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 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 .

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.

scholarly journals PENERAPAN MODEL STUDENT TEAM ACHIEVEMENT DIVISION (STAD) UNTUK MENINGKATKAN PRESTASI BELAJAR MATERI PERDAGANGAN INTERNASIONAL UNTUK SISWA SMP

2020 ◽  
Vol 1 (1) ◽  
pp. 72-81
Author(s):  
Ms. Elfiah
Keyword(s):  
Student Achievement ◽  
Action Research ◽  
Average Score ◽  
Research Approach ◽  
Model Group ◽  
Research Subjects ◽  
Teachers And Students ◽  
Improve Student Achievement ◽  
Class Average ◽  
Student Team

Penelitian ini bertujuan mendeskripsikan penerapan model pembelajaran STAD untuk meningkatkan prestasi belajar siswa. Pembelajaran konvensional memiliki kelemahan dalam pembelajaran, yaitu kurang adanya timbal balik guru dengan siswa atau komunikasi antar siswa itu sendiri. Pembelajaran STAD menjadi salah satu pilihan alternatif untuk menumbuhkan kesadaran siswa sehingga dapat  berpikir kritis dalam menyelesaikan masalah. Jenis pendekatan penelitian ini adalah penelitian tindakan kelas dengan subjek penelitian siswa kelas XI SMP Negeri 1 Sampit. Terdapat peningkatan prestasi belajar siswa kelas IX dengan ketuntasan klasikal melebihi 90% dan nilai rata-rata kelas melebihi KKM sebesar 77. Siswa senang belajar kelompok model STAD disebabkan dapat bekerjasama dalam menyelesaikan masalah, tidak malu bertanya, lebih akrab dan suasana tidak menegangkan. This study aims to describe the application of the STAD learning model to improve student achievement. Conventional learning has weaknesses in learning, namely the lack of reciprocity between teachers and students or communication between students themselves. STAD learning is one of the alternative options to foster student awareness so that they can think critically in solving problems. This type of research approach is classroom action research with research subjects of class XI SMP Negeri 1 Sampit. There is an increase in the learning achievement of class IX students with classical completeness exceeding 90% and the class average score exceeding the KKM of 77. Students enjoy learning the STAD model group because they can work together in solving problems, are not ashamed to ask questions, are more familiar and the atmosphere is not tense. 

scholarly journals The future orientation for novice teacher induction program in vocational education

2018 ◽  
Vol 8 (1) ◽  
pp. 67
Author(s):  
Pramudi Utomo
Keyword(s):  
Vocational Education ◽  
Teacher Induction ◽  
Future Orientation ◽  
Induction Programs ◽  
Induction Program ◽  
The Future ◽  
Future Challenges ◽  
Technological Developments ◽  
Research Procedure ◽  
Changing Times

This paper presents the discussion with purpose to identify the orientation of teacher induction program in vocational education that is in line with changing times and future challenges. The problems associated with the teacher induction program in vocational education are whether the program has been oriented towards changes and future challenges. This research was conducted explanatory sequential mixed method approach. This study applies a six-step on research procedure. Respondents consisted of 52 novice teachers, 115 mentors, 15 principals, and 24 school supervisors. The subject of the qualitative research was nine resources persons. The respondents were given a Likert scale questionnaire to gather opinions and to be interviewed about the implementation of induction programs in vocational schools. Data were analyzed using PASW-18 and Atlas.ti software. The results of the study indicate that the future orientation of the induction program for novice vocational teachers involves many aspects in teacher professional development. These aspects include understanding of new target groups, developing job markets, technological developments, business/industry cooperation, regional development, new learning paradigms, and vocational education policy.

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.

