This article analyzes the findings from a three-state study of teacher induction policy. It looks within and across Illinois, Ohio, and Wisconsin to explore the landscape and experience of teacher induction. Although the orientation and conception of each state’s policy is similar, the states represent three different structural approaches to induction policy. Based on interviews with state-level and urban district respondents and a review of relevant documents, this article explores the evolution of state-level induction policy and finds that states need to strike a balance between specificity and autonomy in crafting policy that supports effective and equitable induction policy.
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