International Journal of
Educational Administration and Policy Studies

  • Abbreviation: Int. J. Educ. Admin. Pol. Stud.
  • Language: English
  • ISSN: 2141-6656
  • DOI: 10.5897/IJEAPS
  • Start Year: 2009
  • Published Articles: 243

Full Length Research Paper

A case study of the Fort Smith public schools new teacher induction program

Paul M. Hewitt1* and Monica Wilhelm2
1248 Graduate Education, University of Arkansas, Fayetteville, AR 72701,United States. 2Sunnymeade Elementary School, Fort Smith Public Schools, 4201 North O Street Fort Smith, AR 72904, Arkansas, United States.
Email: [email protected]

  •  Accepted: 02 December 2010
  •  Published: 31 December 2010


Each year almost 10% of new teachers will leave the teaching profession. By the end of the fifth year of teaching, 30 to 50% of new teachers will have left teaching. One method of retaining new teachers is through the use of new teacher induction programs. These programs help new teachers integrate and adjust to the rigors of teaching with a strong base of support. This paper is a case study of the Fort Smith public schools new teacher induction program. The Fort Smith new teacher induction program began during the 1997 to 1998 school year. Since that time 763 new teachers have participated in the program with 518 still teaching in the Fort Smith schools for a 68% teacher retention rate. Of the 32% who left the district: 14% took teaching position in another district, 17% cited family or personal issues and 1% took administrative positions within the district.


Key words: Public schools, new teacher induction program, teachers, school districts.