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Sustainable Successful Teacher Induction: From Praxis to Practice

Project #194

Michelle Prytula Archibald Courtney Jason Benson Kent Gauthier Laurie Hellsten Christine Makahonuk Bonnie Mihalicz Michael Pesenti Nicole Syrota


This study explored the effectiveness of the professional learning community model for teacher induction.
The three major themes found were that the PLC provided a sustained opportunity for learning at various stages of teacher development; the structure and goals of the PLC affected participants’ motivation and ability to learn and to mentor; and the model’s potential and sustainability are directly and integrally related to leadership, both at the school and at the university levels.