INDUCTION STRATEGIES THAT WORK: KEEPING AGRICULTURAL, HEALTH AND BIOTECHNOLOGY CAREER DEVELOPMENT BEGINNING TEACHERS IN THE CLASSROOM

The purpose of this study was to determine the nature and existence of beginning teacher induction programs. Second, the researchers wanted to identify effective retention strategies incorporated within those induction programs. Finally, they examined the relationship between impact of retention strategies and the level of concern of the beginning teacher in the Exploring Biotechnology, Agricultural Education, and Health Care Career Cluster. Assistance strategies having the most impact on beginning teachers included adequate materials, facilities that supported the curriculum, continuing education reimbursement, and a positive work climate. Less than 50% of the teachers experienced these strategies. Retention strategies should be implemented for the first five years of a new teacher's career. A support team, rather than a single person should be provided to the new teacher.

The dynamic process of assuming the role of a teacher involves many complex steps and interactions. Managing materials and resources, budgets, time, parents, volunteers, children and their individual differences all within the context of starting a new career, makes teaching one of the most challenging yet most satisfying careers (Glasser, 1992) . The process of becoming a teacher takes time yet most beginning teachers are expected to act like seasoned veterans on their first day of employment (Lortie, 1975) .