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Accordingly, the findings from this case study support and extend the literature on the need for induction programs for beginning teachers but more importantly, provide a foundation for future investigations into teacher’s perceptions and experiences in induction programs at high achieving and high socioeconomic school districts.
Juxtapose these concerns with ever-increasing parental and community involvement coupled with the demands of working in a high socioeconomic and high-achieving school district can create a challenging environment for many novice teachers.
In response to such concerns, school districts have created induction programs in an effort to assist novice teachers overcome these challenges (Feiman-Nemser, 2001; Ingersoll & Smith, 2003; Johnson, 2004; & Wong, 2001).
She was recently awarded a Dean’s Funds of Excellence grant from PSU to fund her project “The Art of the Possible: Developing New Teachers’ Pedagogies of Possibility for Inclusion Through THINK College Academic Coaching,” which explores how academic coaching through the Think College Inclusion Oregon program mediates candidates’ inclusive teacher identity development.
“This work will build on my dissertation by exploring how recent graduates engage in pedagogy of possibility,” Siuty said.