Download or read book Impact of Teacher Induction in 1 A Missouri Public Schools on Teacher Retention written by Paul Vossler and published by . This book was released on 2004 with total page 130 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Impact of Induction on Teacher Retention written by Melissa J. Bonds and published by . This book was released on 2015 with total page 198 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Download or read book Teacher Induction Variables written by Mary Judith Goggins Selke and published by . This book was released on 1992 with total page 290 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Retention of Beginning Teachers in Title I Secondary Schools and the Role of Efficacy and Teacher Induction Support written by Megan Elizabeth Green and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: A large amount of research has been conducted in the area of teacher retention as it relates to the impact teachers have on student achievement and closing the achievement gap. Retaining highly effective teachers each year helps ensure students are provided with high quality and rigorous instruction. Teacher retention is imperative in areas of high poverty, where schools experience the greatest amount of teacher shortages each year (Reitman and Karge, 2019). This sequential mixed methods study investigates the role that teacher support plays in the retention of beginning teachers in secondary Title I schools and examines the relationship between the support the teacher receives and the likelihood they will return to teaching. The study found that teachers who receive support from a mentor throughout the year were most likely to plan to return teaching in the following year. Teachers without a consistent mentor were more likely to not return to teaching or be unsure of returning to teaching in the following year. While the school district facilitates the identification of the mentors during the teacher induction program, it is the responsibility of the teacher and mentor to actively participate in the relationship. The findings of this study will be shared with the school district to support future implementation of beginning teacher support and mentor teachers.
Download or read book The Effects of Teacher Induction Programs on Teacher Retention in Early Childhood written by Heather Marie Reames and published by . This book was released on 2016 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effects of a Mathematics and Science Innovative Teacher Induction Program on Novice Teacher Retention written by and published by . This book was released on 2006 with total page 158 pages. Available in PDF, EPUB and Kindle. Book excerpt: According to the No Child Left Behind Act, all teachers have to be highly qualified by the end of the 2005-2006 school year. High rates of mathematics and science teacher attrition makes reaching the goal of having highly-qualified teachers in each classroom quite challenging. High teacher attrition rates negatively impact students, teachers, schools, and school districts. The purpose of this study is to analyze the effects of The Center for New Teacher Success (the Center), a math and science teacher induction program, on novice mathematics and science teacher retention in a large, urban school district. Independent sample t-test were conducted to determine if there was a difference in retention rates between novice teachers served by the Center and retention rates for the District. Results indicate that Center participants remained teaching in the District at significantly higher levels than non-participants (p=.05). Multivariate logistic regression was used to determine if there was a difference in factors of novice teachers served by the Center that returned after their first year of teaching and those that left during and after their first year. Results indicate the largest increase in likelihood that a teacher would return for their second year of teaching was meeting with a Master Teacher at least nine times throughout the course of the year. Survey analysis was used to assess which aspects of the Center that participants felt were beneficial to their teaching practices. Center participants reported beneficial aspects of the Center include receiving individualized support from Master Teachers, participating in professional development opportunities, and the availability of teaching resources. Through the implementation of thorough induction programs, new teachers will remain in the profession longer, allowing them to further develop the skills and knowledge needed to reach proficiency and maximize student performance.
