New Comer-Teacher Adaptation and Leadership Succession in Higher Educational Institutions through Mentoring as an OS Practice

New teachers have to cope with many issues in the initial phase which discourage them and persuade them to abandon their teaching profession. To transition themselves from a student- teacher to a professional-teacher, the initial years is the critical time of survival for the beginning teacher. It is during this initial phase of their career that they require extra support and caring supervision to adapt easily to their newly chosen roles. The current induction programmes utilised are not adequate enough to successfully evolve the transition of a newcomer teacher into the parent institution. This study utilises the theoretical framework of organisational socialisation and its literature to bridge the gap between teacher transformation and teacher retention, especially engaging the OS Practice of Mentoring. By examining the issues inherent in newcomer-teacher adaptation and the various dimensions of knowledge sharing transition process, from senior teachers (especially HOD) to the juniors in a departmental position, mentoring is found to be the most ideal and effective practice to solve burnout to a great extent, and to ensure successful retention of newcomer teachers. Keywords: Organisational Socialisation, Mentoring, Teacher retention, Newcomer adaptation, transition process.

FCS Teacher Transformation: A Shift in Poverty Perceptions

The purpose of this research was to evaluate the impact of a poverty simulation on family and consumer sciences (FCS) teachers' perception of poverty. FCS teachers (N = 47) from a midwestern state participated in a poverty simulation. Participants completed a questionnaire prior to and following participation in the simulation. Quantitative data suggested improvements in attitude, and the qualitative data produced themes for future education activities and teacher-student interactions. The simulation encourages more positive attitudes among FCS teachers regarding their perception of poverty.

Teaching/Learning Relational Dynamic

The authors contend that relationships are the basis for the teacher transformation that can occur in antiracist teacher professional development. Because self-understandings are developed contextually in relationship with others, sensitive instructor attention created the trust that was essential for teachers to critically examine long held assumptions about race, themselves, and their students. Furthermore, instructors designed the program to build trust among the teachers as teachers additionally learned through interactions with each other. Intentional community building also developed the community of practice that allowed for teachers' gradual participation in the critical work of antiracist education both in the program and in their own classrooms.

Montessori Identity in Dialogue

Montessori teacher education includes an intensive and ongoing teacher transformation. This experience aids in the development of a clearly defined teacher identity. Research on teacher identity broadly has shown that while such an identity can offer guidance and support, it can also limit teachers and prevent them from exploring other strategies that may support them and, in turn, their students (e.g., Beauchamp & Thomas, 2009; Britzman, 2003; Sumsion, 2002). This effect is problematic when teachers face moments of uncertainty and dilemmas in their teaching practice. As Montessori classrooms become increasingly diverse, teachers may need to adopt identities that are not explicitly defined in Montessori teacher transformation. This review of literature examines components of a Montessori teacher identity and, broadly, the effects of teacher identity as well as elements of antibias and antiracist teacher-identity development that includes inner reflection and an activist approach to teaching.

Measuring and Facilitating Highly Effective Inquiry-Based Teaching and Learning in Science Classrooms

For the last decade or so there has been a huge push to incorporate best practice into the classroom. For science, this includes bringing effective inquiry-based instruction into all classrooms as a means to engage the learner. However, all inquiry instruction is not equal in terms of improving student achievement and conceptual development. This chapter explores how four critical constructs to learning (curriculum, instruction, discourse, and assessment) can be effectively measured and then used to guide more effective instructional practice. The Electronic Quality of Inquiry Protocol (EQUIP) is an instrument that can be used to measure and then to frame the discussion regarding the quality of inquiry-based instructional practice. Specifically, this chapter provides an overview of EQUIP, details the reliability and validity of EQUIP, shares a sample lesson that is analyzed using EQUIP, explores ways that EQUIP can help with teacher transformation relative to inquiry instruction, and addresses the relationship of EQUIP scores and student achievement data. There is a very high correlation between teacher performance on EQUIP and the ensuing student growth noted during an academic year.