Download or read book First Year Teachers Perceptions of Effective Induction Program Components written by Kathyleen Bliss and published by . This book was released on 2013 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book First year Teachers Perceptions of what Constitutes Effective Induction Programs in North Carolina written by Sarah F. Hensley and published by . This book was released on 2002 with total page 210 pages. Available in PDF, EPUB and Kindle. Book excerpt: ABSTRACT: The purpose of this study was to determine the characteristics of induction programs in North Carolina's public school systems and how first-year teachers who participated in these programs perceived them. This study examined the perceptions of a select group of North Carolina teachers in order to begin formulating a description of first-year teaching experiences. Ninety-six first year teachers from two public school systems in Piedmont North Carolina participated in the research. The teachers represented all three levels: elementary, middle, and high school. Data was gathered through a First-Year Teacher Survey. Once all data was collected, items were being measured using a nominal level scale (i.e., helpful and not helpful) nonparametric statistics were used to test for differences between groups. Differences between level of school (i.e., elementary, middle, and high school) were tested using Kruskal-Wallis, and differences between genders (female and male) were tested using Mann-Whitney U. The findings of this study indicated there were statistically significant differences in perceived helpfulness between school levels and gender with induction program/activity, mentor program/activity, administrative support and overall assistance/components.

Download or read book Beginning Teachers Perceptions of Activities Assistance and Support Provided in North Carolina Induction Programs written by Misty Lee Cowan-Hathcock and published by . This book was released on 2004 with total page 326 pages. Available in PDF, EPUB and Kindle. Book excerpt: The researcher examined perceptions of third-year teachers on the effectiveness of induction activities, assistance, and support. Four hundred fifty-one third-year teachers from 14 public school systems in the southwest region of North Carolina participated in the study. Urban, suburban, and rural school systems at the elementary, middle, and high school levels were included. The researcher used the Beginning Teacher Induction Practices Questionnaire to survey third-year teachers. From the survey data, descriptive statistics and frequencies counts were obtained for demographic information items and specific induction activities, assistance, and support. Means and standard deviations were analyzed for the effectiveness of teacher induction program components. Participants perceived 13 of 19 induction activities and 11 of 15 types of induction assistance as effective. All types of support by mentor, administrator, and other teachers were perceived as effective by participants. Based on the researcher's findings in this study, third-year teachers in the southwest region of North Carolina indicated overall assistance provided in induction programs was sufficient to experience success during the first years of teaching.

Download or read book Novice Teachers Perceptions of Their First Year Induction Program in Urban Schools written by Phyllis A. Charleston-Cormier and published by . This book was released on 2010 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The study examined and evaluated perceptions of first year teachers on the effectiveness of induction activities, assistance, and support following participation in their induction program. This was a quantitative study of novice teachers in an urban school district. Teachers from all teaching disciplines, both at the elementary and secondary level, participated in the study. The researcher used the Novice Teacher Perceptions Assessment to survey 171 teachers. Of the 171 surveys distributed, 144 were returned and analyzed for this study. From the survey data, descriptive statistics and frequency counts were obtained for demographic information items and specific induction activities, assistance, and support. All data were analyzed for the effectiveness of teacher induction program components. The results of this study revealed that novice teachers were provided with six factors that were important to them. The factors were: information concerning the school and its culture; support for emotional stress; assistance in instructional strategies; the allocation of resources; and overall support of the induction program in relation to mentors and reflection. Perceptions were consistent among the demographics; namely, the subject taught, grade level taught, gender, age, ethnicity and environment. Novice teachers ranked ten activities they valued while in the induction program. The activities most valued were the support they received in assistance with discipline problems; feedback from observations, and the opportunity to observe other teachers. On the contrary, novice teachers least valued the support given to them relating to the physical aspect of their classrooms. This included classroom arrangement, designing bulletin boards and learning centers.

Download or read book Second year Teacher Perceptions of a Teacher Induction Program written by Karla W. Eidson and published by . This book was released on 2011 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.

Download or read book Cultivating High Quality Teaching Through Induction and Mentoring written by Carol A. Bartell and published by Corwin Press. This book was released on 2005 with total page 209 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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

Download or read book Past Present and Future Research on Teacher Induction written by Jian Wang and published by R&L Education. This book was released on 2010-07-16 with total page 270 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.

Download or read book Effectiveness of Induction Programs for Teachers in Urban Schools written by Joseph Marie Carter and published by . This book was released on 2004 with total page 121 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative case study examined urban teachers' perceptions of the effectiveness of the diocesan beginning teacher induction program in regard to the job satisfaction, teaching competence, and professional confidence of inductees in inner city parochial schools. Analysis of data gathered via survey responses of 10 beginning teachers and 7 mentors, a focus group session with 5 beginning teachers, and interviews with program coordinators indicated that participants found the program effective in its positive impact towards promoting inductees' professional development. The study discussed the various components of the induction program and specific concerns of urban teachers. As a result of participation in the program, inductees and mentors perceived themselves as more competent, confident, and satisfied with teaching in urban schools.

