Purpose The purpose of this paper is to explore ways teachers undergoing induction via the Career Advancement and Development of Recruits and Experienced (CADRE) Teachers Project felt empowered and supported in their well-being through mentoring and coaching. Design/methodology/approach Surveys about CADRE Project impact were e-mailed to 675 current and former participants. Out of 438 surveys returned, researchers used homogeneous sampling to identify 341 teacher respondents. Researchers used qualitative thematic analysis to determine ways teachers felt supported. Findings Coaching and mentoring supported CADRE Project participants’ well-being through empowerment (theme). Sub-themes included: growth, collaboration, networking, improvement and resources. Research limitations/implications Possibilities for future research include exploring the role of mentors/coaches, tracking teachers’ leadership roles and investigating the link between induction and teacher retention in more detail. Practical implications Opportunities for growth and collaboration are cornerstones of first-year teacher support. These support systems can lead to a sense of belonging, develop a mindset for continuous improvement and create long-term networking opportunities. The support teachers need to empower them and maintain their well-being changes with each first-year teacher phase. Originality/value Few studies exist on induction programs with the longevity of the CADRE Project. The high survey response rate with overwhelmingly positive responses suggests that CADRE is unique in its support of beginning teachers’ well-being through the first-year teacher phases, specifically due to the combination of mentoring and coaching beginning teachers receive.

For over 25 years, the CADRE Project has developed both new (or beginning) and veteran teachers. This induction program's success is linked to the collaboration between one university and multiple local school districts. Nearly 100% of CADRE participants have remained in education, and over half of them have moved into leadership roles. During summer 2018, the researchers distributed 675 online surveys to past participants. Responses yielded a 65% response rate. Analysis produced the following three themes: empowerment, retention, and leadership. The researchers propose a conceptual framework showing the interaction among the three themes and connect the themes to collective efficacy. The researchers close by outlining future directions for research and recommendations for other induction programs.

No abstract

No abstract

Teacher attrition and support for novice teachers are impacted by quality induction programs. Induction programs provide support to beginning teachers through a job-embedded system of guidance and professional learning. Whereas Moir's phases of a first-year teacher framework outlined beginning teachers' developmental needs as a linear progression, the authors argue it is a dynamic process that occurs throughout the year. When new teachers are supported through these transitions with strategic mentoring and coaching practices, the transitions have less of a negative impact. Authors outline mentoring and coaching strategies to use during typical induction and crises to support beginning teachers in developing both resilience and self-efficacy.