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.

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 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 Exploring the Self-Efficacy and Perceptions of Virtual Mentoring of Teachers Participating in a New Teacher Induction Program

2020 ◽  
Author(s):  
Katie Peila
Keyword(s):  
Classroom Management ◽  
Teacher Induction ◽  
Novice Teachers ◽  
Self Efficacy ◽  
New Teacher ◽  
Moderate Degree ◽  
New Teacher Induction ◽  
Virtual Mentoring ◽  
Induction Program ◽  
And Performance

Teacher turnover is an issue plaguing states and districts around the country, particularly among novice teachers. Research indicates that strong induction and mentoring programs can provide novice teachers with critical support and guidance as they make the transition from the pre-service environment to the professional workforce resulting in higher levels of self-efficacy and performance. Teachers with high self-efficacy exhibit more enthusiasm and persistence and higher levels of organizational commitment. While there is a considerable amount of research on traditional, face-to-face new teacher induction (NTI) programs, there are few studies that investigate the integration of technology for a virtual experience. This study sought to explore quantitative measures of teachers' self-efficacy and the perceptions of novice teachers engaging in virtual mentoring in the context of a NTI program. Results of the survey indicate that participants (n = 67) reported a moderate degree of confidence in their ability to satisfactorily accomplish tasks within their classrooms. The scale is comprised of three subscales: Student Engagement, Instructional Strategies, and Classroom Management. The participants indicated a higher self-efficacy in Classroom Management than in any of the other subscales. Several themes emerged from the qualitative data highlighting the importance of the frequency, quality, and content of teachers' interactions with their mentors. This study contributes to the existing literature on virtual mentoring and explores how the experience can provide teachers with an opportunity to cultivate self-efficacy.

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.

Mentoring for family-teacher relationships: a new teacher’s journey

2017 ◽  
Vol 6 (4) ◽  
pp. 332-349
Author(s):  
Mary Knight-McKenna ◽  
Judy Esposito ◽  
Lindsay Michelle Clement
Keyword(s):  
Teacher Induction ◽  
New Teacher ◽  
First Year ◽  
Induction Programs ◽  
Cultural Backgrounds ◽  
New Teacher Induction ◽  
Content Type ◽  
Teacher Relationships ◽  
University Professor ◽  
Weekly Journal

Purpose The purpose of this paper is to chronicle the efforts of a new White teacher in her first two years of teaching in an elementary school with a largely Hispanic population as she forged connections with her students’ families while drawing on continued, constructivist mentoring from her university professor. The case points to the need for new teacher mentoring programs to include some emphasis on family-teacher relationships. Design/methodology/approach The new teacher kept a weekly journal of her interactions with families over a two-year period. Notes were taken during and after mentoring sessions. Data analysis was conducted using the case analysis format designed by Miles et al. (2014). Findings The goal of fostering constructive family-teacher relationships was not fully realized for this teacher in her first year. Through reflections, readings, and discussions in mentoring sessions, she gradually learned to respect the wisdom and expertise of families. Research limitations/implications As with all case studies, the results are not generalizable in a traditional sense (Hodkinson and Hodkinson, 2001); however, a larger issue can be addressed in a case (Stake, 1995). In this case, the larger issue is that White teachers working in high-poverty schools are likely to encounter differences between their cultural backgrounds and those of their students’ families. New teachers must determine how to respond in this situation, and mentoring offers support in helping them to act. Practical implications Action steps and guidelines developed by the teacher are included, along with a list of selected articles to spur discussions in constructivist mentoring sessions. Originality/value Coordinators of new teacher induction programs are encouraged to include a component in their curriculum for best practices in developing relationships with families.

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.

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