scholarly journals Support for Beginning Teachers: An Invitation to Participate in a Collaborative Induction Process

2006 ◽  
Vol 3 (2) ◽  
Author(s):  
Lorenzo Cherubini ◽  
Deirdre Smith
Keyword(s):  
Professional Development ◽  
Beginning Teachers ◽  
Teacher Induction ◽  
Beginning Teacher ◽  
Induction Programs ◽  
Experienced Teacher ◽  
New Teacher Induction ◽  
Induction Program ◽  
Induction Process ◽  
Induction Practices

There is certainly no diminution of interest in teacher induction in the province of Ontario, Canada. Education Minister Gerard Kennedy has launched a concerted effort to implement the New Teacher Induction Program (NTIP) consisting of contextually relevant professional development opportunities for beginning teachers, an experienced teacher to serve as mentor, and school and district orientation sessions. The Minister has also proposed legislation that will streamline beginning teacher evaluation and formally credit participants for their successful completion of the program to be recorded on the Certificate of Qualification issued by the Ontario College of Teachers. The recently released NTI P Program Guideline (March, 2006) states that induction programs "will build on the faculty year experience by providing another full year of professional support” through the partnership among beginning teachers, mentors, principals, superintendents of the NTIP" etc. (pp. 3 & 4). The above measures underpin the Ministry’s initiatives to work collaboratively with education stakeholders and operationalize more pragmatic and efficient professional development initiatives to improve teacher induction practices in order to improve student learning .

Beginning teacher induction program for technology integration in CLIL

2020 ◽  
Vol 3 (4) ◽  
pp. 22-33
Author(s):  
Thooptong Kwangsawad
Keyword(s):  
Technology Integration ◽  
Beginning Teachers ◽  
Teacher Induction ◽  
Qualitative Data ◽  
Beginning Teacher ◽  
Lesson Plans ◽  
Video Observation ◽  
Induction Program ◽  
Beginning Teacher Induction ◽  
Almost All

Beginning teacher induction is a transition from pre-service teacher preparation to teaching professional which brings a shift in a role orientation and an epistemological move from knowing about teaching through formal study to knowing how to teach by facing daily teaching challenges. This paper deals with the implementation and evaluation of beginning teacher induction programs for technology integration in Content and Language Integrated Learning (CLIL) for 24 beginning teachers from the northeastern region in Thailand. Both quantitative and qualitative data were collected. Quantitative data were collected from the assessment of the lesson plans and implementation of the lesson plans then analyzed using mean and standard deviation. Qualitative data were collected from three sources: (1) written logs by the participants, (2) data from video observation by the researcher, and (3) field notes by the researcher. Findings from the assessment of the lesson plans and implementation of the lesson plans were at a low level. Almost all participants reported having difficulties in technology integration in CLIL.

Does New Teacher Induction Really Improve Retention?

2017 ◽  
Vol 68 (4) ◽  
pp. 394-410 ◽  
Author(s):  
Matthew Ronfeldt ◽  
Kiel McQueen
Keyword(s):  
Teacher Induction ◽  
Teacher Turnover ◽  
Beginning Teacher ◽  
New Teacher ◽  
Early Career ◽  
First Year ◽  
Induction Programs ◽  
New Teacher Induction ◽  
Nationally Representative ◽  
Policy Trend

Policymakers have increasingly worked to combat teacher turnover by implementing induction programs for early-career teachers. Yet the existing evidence for the effects of induction on turnover is mixed. Drawing on data from the three most recent administrations of the Schools and Staffing and Teacher Follow-Up Surveys, as well as the Beginning Teacher Longitudinal Study, this study investigates whether different kinds of induction supports predict teacher turnover among nationally representative samples of first-year teachers. We find that receiving induction supports in the first year predicts less teacher migration and attrition, suggesting that using induction to reduce new teacher turnover is a promising policy trend. We also find that levels of induction support are fairly constant for different kinds of teachers and teachers in different kinds of schools. The exceptions are that teachers who are Black and who work in schools with more students who speak English as a second language report higher levels of induction supports.

scholarly journals The Analysis of an Unsuccessful Novice Teacher's Induction Experiences: A Case Study Presented through Layered Account

2014 ◽  
Author(s):  
Sara Fry
Keyword(s):  
Beginning Teachers ◽  
New Teachers ◽  
Research Question ◽  
Beginning Teacher ◽  
Induction Programs ◽  
Attrition Rates ◽  
Induction Program ◽  
Second Year

Although induction support is heralded as an effective way to reduce high attrition among beginning teachers, nationwide increases in induction participation have not been accompanied by a comparable reduction in attrition rates. This inconsistency suggests some induction programs may not provide adequate support. This article presents the results of a case study that explored the experiences of a beginning teacher who left the profession despite participation in an induction program. The research question was: "Why was Stella unsuccessful in her second year of teaching?" The results are presented through the postmodern ethnographic method of layered account (Ronai, 1997). In addition to raising questions about how to effectively support new teachers, this article includes a discussion of methodological limitations, ethics, subjectivity, and researcher response to participant distress.

scholarly journals Teacher Induction Program: First Experience in Turkey

2018 ◽  
Vol 11 (6) ◽  
pp. 99
Author(s):  
Fatma COBANOGLU ◽  
Zeynep Ayvaz-Tuncel
Keyword(s):  
Beginning Teachers ◽  
Teacher Induction ◽  
Novice Teachers ◽  
Practical Experience ◽  
Goal Achievement ◽  
Induction Programs ◽  
Induction Program ◽  
Teacher Induction Programs ◽  
Questionnaire Form

Perspectives on beginning teachers’ possible problems and their reasons force many of the countries to develop teacher induction programs. Teacher induction programs are extensive, consistent and ongoing professional processes aiming to train, support, and protect novice teachers. In Turkey, the process of “teacher induction program” which has been initiated in 2016 is a regulation to train novice teachers for six months. The rationale of the program for the novice teachers is to have more practical experience and in turn to teach effectively in their classrooms. As each new regulation can be accompanied by some obscurities, scientific research will serve to increase the quality of the processes and practices in teacher induction programs. In this sense, the current research aims to determine the views of 357 novice teachers on the goal achievement of the teacher induction program. A questionnaire form was developed to collect the data consisting of 43 questions one of which is an open-ended question. Results suggested that preservice education and teacher induction program have similar contributions in regard to the goal achievement of the teacher induction program. Moreover, considering the process as a whole, the mentor has an important role in the development of novice teachers.