Download or read book The Effect of a New Teacher Induction Program on New Teachers Reported Teacher Goals for Excellence Mobility and Retention Rates written by Bonnie J. Perry and published by ProQuest. This book was released on 2008 with total page 364 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Teacher Induction in North Carolina written by Lisa Nanette Mitchell and published by . This book was released on 2008 with total page 214 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Support for beginning teachers in North Carolina is mandated by the State Board of Education and supported through legislative mandates and. Teacher induction programs have been developed to help support and guide new teachers toward a successful career; however each Local Educational Agency (LEA) has the flexibility to establish the induction program in their district, creating a variety of models of induction across the state supporting beginning teachers (BTs). The goal of this research was to better understand the impact of induction programs in North Carolina on beginning teachers' retention. This mixed-methods study examined the current state of induction in 11 of North Carolina's LEAs in order to better understand how varying models of induction impact beginning teachers and to gather the LEAs' and BTs' perspectives about induction. The research questions investigate how the components of induction programs are implemented in North Carolina's LEAs and the perceptions of both the LEAs and BTs about the importance of these components in influencing teacher retention. This study focused on several components of LEA's induction programs (e.g., orientation, mentoring, professional development, and other resources) and explored the impact of these programs by examining the relationships between the components of induction and beginning teacher retention. The study used quantitative and qualitative data collection and analysis to document, describe and compare approaches to induction and BT perception about them. The results indicated that a wide variety of induction components are used across the 11 participating North Carolina LEAs, including various types of orientation, mentoring, and professional development. All 11 participating LEAs reported that their induction programs were beneficial in supporting their beginning teachers. However, the 378 participating BTs provided varying reports about their perceptions of the induction components offered in their districts. Overwhelmingly, BTs acknowledged that their mentor and/or resources were the most induction beneficial component."--Abstract from author supplied metadata.
Download or read book New Teacher Induction Practices Within a Selected Missouri Public School District written by Sharon Grace Kosek and published by . This book was released on 2006 with total page 332 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative research study reflects upon the public school induction practices and processes as perceived by beginning traditionally certified secondary teachers and beginning alternatively certified secondary teachers in a selected Missouri public school district. Through theory triangulation of school language, collegial ties, and reacculturation, Malcolm Baldrige award-winning schools, new teacher induction documents from the selected Missouri public school district, and new teacher interview transcript results were compared. It was determined there were no differences in school induction processes and practices in the perception of the teachers noted. The study was done in order to affect positive policy change to retain teachers. A lack of successful school induction processes and practices by school leadership is evidenced by the continuing, costly high new teacher turnover rate. New induction practices must be put into place to help reduce new teacher turnover. School leadership needs to make continual positive policy change in inducting new teachers. Recommendations to increase successful new teacher induction are included.
Download or read book Effective Teacher Retention written by Kelly A. McNabb and published by . This book was released on 2011 with total page 188 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this heuristic case study was to develop a rich understanding of the effectiveness a teacher induction program has on transitioning and retaining novice teachers on the suburban secondary level. Induction programs are defined as a comprehensive, coherent, and sustained professional development process that is organized by a school district to train, support, and retain new teachers and seamlessly progress them into a lifelong learning program. Case studies of six novice teachers located in two high schools in the same Midwest suburban school district were used to investigate the research questions: What factors of a current teacher induction program in the District support teacher retention? What factors do the teacher participants in the current induction program identify as critical to their return? What do teachers identify as key strategies to be used as part of the current program to support novice teachers? All six of the participants in the study had completed the two-year induction program provided by the District and had returned as current employees. Reflection documents submitted to Human Resources, exit surveys provided by the Professional Development department, and individual interviews were utilized for data collection and analysis. Findings supported the conceptual framework of Socio-cultural Theory, Professional Socialization, Induction and Mentoring, and Teacher Accountability. A synthesis of the research revealed strengths and growth opportunities in the current program regarding mentoring, induction, time constraints and meeting the needs of novice teachers as they matriculate into the system.
