The Perceptions and Effects of One School District's Teacher Induction Program PDF Download

Author: Beth Ann Moore
Publisher:
ISBN:
Category : Education, Elementary
Languages : en
Pages : 350

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Book Description
Teacher induction programs are seen as a means to support and guide new teachers in bridging the gap between pre-service preparation and assuming the role as a professional. This qualitative case study looked at the perceptions of second year teachers new to the teaching profession and the effects of the induction program they experienced. The in-depth study explains the relationship between an induction program in a suburban Indiana school district in addition to the intentions and motivating factors associated with the program. The participants in the study consisted of five, second year elementary teachers, two building principals, and the Human Resource Director of the school district. The methods of data collection included one-on-one interviews with all participants, group interviews with the teachers, and observations of New Teacher Induction Seminars for first year teachers led by the Human Resource Director. The effects associated with the new teacher induction program are reflected through an interpretive lens. My research question was: What are the perceptions of new teachers completing the induction program and remaining in the school district beyond the critical first few years? The dynamics and complexity of new teacher induction programs have been proven to give support to new teachers in the critical first few years, and this study supported the induction process in regards to the social process and transitioning from pre-service preparation to classroom teacher. The induction process was not the salient factor the teacher participants attributed to their job satisfaction and to their remaining in the school district. The support, nurturing, and guidance provided through mentoring, principal's encouragement, and colleagues were the key components the teachers regarded as significant to their teaching success during years one and two.

Author: Karla W. Eidson
Publisher:
ISBN:
Category :
Languages : en
Pages :

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Book Description
Teacher induction programs are a means to support and guide new teachers in bridging the gap between pre-service preparation and assuming the role as a professional educator. This qualitative case study reviews the perceptions of second-year teachers regarding the induction program, Beginning Educators Support and Training (BEST) they experienced. The in-depth study explores the relationship between an induction program in a small urban Texas school district and the second-year teachers participating in that program. The participants in the study were three, second-year elementary teachers. The methods of data collection were one-on-one interviews, a questionnaire, and journal responses from all participants. My research question was: What are the second-year teachers' perceptions of the BEST program? In addressing this question, this study obtained responses to four sub-questions: 1) Do the second-year teachers? perceptions of the BEST program correlate with their perceived effectiveness as teachers? 2) What are the problems new teachers face? 3) How do second-year teachers perceive the impact administrators have on induction programs and new teachers? and, 4) What components of the induction program are recognized by these second-year teachers? Research supports the assertion that new teacher induction programs have been proven to provide support to new teachers in the critical first few years, and this study supported the induction process in relation to the new teacher socialization process and transitioning from pre-service preparation to classroom teacher of record. The induction process was not the salient factor the teacher participants attributed to their job satisfaction and to their remaining in the school district. However, the support, nurturing, and guidance provided through the mentoring culture fostered by the BEST program were significant to the subjects' teaching success during their critical first years of teaching.

Author: Douglas Lee Kern
Publisher:
ISBN:
Category : Teachers
Languages : en
Pages : 432

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Author: Michael E. Holtzapple
Publisher:
ISBN:
Category : First year teachers
Languages : en
Pages : 115

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Book Description
This qualitative case study examined the perceptions of second year teachers, their mentors, and school administrators regarding the effects of maintaining a new teacher induction program for the second year of the teachers' careers. The study was conducted in a single school district in South-central Pennsylvania, in which a two-year induction program for new teachers was in place. Using surveys, interviews, and archival data, the study attempted to discern common themes and differences among the perceptions of the 18 respondents from the three participant groups. Results indicated broad but not unanimous perceptions of positive effects from the extension of induction to year two. Common themes included perceptions of a deepening of the mentor-novice relationship and a greater focus on improving instructional practices in year two. Negative perceptions focused primarily on issues of relevance within the induction program for non-traditional new teachers or new teachers other than those in the regular classroom. Additional negative perceptions included concerns about the logistical difficulties arising when mentors and inductees were in different buildings or grade levels.