Policy Impact on Teacher Induction

2016 ◽  
pp. 595-617
Author(s):  
Amanda R. Bozack
Keyword(s):  
Student Achievement ◽  
Teacher Induction ◽  
Teacher Development ◽  
Leading Edge ◽  
Induction Programs ◽  
Induction Program ◽  
Teachers And Students ◽  
Improve Student Achievement ◽  
Induction Practices ◽  
And Performance

During the 1980s Connecticut was on the leading edge of national educational reform, developing performance standards for teachers and students, creating a tiered licensure structure, and implementing a state-wide comprehensive, multi-year teacher induction program tied to teacher certification. Since then, many states and districts have begun to implement induction programs as a way to enhance teacher retention and performance and improve student achievement. However, the literature base on successful implementation is limited, as is the research on the effectiveness of specific induction practices as related to teacher development and student achievement. This chapter focuses on informing policy makers and educational administrators about the broad landscape of induction in the United States and explores how Connecticut's rich history with induction can serve other states considering adoption of a comprehensive induction policy. Research concerns are also explored.

scholarly journals Mentorship and Induction: Negotiating a Collaborative Enterprise or Apprenticing for Status Quo Maintenance?

2009 ◽  
Vol 18 (2) ◽  
Author(s):  
Christine L. Cho ◽  
Sarah Elizabeth Barrett ◽  
R. Patrick Solomon ◽  
John P. Portelli ◽  
Donatille Mujawamariya
Keyword(s):  
Teacher Induction ◽  
Teacher Educators ◽  
New Teacher ◽  
Critical Examination ◽  
Induction Programs ◽  
Policy And Practice ◽  
New Teacher Induction ◽  
Induction Program ◽  
Process And Outcome ◽  
Faculties Of Education

This paper is from a three-year research project that examined the Ontario (Canada) government philosophy, policy and practice in moving from standardized teacher testing to a new teacher induction program (NTIP) to achieve teacher quality and competence. This paper utilizes a critical democratic perspective to analyze the perspectives of 47 teacher educators from 10 faculties of education in Ontario. Two major themes arose from their perspectives on NTIP: a) clear collaboration/partnership among stakeholders (including faculty, school boards, schools, communities); and, b) increasing effective communication and knowledge while maintaining the importance of equity, diversity and understanding community. The findings revealed the need for a more critical examination of the process and outcome of mentorship and induction programs for new teachers.

scholarly journals Charismatic, competent or transformative? Ontario school administrators’ perceptions of “good teachers”

2012 ◽  
Vol 8 (1) ◽  
Author(s):  
Laura Elizabeth Pinto ◽  
John P. Portelli ◽  
Cindy Rottmann ◽  
Karen Pashby ◽  
Sarah Elizabeth Barrett ◽  
...  
Keyword(s):  
Teacher Induction ◽  
School Administrators ◽  
New Teacher ◽  
Induction Programs ◽  
Good Teaching ◽  
Policy And Practice ◽  
New Teacher Induction ◽  
Induction Program ◽  
Dominant Discourses ◽  
Alternate Discourses

Emphasis on issues of social justice and attention to socio-cultural perspectives on learning might be at odds with prevailing conceptions of “the good teacher.” In this paper, we probe the perceptions of “good teaching” among Ontario school administrators. We begin with an investigation into dominant discourses of “good teachers” based on the framework posited by Moore (2004). Next, we examine the context that gave rise to Ontario’s New Teacher Induction Program (NTIP), and how this program shapes perceptions of good teachers and good teaching. Data from interviews with forty-one school administrators shed light on their perspectives on good teachers, which is analyzed in light of the dominant discourses and the governing NTIP policy and practice. The discussion highlights the highly personal nature of perceptions of good teaching, and ways in which Ontario school administrators’ perceptions tend to reinforce dominant discourses. The conclusion raises questions about how new teacher induction programs reinforce dominant discourses, and raises possibilities to allow for alternate discourses to coexist.

A Model of a New-Teacher Induction Program and Teacher Perceptions of Beneficial Components

2007 ◽  
Vol 28 (4) ◽  
pp. 14-24 ◽  
Author(s):  
Diane Corcoran Nielsen ◽  
Arlene Lundmark Barry ◽  
Ann Brickey Addison
Keyword(s):  
Teacher Perceptions ◽  
Teacher Induction ◽  
New Teacher ◽  
New Teacher Induction ◽  
Induction Program

Accelerating Teacher Effectiveness: Lessons Learned from Two Decades of New Teacher Induction

2009 ◽  
Vol 91 (2) ◽  
pp. 14-21 ◽  
Author(s):  
Ellen Moir
Keyword(s):  
Teacher Induction ◽  
Novice Teachers ◽  
Teacher Effectiveness ◽  
Veteran Teachers ◽  
New Teacher ◽  
Lessons Learned ◽  
Induction Programs ◽  
New Teacher Induction

The best induction programs blend support for novice teachers with expertise from veteran teachers, creating collegial groups that benefit all teachers and all students.

Sign in / Sign up

Export Citation Format

Share Document