Mentoring and New Teacher Induction in the United States: A Review and Analysis of Current Practices

2012 ◽  
Vol 20 (1) ◽  
pp. 57-74 ◽  
Author(s):  
Robert V. Bullough
Keyword(s):  
United States ◽  
Teacher Induction ◽  
The United States ◽  
New Teacher ◽  
New Teacher Induction ◽  
Current Practices

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 Principal Leadership in New Teacher Induction: Becoming Agents of Change

2008 ◽  
Vol 3 (2) ◽  
Author(s):  
Finney Cherian ◽  
Yvette Daniel
Keyword(s):  
Communities Of Practice ◽  
Teacher Induction ◽  
Principal Leadership ◽  
School Principals ◽  
New Teacher ◽  
Small Scale ◽  
Bolman And Deal ◽  
New Teacher Induction ◽  
Agents Of Change

This small-scale pilot study investigated the role of school principals in the induction of new teachers in Ontario, Canada. Building upon the theoretical framework of Bolman and Deal (2002), as well as interviews, document analysis, and review of extant literature, the following findings were established: (a) Principals expressed that the educative mentorship of novices requires the engagement of the entire school community; and (b) Principals, veterans, and novices saw teaching as an intellectual, moral, and political endeavor that required their collective involvement. We suggest that principals employ the notion of “communities of practice” to instill a culture of support for new teacher induction.

Considering the future of art bibliography: the FAB initiative

2011 ◽  
Vol 36 (3) ◽  
pp. 10-14 ◽  
Author(s):  
Kathleen Salomon
Keyword(s):  
United States ◽  
Art History ◽  
The United States ◽  
History Of Art ◽  
The Future ◽  
Art Historians ◽  
History Of ◽  
Review Current ◽  
Research Institute ◽  
Current Practices

The Future of Art Bibliography (FAB) initiative developed out of various conversations among colleagues in the United States and Europe. Events in the art historical community, including limited funding resources for art libraries and projects internationally, and the cessation of the Getty’s support for the production of the Bibliography of the history of art (BHA) provided the catalyst for the Kress Foundation grant to the Getty Research Institute. A series of international meetings of art librarians, art historians, publishers and information specialists ensued. The goal was to review current practices, take stock of changes, and seriously consider developing more sustainable and collaborative ways of supporting the bibliography of art history in the future.

Sign in / Sign up

Export Citation Format

Share Document