Abstract
At the Mandel Center’s Induction Partnership Project and the Jewish New Teacher Project, we
work with Jewish Day School leaders to plan and implement induction for novice teachers. We
recognize the impact that careful induction can have on new teachers’ retention. But our deep
commitment to induction stems from a host of other, broader benefits we know it brings to
schools. Well-planned and carefully implemented induction doesn’t just keep new teachers in
classrooms; it improves the quality of their teaching. It creates valuable leadership opportunities
and status for experienced teachers who are ready for additional challenge and responsibility.
The impact of a thoughtfully crafted induction program extends far beyond the individuals
involved; our experience shows that it can transform the professional culture of a school.
An investment in induction (including time, training and personnel) is an investment in establishing
a professional, motivated, effective faculty, and ultimately in improving student learning. We
believe that five persistent myths prevent educators and policy makers from seeing the
transformative power of new teacher induction. Below we address each of those myths, and offer
an image of the kind of new teacher induction that transforms the educational experiences of
teachers and their students.