Systematic Reviews: Summary of Findings How does current research characterise the impact of NQT induction programmes on new teachers in relation to enhancing teaching expertise, professional development, job satisfaction and retention rates? research evidence and Using to improve teaching and learning Context of the review There is renewed interest in teacher induction and the associated programmes and mentored support, and there have been a number of fresh attempts to look at policy imperatives and research best practice in this area. It is therefore timely to take stock of the extant literature in the field so as to establish the parameters of the relevant knowledge base, ascertain how secure this is and indicate future research priorities. Scope of the review For the review, 475 titles and abstracts and 146 full reports were screened to identify 51 studies that relate to the impact of induction on newly qualified teachers (NQTs) between 1998 and 2003. The majority of these originate from the US, although a significant minority arises from research in the UK, Canada, Australia and New Zealand. The full report provides a descriptive map of the areas covered by the studies. This was a rapid review with a short timescale – three months. The focus was sharp and two substantial studies were chosen for in-depth review as they closely matched the review focus. These studies were based on a combination of empirical work and programme evaluations. Results A synthesis of the findings of the two studies chosen for in- depth review suggests that, while there remains more to be learned about induction programmes and how best to ensure they impact on new teachers’ expertise, professional development, job satisfaction and retention rates, the contours of our knowledge base can be sketched out around the following loci: • It is vital to get clarity about the purposes of induction programmes in relation to policy; it is also vital to get transparency about the goals of induction programmes in Reference information SR number: Pilot 9/04 Review group: NQT Induction Review date: May 2004 Phase: All Curriculum subject: Not applicable Focus: Induction of newly qualified teachers About this summary and about systematic reviews This summary presents implications for educational practice and policy-making arising from a systematic review. It is intended for teachers, teacher trainers, trainee teachers, LEA staff and policy-makers. The full technical reports are available on http://eppi.ioe.ac.uk They provide an in-depth review of the evidence base for practice and a foundation for further research. Teachers and tutors on continuing professional development programmes will find them particularly relevant. Systematic reviews are intended to provide syntheses of the evidence base. They give an audit trail of processes used to uncover relevant studies and to analyse them so that reviews can be systematically updated over time. They provide annotated bibliographies or ‘descriptive maps’ of the territory covered by research in the general area. EPPI systematic reviews use comprehensive searching and explicit criteria for inclusion to find as many as possible of the existing studies that address a review question. These studies are then described, assessed for their quality and their findings synthesised using systematic and replicable methods. All the included studies are also assessed for ‘weight’ of evidence, which takes into account the quality of the research and its relevance to the review question. The methods used for these reviews are described in full on http://eppi.ioe.ac.uk To compare this approach in education with that of health professionals see www.cochrane.org and to keep up-to- date with developments internationally in educational systematic reviewing see www.campbellcollaboration.org Review groups are expected to focus on a major area for a number of years, producing reviews regularly on different but related topics. New groups form from time to time and funding may be found from different sources. For an information leaflet about joining a review group contact http://eppi.ioe.ac.uk Supported by the Department for Education and Skills www.dfes.gov.uk Authors: Michael Totterdell, Sara Bubb, Lynda Woodroffe and Karen Hanrahan