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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 0000-0002-4732-338X), Diana Frasier Rios (ORCID 0009-0000-2959-6897)
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
FullText Text:
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  Data: Differentiated Induction Support for Provisionally Licensed Teachers: An Elementary School Leader Perspective
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  Data: <searchLink fieldCode="AR" term="%22Carol+A%2E+Mullen%22">Carol A. Mullen</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4732-338X">0000-0002-4732-338X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Diana+Frasier+Rios%22">Diana Frasier Rios</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0000-2959-6897">0009-0000-2959-6897</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Mentoring+%26+Tutoring%3A+Partnership+in+Learning%22"><i>Mentoring & Tutoring: Partnership in Learning</i></searchLink>. 2026 34(1):58-80.
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  Data: 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
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  Data: Y
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  Data: 23
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  Data: 2026
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  Data: Journal Articles<br />Reports - Research
– Name: Audience
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Beginning+Teacher+Induction%22">Beginning Teacher Induction</searchLink><br /><searchLink fieldCode="DE" term="%22Beginning+Teachers%22">Beginning Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Shortage%22">Teacher Shortage</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Certification%22">Teacher Certification</searchLink><br /><searchLink fieldCode="DE" term="%22Leadership+Role%22">Leadership Role</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Administrator+Relationship%22">Teacher Administrator Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22School+Culture%22">School Culture</searchLink><br /><searchLink fieldCode="DE" term="%22Resource+Allocation%22">Resource Allocation</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink>
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  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22Virginia%22">Virginia</searchLink>
– Name: DOI
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  Data: 10.1080/13611267.2025.2571488
– Name: ISSN
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  Data: 1361-1267<br />1469-9745
– Name: Abstract
  Label: Abstract
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  Data: 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.
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  Data: 2026
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  Data: EJ1505577
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        Value: 10.1080/13611267.2025.2571488
    Languages:
      – Text: English
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      Pagination:
        PageCount: 23
        StartPage: 58
    Subjects:
      – SubjectFull: Beginning Teacher Induction
        Type: general
      – SubjectFull: Beginning Teachers
        Type: general
      – SubjectFull: Elementary School Teachers
        Type: general
      – SubjectFull: Teacher Shortage
        Type: general
      – SubjectFull: Teacher Certification
        Type: general
      – SubjectFull: Leadership Role
        Type: general
      – SubjectFull: Teacher Administrator Relationship
        Type: general
      – SubjectFull: School Culture
        Type: general
      – SubjectFull: Resource Allocation
        Type: general
      – SubjectFull: Faculty Development
        Type: general
      – SubjectFull: Virginia
        Type: general
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      – TitleFull: Differentiated Induction Support for Provisionally Licensed Teachers: An Elementary School Leader Perspective
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            NameFull: Carol A. Mullen
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              Y: 2026
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              Value: 1361-1267
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              Value: 34
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            – TitleFull: Mentoring & Tutoring: Partnership in Learning
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