Abstract
With the implementation of the redesigned NCATE standards in 1985, schools, colleges, and departments of education became responsible for providing assistance to beginning educational professionals. Much attention has been given to identifying and providing activities that facilitate the entrance of new teacher education graduates into the teaching profession. Less attention has been given to issues related to the professional induction of other beginning educational professionals, especially school administrators. This article summarizes some of the pertinent background regarding the professional induction needs of beginning school administrators and describes a professional induction project initiated by Arkansas State University.
Get full access to this article
View all access options for this article.