Download or read book Perceptions of Untenured Teachers on the Effectiveness of District Induction Programs written by Sam Ahmed and published by . This book was released on 2021 with total page 300 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study is to explore how induction programs impact untenured teachers' overall experiences and perceptions. This study focused on stories, experiences, and values that were explicitly discussed by each participant related to their district's induction program. In general, strong induction programs provide an intense level of professional development to all untenured teachers on content, instruction, and best practices related to students and classrooms (Danielson, 2008). Albert Bandura's social learning theory (1977) explicitly discusses how we learn from our surrounding peers through observation and imitation. A descriptive case study through interpretive inquiry was used to help uncover data and answer our research questions. A total of 21 participants were selected for the study and participants were grouped as first-year teachers, second-year teachers, and third-year teachers. Data was collected through focus group interviews, semi-structured individual interviews, and document analysis. Data was analyzed through three cycles of coding. Four themes emerged from data analysis and they are as follows: Theme 1: Untenured teachers seeking collaboration. Theme 2: Untenured teachers' expectations, opinions, and ideas on induction program agenda items. Theme 3: Untenured teachers' differences in experience and understanding of the induction program. Theme 4: Untenured teachers' understanding of PLC, co-teaching, and on-going mentoring. Findings of the study showed that participants had a misunderstanding of certain induction program components even though there were many requests for them. Many participants are interested in what literature shows to be important for teacher development, which the current induction program does not offer. Additionally, untenured teachers' overall experiences differed across first-year teachers, second-year teachers, and third-year teachers. Implications of the study and recommendations for future research were provided based on the data that were analyzed.

Download or read book Teacher Induction and Mentoring written by Juanjo Mena and published by Springer Nature. This book was released on 2022-01-01 with total page 300 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book draws together various theoretical and research-based perspectives to examine the institutionalization of mentoring processes for beginning teachers. Teacher induction, defined as the guidance provided to new teachers, is increasingly gaining traction as a key stage in promoting quality education. Major efforts have been put into reducing transitional challenges from being a student teacher to a practicing teacher; optimizing professional relationships and socialization into school dynamics; and increasing teacher retention. Mentoring has been proven to add benefits in assisting beginning teachers during the early years of their teaching career, because it provides the required knowledge and skills to face uncertain school scenarios and the complexities of practice. However, teacher induction programs are not part of regular instruction in many countries. The lack of teacher training during the induction phase might result in lower levels of commitment, professional isolation, or even attrition. This book calls for more concrete mentoring processes for early career teachers, and questions how this can be put into practice.

Download or read book New Teacher Induction written by Annette L. Breaux and published by . This book was released on 2003 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.

Download or read book Understanding Beginning Elementary School Teachers Perceptions and Experiences of the Hawai I Teacher Induction Program in the Laulima Complex written by Jaime Anne Carrier and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The rate at which teacher turnover is taking place in Hawai'i is a concern for many administrators and staff members in K-12 schools because of the negative impact it is having throughout the schools. Hawai'i ranks first in the country for teacher turnover rate. According to the Learning Policy Institute, 4.9% of teachers in Hawai'i are uncertified, which is nearly double the national average (2.6%). In the 2018-2019 school year, Hawai'i experienced 1,029 vacant teaching positions out of approximately 13,000. It is estimated that more than 60,000 students are taught by an under-qualified teacher every year in Hawai'i (Walker, 2020). The Hawai'i Teacher Induction Program has been implemented with the intent to increase student achievement along with retaining beginning teachers by offering them instructional support. All beginning teachers, in the Hawai'i State Department of Education, are required to participate in a three-year induction program. Beginning teachers are provided with intensive mentorship for the first two years, and a third year of less intensive mentorship, along with an option to participate in professional learning communities and attend outings to help get acclimated and familiar with the Hawaiian culture. However, very little is known about how beginning teachers perceive the induction program or what components beginning teachers find most and least beneficial. Through this qualitative, exploratory, case study, semi-structured, in-depth interviews were conducted to explore how beginning elementary school teachers experience and perceive the Hawaii Teacher Induction Program in the Laulima Complex. Purposive sampling was used to identify potential participants. Nine teachers, across four elementary schools throughout the Laulima Complex on Maui, were interviewed. Thematic analysis yielded the following findings: beginning teachers from the mainland experience feelings of isolation, teaching is more stressful than expected, the Educator Effectiveness System is challenging and overwhelming, mentoring was the only component experienced by all beginning teachers, availability of mentors differed from school to school, mentors provided professional and emotional support, the decision to stay in teaching was based more on individual factors rather than experiences with the Hawai'i Teacher Induction Program, and many beginning teachers felt mentoring was one factor to consider when making a decision to stay in education.

Download or read book Fifth Year Teacher Perceptions of Induction Programs Upon Teacher Retention written by Arleen Norris Reinhardt and published by . This book was released on 2011 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.

Download or read book Examining the Teacher Induction Process in Contemporary Education Systems written by Öztürk, Mustafa and published by IGI Global. This book was released on 2018-08-10 with total page 395 pages. Available in PDF, EPUB and Kindle. Book excerpt: Before today’s teachers are ready to instruct the intellectual leaders of tomorrow, they must first be trained themselves. Every teacher experiences an induction process that can make their early years as an educator nerve-racking. Focusing on this period of time in a teacher’s career can lead to greater teacher retention and success. Examining the Teacher Induction Process in Contemporary Education Systems addresses the construct of teacher induction through theoretical and empirical research. It also provides an in-depth conceptualization of being a novice teacher through micro-political realities of teaching in different geographical and cultural regions. While highlighting topics including adaptation challenges, mentor-mentee interaction, and teacher retention, this book is ideally designed for school administrators, early career teachers, educational researchers, educational professionals, and academicians seeking current research on early career educator adaptation and practices.

Download or read book The Perceptions and Effects of One School District s Teacher Induction Program written by Beth Ann Moore and published by . This book was released on 2007 with total page 350 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.

Download or read book A Longitudinal Trend Study of a University based Teacher Induction Program written by Vickie V Moon Merchant and published by . This book was released on 2006 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.

Download or read book An Evaluation of the New Teacher Perceptions of the New Teacher Induction Program in a Suburban School District in Southwest Texas written by Roberto Martinez and published by . This book was released on 2014 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.