Author: Carol A. Bartell
Publisher: Corwin Press
ISBN: 0761938591
Category : Education
Languages : en
Pages : 209

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The book also contains a special emphasis on under-prepared teachers and urban schools-those most in need of effective induction and mentoring and also the group that benefits the most from these types of programmes

Author: Melissa J. Bonds
Publisher:
ISBN:
Category : First year teachers
Languages : en
Pages : 198

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Book Description
Retention of beginning teachers continues to be the struggle for districts, including large urban districts, similar to Milwaukee Public Schools. The purpose of the study is to identify the aspects of induction which impact first year teacher retention within a large urban district. The study was conducted in a large urban school system and focused on beginning teachers and their perceptions of the support they received. Beginning teachers were defined as individuals in their first year of teaching. The study examined those beginning teachers new to teaching during the 2013-2014 school year. These beginning teachers could've been hired at any point in the year. The study was guided by two sub-questions: What are the new teachers' perceptions of the informational, emotional, instructional support received, resource allocation, and the overall support provided to them during their participation in the teacher induction program at the district level and school level? What activities of the induction program are identified as being most and least valued by the new teacher in the induction program at the school and at the district? This study employed a sequential mixed method exploratory study design and was gathered in phases in which both qualitative and quantitative procedures were used. The research implemented the use of a survey, interviews and focus groups sequentially. In the first phase of the study, beginning teachers were surveyed online using Survey Monkey. The data was then analyzed using Survey Monkey and SPSS. In both the second and third phase of the study, beginning teachers were randomly selected from the original list of new hires. In phase two, the participants were invited to participate in an interview and in the third phase to participate in a focus group. Due to the role of the researcher, the interviews and focus groups were conducted by a research assistant. The findings indicate that beginning teachers who participate in a comprehensive induction program, which includes, professional development, a mentor at the school and from the district, and peer support are more likely to be retained adding continuity and expertise to a school district.

Author: Roberto Martinez
Publisher:
ISBN:
Category :
Languages : en
Pages :

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Book Description
The purpose of this study was to evaluate the new teacher perceptions of the New Teacher Induction Program in a suburban school district in southwest Texas. The evaluation provided district leaders with critical feedback from the new teachers on their background, perceptions of their first year of teaching and the teacher induction program. The study consisted of analysis and evaluation of the district-administered New Teacher Induction Survey that was sent via a unique survey link to 240 new teachers to the district during the 2013-2014 school year. The quantitative study involved descriptive statistical analysis of closed survey responses. The results of this quantitative study revealed information as to the various backgrounds of new teachers in a suburban school district in southwest Texas. It was found that the district had higher averages than the state of new teachers to the profession, along with alternatively certified teachers. The study also revealed new teacher perceptions during their induction period of mentoring and coaching, as well as perceptions about school culture and climate, administration support, teacher performance and evaluation, and professional learning. Descriptive statistics revealed that the new teachers to the district perceived their mentoring and coaching experiences to be marginal. Overall support provided by mentors was not perceived by new teachers to be at a high level, but new teachers felt positively about the accessibility of their mentors. The new teacher perceptions of their school's culture and climate were positive. An overwhelming majority felt a sense of belonging and that the whole school community was invested in their development. It was revealed that new teachers received marginal administration support during their first year of induction; particularly in the areas of individual face to face meetings, classroom observations, and the modeling of lessons and behavior management strategies. The study found that new teachers had a positive experience with the teacher performance and evaluation process. An overwhelming majority felt that information given to them by their administration was in line with the Professional Development and Appraisal System (PDAS) process, and that this information was clear and understandable. Also, it was revealed that new teachers had positive experiences with professional learning on classroom management and building relationships. New teachers did not perceive their professional learning opportunities on working with diverse parent and student groups to be effective. In particular, working with special education students and families was the highest reported need for additional professional learning. In addition to providing perspectives of why induction is necessary due to obvious benefits and teacher attrition rates, the study considered the unique recruitment and retention demands of a rapidly growing suburban school district in southwest Texas. The study provides a historical perspective of induction and describes the components of a successful induction program. Results from the study will allow stakeholders in the district to consider the new teacher perceptions on the success of each component and determine the overall effectiveness of the New Teacher Induction Program, which may influence future practice.

