The Most Effective Component Of A Teacher Induction Program
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The Most Effective Component Of A Teacher Induction Program
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Author : Jimmy Miringoff
language : en
Publisher:
Release Date : 2009
The Most Effective Component Of A Teacher Induction Program written by Jimmy Miringoff and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2009 with Elementary school teachers categories.
This study researched the different components of the Beginning Teacher Support and Assessment (BTSA) program to determine how this induction program affects the retention of newly hired teachers. This California teacher induction program has three main components: workshops, mentoring, and a portfolio. This research studied the effects of the three basic components of BTSA by distributing a descriptive survey to teachers who have completed the BTSA program. Additionally, the literature review analyzed the need for educational induction programs based on the high rate of teachers who leave the profession in their first five years of teaching. The findings from this study suggest the mentoring component of the BTSA program was the most beneficial. Teachers expressed the importance ofhaving a mentor who was at the same school site and grade level to provide meaningful support. The data also revealed the written portfolio was the least important component ofBTSA. The majority ofteachers felt their time could have been better spent working with their mentor and observing others teach. Lastly, most of the teachers who completed the survey plan on teaching for the rest of their career. This indicated BTSA has potential as a successful retention program.
A Longitudinal Trend Study Of A University Based Teacher Induction Program
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Author : Vickie V Moon Merchant
language : en
Publisher:
Release Date : 2006
A Longitudinal Trend Study Of A University Based Teacher Induction Program written by Vickie V Moon Merchant and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2006 with categories.
This longitudinal trend study (Gall, Borg & Gall, 1996) examined the effectiveness of a one-semester university-based teacher induction program as compared to a two-semester university-based teacher induction program based on the observation scores of classroom teaching behaviors urban novice teachers exhibited during the first year of teaching. These scores were further analyzed in relation to the socio-economic level of the school and the grade level taught. Additionally, the study explored the past participants' perceptions of the teacher induction program components of a one-semester program and a two-semester program during their fifth year of teaching. Their perceptions were also examined in relation to the socio-economic level of the school and the grade level taught. The study examined the observation scores of classroom teaching behaviors of 145 urban novice teachers participating in either a one-semester or two-semester university based teacher induction program. The urban novice teachers demonstrated growth over time as measured by the first and final observation scores of classroom teaching behaviors. However, the length of the university-based teacher induction program did not affect the observation scores of classroom teaching behaviors. Further, neither the socio-economic level of the school nor the grade level taught affected the observation scores of classroom teaching behaviors. Although the three components of the university-based teacher induction program received high means, 82 past participants of a one-semester or a two-semester teacher induction program responding to the Teacher Induction Program Participant Survey (TIPPS) recognized formative observation as the most effective component. Peer support and professional development were perceived second and third respectively. No statistical significant differences of the one-semester or two-semester past participants' perceptions of peer support, professional development or formative observation were found related to the socio-economic level of the school or the grade level taught.
Past Present And Future Research On Teacher Induction
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Author : Jian Wang
language : en
Publisher: R&L Education
Release Date : 2010-07-16
Past Present And Future Research On Teacher Induction written by Jian Wang and has been published by R&L Education this book supported file pdf, txt, epub, kindle and other format this book has been release on 2010-07-16 with Education categories.
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.
Mentors Perceptions Of The Effectiveness Of The Components And Technological Venues Implemented In Online Teacher Induction Programs For Novice Teachers
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Author : Kimberly K. Livengood
language : en
Publisher:
Release Date : 2006
Mentors Perceptions Of The Effectiveness Of The Components And Technological Venues Implemented In Online Teacher Induction Programs For Novice Teachers written by Kimberly K. Livengood and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2006 with categories.
A synthesis of the technological venues utilized was provided through a statistical analysis of the mentors' responses. The mentors' perceptions of the effectiveness of incorporated technological venues were statistically examined. Additionally, their perceptions of professional development, emotional support, reflection, and formative observation components in relation to the program's characteristics were also examined through the analysis of their responses to the online questionnaire.
Cultivating High Quality Teaching Through Induction And Mentoring
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Author : Carol A. Bartell
language : en
Publisher: Corwin Press
Release Date : 2004-08-14
Cultivating High Quality Teaching Through Induction And Mentoring written by Carol A. Bartell and has been published by Corwin Press this book supported file pdf, txt, epub, kindle and other format this book has been release on 2004-08-14 with Education categories.
Develop induction programs that focus on improved practice rather than just survival skills! "All beginning teachers face significant challenges during their induction into the teaching profession. This book provides a cogent, thoughtful, and practical guide to working in the areas of teacher induction and mentoring, and is a must read for academics, program developers, and practitioners alike." Sandra Odell, Professor University of Nevada, Las Vegas "Bartell argues that induction is about more than retaining teachers. It is about helping all teachers become more professional and better at what they do . . . and, most important, it is about improving student learning." From the Foreword by Linda Darling-Hammond Charles E. Ducommun, Professor of Education Stanford University The first few years of teaching are the most challenging. During these years, teachers are most likely to become discouraged and disillusioned. Yet these early years are also the time when teachers establish practices that last throughout their careers. Cultivating High-Quality Teaching Through Induction and Mentoring focuses on new teachers′ needs while emphasizing high-quality teaching through the use of standards-based teaching, teacher assessments, and reflective practice. Through extensive research, Carol Bartell has identified the critical elements in shaping induction policies that lead to teacher retention and improved student achievement. Because teachers begin with different levels of preparation, Bartell addresses how to adjust programs to meet differing needs in a variety of school contexts. Bridging the gap between knowledge and practice, this handbook includes: A description of the challenges that new teachers face The key elements of an effective induction plan The role of mentoring in a successful induction program Information on induction in the most challenging setting-urban schools Models and approaches to assessment during the induction period Throughout, this book emphasizes a developmental approach to encouraging teachers to a higher level of practice that extends beyond the usual survival skills. Don′t just prepare teachers to teach, prepare them to teach better!
