Author: William Richard Hall (Jr.)
Publisher:
ISBN:
Category : Elementary school principals
Languages : en
Pages :
Book Description
This study investigates the perceptions surrounding the role Virginia elementary school principals play in supporting the induction of new teachers. Attention is given to the type of the principal's support, the frequency of support, and the perceived importance assigned that support. Because the Virginia Department of Education has encouraged the use of one of three specific models of induction (the ETS Pathwise model, Fairfax Virginia's Great Beginnings model, or the New Teacher Center "Santa Cruz" model) or a locally, research-based model, additional attention is placed on the impact training and experience in one of these models has and the degree to which varying levels of that training influences those perceptions. In this non-experimental, comparative study, a census of new teachers and principals throughout the Commonwealth of Virginia was conducted, using an adaptation of an instrument developed by Gurule-Gonzales (1995). Follow-up telephone interviews were conducted to confirm findings from the survey. Results indicate there are statistically significant differences in some principal and new teacher perceptions of the Virginia elementary principals' role in supporting programs of induction. These are found more often in the perceptions regarding frequency than regarding importance. Statistically significant differences were found among principals' perceptions of certain categories of support when considering the amount of training and the type of induction program utilized. While statistically significant differences in teachers' perceptions could not be determined because of the small n, there appear to be practical differences based upon the type of induction program and the amount of new teacher program training. There are a number of implications resulting from this study. New teachers need to be integrated into the life of the school, and programs of induction should be certain to include the careful pairing of mentors with new teachers. Frequent observation and feedback by the principal are necessary to support new teachers. Principals must maintain a frequent presence throughout the work with the new teachers and must be more transparent regarding support efforts. The type of program and the amount of training provided principals and new teachers alike are also critical aspects of induction.
Perceptions of the Virginia Elementary Principal's Role in Supporting New Teacher Induction
Author: William Richard Hall (Jr.)
Publisher:
ISBN:
Category : Elementary school principals
Languages : en
Pages :
Book Description
This study investigates the perceptions surrounding the role Virginia elementary school principals play in supporting the induction of new teachers. Attention is given to the type of the principal's support, the frequency of support, and the perceived importance assigned that support. Because the Virginia Department of Education has encouraged the use of one of three specific models of induction (the ETS Pathwise model, Fairfax Virginia's Great Beginnings model, or the New Teacher Center "Santa Cruz" model) or a locally, research-based model, additional attention is placed on the impact training and experience in one of these models has and the degree to which varying levels of that training influences those perceptions. In this non-experimental, comparative study, a census of new teachers and principals throughout the Commonwealth of Virginia was conducted, using an adaptation of an instrument developed by Gurule-Gonzales (1995). Follow-up telephone interviews were conducted to confirm findings from the survey. Results indicate there are statistically significant differences in some principal and new teacher perceptions of the Virginia elementary principals' role in supporting programs of induction. These are found more often in the perceptions regarding frequency than regarding importance. Statistically significant differences were found among principals' perceptions of certain categories of support when considering the amount of training and the type of induction program utilized. While statistically significant differences in teachers' perceptions could not be determined because of the small n, there appear to be practical differences based upon the type of induction program and the amount of new teacher program training. There are a number of implications resulting from this study. New teachers need to be integrated into the life of the school, and programs of induction should be certain to include the careful pairing of mentors with new teachers. Frequent observation and feedback by the principal are necessary to support new teachers. Principals must maintain a frequent presence throughout the work with the new teachers and must be more transparent regarding support efforts. The type of program and the amount of training provided principals and new teachers alike are also critical aspects of induction.
Publisher:
ISBN:
Category : Elementary school principals
Languages : en
Pages :
Book Description
This study investigates the perceptions surrounding the role Virginia elementary school principals play in supporting the induction of new teachers. Attention is given to the type of the principal's support, the frequency of support, and the perceived importance assigned that support. Because the Virginia Department of Education has encouraged the use of one of three specific models of induction (the ETS Pathwise model, Fairfax Virginia's Great Beginnings model, or the New Teacher Center "Santa Cruz" model) or a locally, research-based model, additional attention is placed on the impact training and experience in one of these models has and the degree to which varying levels of that training influences those perceptions. In this non-experimental, comparative study, a census of new teachers and principals throughout the Commonwealth of Virginia was conducted, using an adaptation of an instrument developed by Gurule-Gonzales (1995). Follow-up telephone interviews were conducted to confirm findings from the survey. Results indicate there are statistically significant differences in some principal and new teacher perceptions of the Virginia elementary principals' role in supporting programs of induction. These are found more often in the perceptions regarding frequency than regarding importance. Statistically significant differences were found among principals' perceptions of certain categories of support when considering the amount of training and the type of induction program utilized. While statistically significant differences in teachers' perceptions could not be determined because of the small n, there appear to be practical differences based upon the type of induction program and the amount of new teacher program training. There are a number of implications resulting from this study. New teachers need to be integrated into the life of the school, and programs of induction should be certain to include the careful pairing of mentors with new teachers. Frequent observation and feedback by the principal are necessary to support new teachers. Principals must maintain a frequent presence throughout the work with the new teachers and must be more transparent regarding support efforts. The type of program and the amount of training provided principals and new teachers alike are also critical aspects of induction.