Download or read book The Effect of a Standards based Integrated Pre service Teacher Education Program on Teacher Retention written by Rebecca Beach and published by . This book was released on 2005 with total page 406 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Teacher Induction Programs written by Samuel Rogers and published by . This book was released on 2014 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Components of Effective Teacher Induction Programs and the Impact of Experienced Mentors written by Craig Patrick McBride and published by . This book was released on 2012 with total page 334 pages. Available in PDF, EPUB and Kindle. Book excerpt: Based on data from the 2007-08 Schools and Staffing Survey (SASS), 2008-09 Teacher Follow-up Survey (TFS) and 2009-10 Beginning Teacher Longitudinal Study (BTLS) datasets, this study examined a prediction model for new teacher retention that combined variables from both the presence of induction program components and mentoring traits. New teacher retention was selected as an important criterion because attrition causes a large financial burden on already budget-limited districts, and teacher turnover impacts teacher effectiveness and student learning. Results of a logistic regression analysis indicated that the presence of an induction program (W1T0220), the presence of a mentor (W2MNTYN), the use of seminars or classes for beginning teachers (W1T0223), and regular supportive communication with a principal or other administrator (W1T0225) during the first year of teaching were significant predictors for teacher retention in a sample of N = 1992 new teachers. Two-way frequencies revealed that new teachers who did not participate in an induction program left teaching in years two and three at nearly twice the rate of those who had induction. Similarly, teachers who had seminars or classes for beginning teachers and regular supportive communication with their principals, department chairs, or other administrators left teaching in years two and three at half the rate of those new teachers who did not have either of those induction components. Additionally, teachers who worked with a mentor during their first year of teaching left teaching in years two and three at half the rate of those teachers who did not have a mentor. Generalized induction programs utilizing each of the significant predictors are presented with the expectation that their use could decrease teacher attrition and result in greater overall teacher effectiveness and student learning
Download or read book Bridging the Gap from College to the Classroom written by Beth Ann Kyle and published by . This book was released on 2018 with total page 190 pages. Available in PDF, EPUB and Kindle. Book excerpt: At the national, state, and district level there are alarming statistics about the number of teachers leaving the profession within their first five years of teaching. According to the National Center for Educational Statistics (2015) "Among all beginning teachers in 2007-2008, 10 percent did not teach in 2008-2009, 12 percent did not teach in 2009-2010, 15 percent did not teach in 2010-2011, and 17 percent did not teach in 2011-2012." This study focused on the impact of an action research project to develop a new teacher induction program consisting of mentoring and professional learning at a small, urban elementary school. The study focused on the following research questions: 1) What do new teachers identify as critical components of a school-based induction program? 2) What do new teachers perceive as the most crucial elements of a mentoring program to support their self-efficacy? 3) What do the action research team members identify to be the essential components of a new teacher induction program? The study utilized focus groups, professional learning session evaluations, and the Teacher Sense of Self-Efficacy Scale by Tschannen-Moran and Hoy to determine the program impact and essential components of the induction program using action research as the primary methodology. The study indicates that a site-based action research program can have positive effects on new teacher self-efficacy and practice. Essential components in the success of the program include matching mentors and mentees appropriately, an ongoing cycle of professional learning and mentoring support, and providing experiences for the mentor-mentee to work on a common project or task to ground their work and to help them build a positive relationship.
Download or read book Jsl Vol 20 N4 written by JOURNAL OF SCHOOL LEADERSHIP and published by Rowman & Littlefield. This book was released on 2010-09-16 with total page 129 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Journal of School Leadership is broadening the conversation about schools and leadership and is currently accepting manuscripts. We welcome manuscripts based on cutting-edge research from a wide variety of theoretical perspectives and methodological orientations. The editorial team is particularly interested in working with international authors, authors from traditionally marginalized populations, and in work that is relevant to practitioners around the world. Growing numbers of educators and professors look to the six bimonthly issues to: deal with problems directly related to contemporary school leadership practice teach courses on school leadership and policy use as a quality reference in writing articles about school leadership and improvement.
Download or read book Recruitment and Retention of Teachers in Missouri Public Schools written by Missouri. Division of Teacher Quality and Urban Education and published by . This book was released on 2001 with total page 19 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Retaining Qualified Teachers Through Effective School based Induction written by Junella D. Handley and published by . This book was released on 2007 with total page 188 pages. Available in PDF, EPUB and Kindle. Book excerpt: Data also revealed that schools with high teacher retention tended to be older schools, smaller schools, and schools with fewer percentages of students who received free and reduced lunch. When compared to principals in low retention schools, the principals in high retention schools tended to have more teaching experience, were assigned to their present school for several years, and were older. High retention schools showed significantly less teacher migration and attrition than low retention schools. Recommendations based on this study include investigating how school culture relates to teacher retention and examining teacher migration in more detail. Research is needed to determine how mobility of a school district, new construction, rezoning, allocation cuts, and the reappointment process for teachers affects teacher migration rates of schools. In addition, further study could be done to target specific induction components to determine how to make them effective at the school level. Mentoring, team-building activities, and scheduling are components of induction that need further study.