New Teacher Induction
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Author : Annette L. Breaux
language : en
Publisher:
Release Date : 2003
New Teacher Induction written by Annette L. Breaux and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2003 with Education categories.
Discusses the importance of training, supporting, and retaining new teachers, presents a step-by-step process for structuring an induction program, and features a list of replicable induction programs.
Quality Beginning Teacher Induction Programs An Effort To Retain Teachers
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Author : Heather Rose Lancaster
language : en
Publisher:
Release Date : 2019
Quality Beginning Teacher Induction Programs An Effort To Retain Teachers written by Heather Rose Lancaster and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2019 with categories.
The purpose of this study was to evaluate beginning teacher supports in order to discover the most successful components in retaining beginning teachers. The Local Education Agency (LEA) that participated in this study includes rural school settings as well as schools located in more urbanized areas of the district. Beginning teachers with two to six years of teaching experience were asked to participate in this study, as well as beginning teacher mentors, and school administrators within the participating LEA. This study revealed the major finding that strong, supportive relationships between the beginning teacher and the beginning teacher mentor, administrators, and other school staff is a major reason why beginning teachers decide to remain in their classroom. There were other themes identified in this study that provide a better understanding as to why beginning teachers remain in the classroom. Based on the analyzed feedback from this study, suggestions for improving the beginning teacher induction program include ensuring meaningful pairings and physical proximity of beginning teacher and beginning teacher mentor and reevaluation of the program requirements for first year teachers. These findings will hopefully serve as a plan for educational leaders to effectively support and retain beginning teachers in the classrooms. Improvements for the beginning teacher induction program and teacher preparation programs are suggested in an effort to help increase retention rates among our beginning teachers, with the ultimate goal of increasing overall student achievement. These suggestions are based on research results from this study.
Past Present And Future Research On Teacher Induction
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Author : Jian Wang
language : en
Publisher: R&L Education
Release Date : 2010
Past Present And Future Research On Teacher Induction written by Jian Wang and has been published by R&L Education this book supported file pdf, txt, epub, kindle and other format this book has been release on 2010 with Education categories.
"A good teacher is the most important school-based determinant of student success, so it stands to reason that when we accelerate the effectiveness of our newest teachers ... we begin to close the achievement gap in our schools... Anyone interested in learning more about how teacher induction and mentoring accelerates the effectiveness of new teachers---from theory to program impact---will find this book a valuable resource."---Ellen Moir, chief executive officer, New Teacher Center --
A Case Study Of The Retention Supporting Needs Of Beginning Teachers In A West Central Georgia School System
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Author : Vicki Thrailkill Pheil
language : en
Publisher:
Release Date : 2022
A Case Study Of The Retention Supporting Needs Of Beginning Teachers In A West Central Georgia School System written by Vicki Thrailkill Pheil and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2022 with First year teachers categories.
Even though the State of Georgia has issued suggested guidance for new teacher induction programs, not all school systems follow that guidance and varying induction practices have been implemented. Because replacing exiting teachers in the first 5 years of their career has become costly to school systems—both financially and academically regarding student achievement—it is in all stakeholders’ best interest to support new teachers to increase retention rates. The purpose of this case study was to describe 1st-year teachers’ experiences in a West Central Georgia school system induction program and to identify the retention-supporting needs these new teachers reported as part of a successful induction program. This case study included a document analysis review of the school system’s Induction Program Handbook and interviews with six teachers (two elementary, two middle, and two high school) at two points of time in the academic year. Coding the interviews for themes, I used a conceptual framework based on research-proven practices that are strong components for induction programs. This study provides an understanding of what these 1st-year teachers experienced in the induction program and what supports they identified as being most useful to them as they completed their 1st year of employment in a public PreK-12 school system. The results support existing research that outlines induction program needs to increase new teacher intention rates and describes how these supports can be structured to meet all stakeholders’ needs. Purposeful mentoring from a trained mentor, collaboration with multiple professionals, and individualized professional learning activities tailored to the unique needs of each 1st-year teacher were identified as strong retention supporting induction program components
A New Teacher Induction Program
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Author : Richard S. Allen
language : en
Publisher:
Release Date : 1996
A New Teacher Induction Program written by Richard S. Allen and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 1996 with Teacher orientation categories.
"Teacher induction programs are fundamental to familiarizing teachers with district policies, as well as fostering feelings of support and success. New teachers need to know where to turn for specific information, and they need to know that questions are a normal part of beginning a new position. Programs and procedures that ease this transition from student to professional will make beginning teachers feel more comfortable about their new position and will elicit their best performance." A collaborative teacher induction program can be an effective means of strengthening the performance of the beginning teacher. The major purposes of the experience are to help beginning teachers develop security and confidence that will improve their teaching, to encourage them to remain in the profession, and to eliminate the isolation they might experience. An accompanying benefit, a planned interactive in-service program for all participating staff will yield value for the inductees, mentors, administrators and support staff. On a broader scale, the experience may be viewed as an effort to improve the teaching profession by retaining the most effective teachers and ultimately, to improve the quality of education in the nation's schools. The result of this project will be the development of a teacher induction program, through which the beginning teacher will make the transition from student-teacher to effective educator a less stressful journey."--Author's abstract.