Journal of K-12 Educational Research 41 Additionally, the current study was done from a charter school perspective. Charter schools feel the impacts related to teacher turnover due to the lack of contracts in the state of Texas, perhaps a bit differently than a traditional Independent School District. The current study is breaking new ground because the researcher was unable to find research related to induction programs in the charter world. Therefore, the current study’s findings are of interest to charter leaders in supporting and retaining beginning teachers. Recommendations The work of attracting, retaining, and supporting all teachers is at an all-time high. Due to the teacher shortage, every school district is focused on targeted supports in each of these areas. To continue to improve teacher retention and lengthen the beginning teacher’s time in the profession, recommendations are presented. Having a strong induction program in place can provide the support that beginning teachers need to remain in the district and the profession. A recommendation would be to ensure supports are in place to account for the increase in non-certified or alternatively certified teachers. Based on the current study of perceptions of beginning teachers, mentors, and principals, the induction components that impact a teacher’s desire to remain in the profession are • supports and basic teacher training for classroom management and discipline; • support for various levels of teacher preparation; • appropriate and timely training on district software that is used; • support and training for working with students with varied abilities and needs; • an instructional coaching model that runs through at least the beginning teacher’s first year; • a mentor program that is formalized with clear expectations, timelines, release time for teachers to meet, time for instructional rounds or other classroom observations, and a checklist by month for what the pair should be covering during their meeting times with items that are important from the district; • professional development opportunities throughout the year, differentiated by teacher need; and • principal support. Conclusion Teacher turnover and the shrinking pipeline of those coming into the profession are of enormous concern. Not only do districts have to provide resources and support to their experienced teachers, but they also must focus on growing the capacity of their beginning teachers. The increase of beginning teachers coming from non-traditional routes is on the rise. As a result, districts have to respond differently to provide the appropriate support and resources to ensure their success and enable them to lengthen their career. The purpose of the current study was to understand the perceptions of beginning teachers, mentor teachers, and principals on the components of an induction program. The results concluded that beginning teachers feel very supported by the existing induction supports provided by the District. While beginning teachers recognize they are behind, they want to do everything possible to reach the point where they think their skills are adequate enough to contribute. It is not that beginning teachers do not want to meet the expectations of others, but they are starting at the beginning with the very basics due to a lack of experience and background knowledge. Veteran teachers and administrators must remember that unless a process, procedure, or expectation has been explicitly taught, it cannot be assumed the beginning teacher knows what to do. The more support and the faster the resources are provided, the quicker the beginning teachers will become effective teachers that can impact student achievement, thus affecting the future of education. Ultimately, the students and parents rely on schools to intervene and ensure they have an effective teacher.
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