Effective Mentoring: Critical to the Professional Development of First Year Physical Educators

2010 ◽  
Vol 29 (3) ◽  
pp. 245-261 ◽  
Author(s):  
G. Linda Rikard ◽  
Dominique Banville
Keyword(s):  
Beginning Teachers ◽  
Teacher Development ◽  
Professional Growth ◽  
Critical Time ◽  
First Year ◽  
Induction Programs ◽  
Induction Program ◽  
Accountability Measures ◽  
Mentoring Practices ◽  
The Us

The first year of teaching is a critical time for professional growth and teacher development requiring emotional and pedagogical support from an experienced mentor. To serve this need, many school districts and counties across the US have developed induction programs for beginning teachers. This study examined 20 First Year Teachers’ (FYT’s) experiences in a mentoring induction program conducted from 2006 to 2008. Data included phone interviews, questionnaires, and one-on-one interviews. Kram’s mentoring framework provided the theoretical model for describing stages of mentor-mentee relationships. In addition, a Continuum of mentor practices was developed to categorize the levels of mentor effectiveness as described by FYTs. Based on their perceptions, the effectiveness of mentoring practices varied greatly for these participants: nine teachers received adequate mentoring, while the remaining 11 teachers’ experiences indicated deficiencies. Mentors were trained and specifically matched with FYTs, yet, findings indicated that accountability measures were needed to adequately serve most of these FYTs.

scholarly journals Aprender a acompañar: Análisis de diarios reflexivos de mentores en un programa de inducción

2018 ◽  
Vol 22 (1) ◽  
pp. 461-480
Author(s):  
Carlos Marcelo ◽  
Carmen Gallego-Domínguez ◽  
Paulino Murillo-Estepa ◽  
Paula Marcelo-Martínez
Keyword(s):  
Dominican Republic ◽  
Teacher Induction ◽  
Novice Teachers ◽  
Point Of View ◽  
Educational Systems ◽  
Specialized Training ◽  
Induction Programs ◽  
Induction Program ◽  
Total Data ◽  
Teaching Programs

Resumen:El periodo de inducción es una etapa diferenciada en el camino de convertirse en docente. Los programas de inducción a la enseñanza están progresivamente instalándose en la mayoría de sistemas educativos. La figura del mentor ha recibido una considerable atención por parte de la investigación sobre formación del profesorado. El mentor es un docente con experiencia y saber docente reconocido y con formación especializada como formador, que ofrece su apoyo al profesorado principiante. En este artículo describimos el proceso de mentoría que se ha llevado a cabo a lo largo del desarrollo de un programa de inducción para el profesorado principiante en la República Dominicana. Los mentores que han participado en esta investigación son 32, distribuidos por varias zonas de todo el país. Los datos que analizamos en este artículo lo configuran los diarios que los mentores redactaron a lo largo del programa. Se solicitó a los mentores que redactaran un diario de actividades. El total de datos lo componen 1.176 páginas de texto, agrupadas en 32 diarios de mentores. Los resultados muestran una realidad que es consistente con la mayoría de los resultados de las investigaciones sobre profesorado principiante y programas de inducción. La prevalencia de los problemas relacionados con la metodología, la disciplina y la motivación son constantes en todos los trabajos que abordan los primeros años de enseñanza. Estos problemas los analizamos desde el punto de vista de los propios mentores que realizan el apoyo al profesorado principiante. Abstract:Induction period is a stage differential on the way of becoming a teacher. Induction teaching programs are gradually settling in most educational systems. The figure of the mentor has received considerable attention from the investigation into teacher training. The mentor is a teacher with experience and expertise recognized and specialized training as a trainer, which provides support to novice teachers teaching. In this article we describe the process of mentoring has been conducted throughout the development of an induction program for novice teachers in the Dominican Republic. Mentors who have participated in this research are 32, distributed by several areas across the country. The data analyzed in this article was the reflective diaries that mentors wrote during the program. The total data make it up 1,176 pages of text, grouped in 32 reflective diaries of mentors. We ask mentors to write a reflective diary of activities. The results show a reality that is consistent with the majority of the results of research on novice teachers and induction programs. The prevalence of problems related to the methodology, discipline and motivation are constants in all the works that address the first years of teaching. These problems are analyzed from the point of view of the mentors themselves who perform support for novice teachers.

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