Differentiated Induction Support for Provisionally Licensed Teachers: An Elementary School Leader Perspective
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| Title: | Differentiated Induction Support for Provisionally Licensed Teachers: An Elementary School Leader Perspective |
|---|---|
| Language: | English |
| Authors: | Carol A. Mullen (ORCID |
| Source: | Mentoring & Tutoring: Partnership in Learning. 2026 34(1):58-80. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 23 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Beginning Teacher Induction, Beginning Teachers, Elementary School Teachers, Teacher Shortage, Teacher Certification, Leadership Role, Teacher Administrator Relationship, School Culture, Resource Allocation, Faculty Development |
| Geographic Terms: | Virginia |
| DOI: | 10.1080/13611267.2025.2571488 |
| ISSN: | 1361-1267 1469-9745 |
| Abstract: | Differentiation -- a new wave of induction in education -- calls upon leaders to improve induction support. The induction of provisionally licensed teachers (PLTs) from a leadership perspective is an emergent area of research. This topic was explored in an elementary school setting within a global teacher shortage. Research questions probed how school leaders perceive the induction support they provide PLTs and whether they differentiate between different ways of providing induction support. Fifteen elementary principals and assistant principals across Virginia were interviewed. Qualitative data analysis identified formal induction structures and strategies, leadership responsibilities and actions, and differentiated learning supports and opportunities for unlicensed teachers. Two overarching findings were determined: school approaches to transitioning PLTs and cultivating success and administrative/school capacity for accomplishing this goal. Implications are provided. Through leaders' sensemaking of induction, this research contributes knowledge and ideas for reform. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1505577 |
| Database: | ERIC |
| Abstract: | Differentiation -- a new wave of induction in education -- calls upon leaders to improve induction support. The induction of provisionally licensed teachers (PLTs) from a leadership perspective is an emergent area of research. This topic was explored in an elementary school setting within a global teacher shortage. Research questions probed how school leaders perceive the induction support they provide PLTs and whether they differentiate between different ways of providing induction support. Fifteen elementary principals and assistant principals across Virginia were interviewed. Qualitative data analysis identified formal induction structures and strategies, leadership responsibilities and actions, and differentiated learning supports and opportunities for unlicensed teachers. Two overarching findings were determined: school approaches to transitioning PLTs and cultivating success and administrative/school capacity for accomplishing this goal. Implications are provided. Through leaders' sensemaking of induction, this research contributes knowledge and ideas for reform. |
|---|---|
| ISSN: | 1361-1267 1469-9745 |
| DOI: | 10.1080/13611267.2025.2571488 |