Author: Jian Wang
Publisher: R&L Education
ISBN: 1607097648
Category : Education
Languages : en
Pages : 270

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Book Description
This anthology on teacher induction research is intended for researchers, policy makers, and practitioners in the field of teacher induction both nationally and internationally. This book is the final and major project of the Association of Teacher Educators' (ATE) Commission on Teacher Induction and Mentoring. Its importance is derived from three sources: (1) careful conceptualization of teacher induction from historical, methodological, and international perspectives; (2) systematic reviews of research literature relevant to various aspects of teacher induction including its social, cultural, and political contexts, program components and forms, and the range of its effects; (3) substantial empirical studies on the important issues of teacher induction with different kinds of methodologies that exemplify future directions and approaches to the research in teacher induction. The content of the book has direct implications for ATE's membership since part of the ATE mission is to provide opportunities for personal and professional growth of the Association membership whether members are researchers, policy makers, or practitioners in teacher learning and/or teacher induction.

Author: Arleen Norris Reinhardt
Publisher:
ISBN:
Category : Employee retention
Languages : en
Pages :

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Book Description
Due to teacher shortages, school districts have offered incentives and alternative licensure programs. Recently, however, school districts have shifted the focus from recruitment to one of teacher retention which places an emphasis upon beginning teacher induction programs. These programs help teachers improve in their craft of teaching, help teachers remain satisfied with their jobs, help teachers enculturate into the districts in which they work, and help to improve student achievement. This quantitative study examined fifth year teachers' perceptions of their induction programs in terms of teacher retention. The 280 eligible teachers from three different school districts were asked to participate by completing an electronic survey, which asked questions regarding their experiences and perceptions of their induction program, and by participating in a focus group session. No statistical significance was shown between the different components of the induction program and teacher retention. However, by examining the means of responses given and the frequencies, reviewers may be able to glean information, indicating which components were more positively perceived by teachers. Findings suggest that learning styles, attitudes, and professional growth needs have more of an impact upon teacher perception of the value of the different components. In order to retain good teachers in the classroom, staff developers need to offer a wide range of professional growth opportunities. For the staff developer, designing an induction program which meets the needs and learning styles of all beginning teachers becomes problematic.

Author: Michele A. Ferdinand
Publisher:
ISBN:
Category :
Languages : en
Pages :

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Book Description
Across the nation school districts are faced with the dual challenge of growing student enrollment and high teacher turnover. At the same time, each year new teachers enter the profession lacking the appropriate skills required to meet the needs of students in classrooms across the nation. When teachers participate in new teacher induction, research indicates that attrition rates decrease, while teacher satisfaction and commitment levels increase. A qualitative case study method was utilized to elicit and analyze novice teachers' perspectives on the new teacher induction program in a large school district in Texas. The purpose of the study was to understand the extent to which first-year teachers perceived that the program met the needs of new teachers during their induction year, and the extent to which the program influenced their decision to remain in the district. The research problem presented in this qualitative case study was framed by the Mutual Benefits Model which is derived from Social Exchange Theory. Data were collected through the analysis of archived documents, researcher reflexivity, field notes, audio recordings and transcripts from a focus group interview, and two individualized interviews with four first-year teachers from various schools within the district. First Cycle Coding was utilized to identify concepts, and emerging themes from the interview transcripts and field notes. In this study, four specific components were examined: professional development training, collaborative support through professional learning communities, feedback and evaluation, and mentoring support. The findings suggest that the first-year teachers' experiences with the new teacher induction program were supportive and collaborative. Additionally, findings indicated that the experiences and participation in the new teacher induction program positively influenced two of the four study participants to remain in the district. One study participant did not reveal a reason for remaining, and the fourth participant cited personal reasons for remaining in the district and profession. The findings of this study can contribute to the existing research and the current new teacher induction program framework by clarifying the roles of new teachers, campus administrators and mentors. Implications suggest that the district could enhance the new teacher induction program by providing differentiated professional development for first-year teachers new to the profession, not just to the district. Additionally, implications for more research for policy should consider the elements of alternative certification programs, specifically web-based models, on pedagogy.