The Extent to which Connecticut Elementary School Principals are Implementing Best Practices in the Teacher Induction Process, as Perceived by Beginning Teachers, Mentors, and Principals
A Study of the Perceptions of the Role of the Elementary School Principal in West Virginia
Author: Karla R. Case
Publisher:
ISBN:
Category : Educational change
Languages : en
Pages : 302
Book Description
Publisher:
ISBN:
Category : Educational change
Languages : en
Pages : 302
Book Description
Beginning Elementary Principals' Perceptions of Support Provided During Their First Year of Practice
Principal's Supporting Role in New Teacher Induction
Author: Cynthia Louise Carver
Publisher:
ISBN:
Category : Elementary school principals
Languages : en
Pages : 620
Book Description
Publisher:
ISBN:
Category : Elementary school principals
Languages : en
Pages : 620
Book Description
Principals' Perceptions of Selected Features of Teacher Evaluation Programs in Virginia Public Schools
Author: Helen Randolph Stiff
Publisher:
ISBN:
Category : Educational surveys
Languages : en
Pages : 540
Book Description
Publisher:
ISBN:
Category : Educational surveys
Languages : en
Pages : 540
Book Description
Supporting New Teachers
Author: Stefanie R. Sorbet
Publisher: Rowman & Littlefield
ISBN: 1475868499
Category : Education
Languages : en
Pages : 111
Book Description
Supporting New Teachers: Insight for Principals and Others to Help New Teachers in Their Initial Years provides a framework for critical components every new teacher needs to be successful and feel supported in their first year of teaching. It also serves as a guide for administrators to ensure their new teachers are equipped with the tools needed to be successful. Based on interviews with new teachers, the authors offer recommendations for which resources and activities novices felt were needed to successfully navigate their first year of employment. Their suggestions emphasized the need to create new teacher induction activities and mentoring programs that are based on the specific needs of novice teachers versus veteran teachers.
Publisher: Rowman & Littlefield
ISBN: 1475868499
Category : Education
Languages : en
Pages : 111
Book Description
Supporting New Teachers: Insight for Principals and Others to Help New Teachers in Their Initial Years provides a framework for critical components every new teacher needs to be successful and feel supported in their first year of teaching. It also serves as a guide for administrators to ensure their new teachers are equipped with the tools needed to be successful. Based on interviews with new teachers, the authors offer recommendations for which resources and activities novices felt were needed to successfully navigate their first year of employment. Their suggestions emphasized the need to create new teacher induction activities and mentoring programs that are based on the specific needs of novice teachers versus veteran teachers.
Perceptions of New Teachers and Building Principals Regarding the Effectiveness of Site-based Teacher Induction
Author: Lester Edward Davis
Publisher:
ISBN:
Category : Teacher orientation
Languages : en
Pages : 254
Book Description
ABSTRACT: The purpose of this study was to determine the perceptions of new teachers and building principals regarding the effectiveness of site-based teacher induction practices and compare the differences in the perceptions of these two groups. The induction practices in the study related to three areas of concern in teacher induction: reasonableness of teaching and extra duty assignments, colleagues' support, and adequacy of feedback and encouragement provided by building principals. Two-hundred and fifty-four new teachers and twenty-eight building principals participated in the study. Data was collected through a survey instrument with statements that represented specific induction practices. The findings of the study indicated a statistically significant difference in the perceptions of new teachers and building principals in all three areas of concern. In the area of reasonableness of teaching and extra duty assignments, building principals perceived these to be reasonable, while new teachers did not. New teachers and building principals did perceive the new teachers' colleagues to be supportive. However, building principals had more positive perceptions than did new teachers. Regarding the adequacy of feedback and encouragement provided by building principals, both new teachers and building principals perceived the level of feedback and encouragement to be adequate, but new teachers' perceptions were less positive than the perceptions of building principals.
Publisher:
ISBN:
Category : Teacher orientation
Languages : en
Pages : 254
Book Description
ABSTRACT: The purpose of this study was to determine the perceptions of new teachers and building principals regarding the effectiveness of site-based teacher induction practices and compare the differences in the perceptions of these two groups. The induction practices in the study related to three areas of concern in teacher induction: reasonableness of teaching and extra duty assignments, colleagues' support, and adequacy of feedback and encouragement provided by building principals. Two-hundred and fifty-four new teachers and twenty-eight building principals participated in the study. Data was collected through a survey instrument with statements that represented specific induction practices. The findings of the study indicated a statistically significant difference in the perceptions of new teachers and building principals in all three areas of concern. In the area of reasonableness of teaching and extra duty assignments, building principals perceived these to be reasonable, while new teachers did not. New teachers and building principals did perceive the new teachers' colleagues to be supportive. However, building principals had more positive perceptions than did new teachers. Regarding the adequacy of feedback and encouragement provided by building principals, both new teachers and building principals perceived the level of feedback and encouragement to be adequate, but new teachers' perceptions were less positive than the perceptions of building principals.