induction and mentoring programs is not sufficient. Continual assessment of these policies and how they are implemented is imperative to meeting the needs of new teachers, mentors, induction program leaders, and school districts.

For more information, read the full paper, Review of State Policies of Induction

[1] Goldrick, Liam, et. Al. (February, 2012). Review of state policies on teacher induction. Retrieved from

[2] Ibid. 

Note: This blog post was originally authored under the auspices of the National High School Center at the American Institutes for Research (AIR). The National High School Center’s blog, High School Matters, which ran until March 2013, provided an objective perspective on the latest research, issues, and events that affected high school improvement. The CCRS Center plans to continue relevant work originally developed under the National High School Center grant. National High School Center blog posts that pertain to CCRS Center issues are included on this website as a resource to our stakeholders.


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