Document Type

Article

Department

​Public Policy and Law

Publication Date

2016

Abstract

Connecticut’s Teacher Education and Mentoring (TEAM) program is in its early stages of implementation. This study examined how local school districts implemented TEAM and identified factors that affected implementation. It was based on interviews with twenty-two participants at the state, district, and local school levels. The intentions of the program designers at the state level were compared to district and school level understanding of the program’s intentions and how those understandings influenced implementation. Additionally, factors affecting local understanding and implementation of the new program were described. The findings of this study suggest that there was close alignment of understanding between the state and local implementers on the key provisions of the program related to its role as a professional development tool. The data reveal tacit rather than explicit understanding at the local level of the program’s intention to improve student achievement. Variations in understanding can be attributed to other factors including contextual, structural, cognitive, and affective elements.

Comments

Access provided under Creative Commons Attribution-ShareAlike 4.0 International License. Published as:

Chad D. Ellis. “Making Sense, Making Do: Local District Implementation of a New State Induction Policy.” International Journal of Education Policy & Leadership 11, no. 7 (2016).

Publication Title

International Journal of Education Policy & Leadership

Volume

11

Issue

7

ISSN

1555-5062

Creative Commons License

Creative Commons Attribution-Share Alike 4.0 License
This work is licensed under a Creative Commons Attribution-Share Alike 4.0 License.

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