Download or read book The Relationship Between Induction Services Provided by District Leaders and Principals and New teacher Retention in South Dakota written by Summer Christensen and published by . This book was released on 2015 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Relationship Between Induction Services Provided by the District and Role of the Principal in the Induction Process to New Teacher Retention in Suffolk County New York written by Thomas J. Heintz and published by . This book was released on 2007 with total page 282 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Induction written by Roberta Richin and published by Corwin Press. This book was released on 2003-03-14 with total page 176 pages. Available in PDF, EPUB and Kindle. Book excerpt: 'Induction' is designed to help administrators, teachers and education board members with all aspects of the recruitment and retention process. It contains many insights and lessons from teachers who found their professional experiences rewarding and who remained in the profession throughout their working lives.
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2008 with total page 700 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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 Putting Induction Into Practice written by Heather Higgins and published by . This book was released on 2009 with total page 213 pages. Available in PDF, EPUB and Kindle. Book excerpt: "This study describes beginning teacher support and retention in four high schools in a large school district in North Carolina. State and district policies mandate that all beginning teachers receive multiple layers of mentor support, including district mentors, school-level mentors, school buddies, and school Induction Coordinators. Little is known about how individual schools enact the induction policies set forth by the district, or about individual teacher's response to the activities within a given school context. This qualitative research study on the nature of the implementation of induction at four different high school sites and beginning teachers' experiences in these contexts during their first two years provided information about the kinds of support that beginning teachers need and receive, and the impact that induction practices had on their decisions to stay, move to another school, or leave the profession. Data collection from 25 first and second year teachers and 13 Support Providers (district administrators, school administrators, mentors, and Induction Coordinators) provided evidence regarding what factors were helpful to them for transitioning into their professional roles and what factors most influenced their decisions to stay or leave. The general research question for this study is: "How do participants (Support Providers and beginning teachers) involved with induction perceive the relationship between school context, support, and teacher retention at their respective schools?" Two specific research and several sub-questions guided this study: 1) How do participants perceive support for beginning teachers at their schools? How do they perceive the implementation of induction policies and practices at their schools? How do participants perceive other types of support at their schools? 2) Why do some beginning teachers choose to leave, and why do some beginning teachers choose to stay in their schools? How do participants perceive support needs in relationship to the unique needs of their school? How do participants perceive retention for beginning teachers at their schools? The research found that Support Providers and Beginning Teachers cited similar sources of support for beginning teachers, including induction-related activities, mentors, administrators, and colleagues. Some teachers found induction supports cumbersome, time consuming, and misaligned to their needs. Support Providers reported that a primary role in support of beginning teachers was to provide a menu of options for beginning teachers to choose from. District personnel felt that they set up a strong structure of support for beginning teachers, but that they felt constrained by their case-load to work with schools with large numbers of beginning teachers. All participants felt that beginning teachers who left their school were not adequately prepared for and supported in their particular school environment. Beginning teachers who stayed did so because of their passion for working with their students and satisfaction from seeing students make academic gains, regardless of whether or not they felt supported by their administration. These teachers had a personal commitment to their school and students and felt supported enough to continue in their respective schools. Each of the four schools presented a unique teaching context. As a result, the needs of the beginning teachers varied greatly depending on the school's needs and their individual preparation and expectations for the role. Induction was embedded in each school's particular culture, and as a result, district level induction policies played out differently at each school."--Abstract from author supplied metadata.
Download or read book Resources in Education written by and published by . This book was released on 1998 with total page 364 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book American Doctoral Dissertations written by and published by . This book was released on 2002 with total page 776 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Impacts of Comprehensive Teacher Induction written by Steven Glazerman and published by . This book was released on 2008 with total page 27 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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 Case Study of the Effects of a School District s Teacher Induction Program written by Douglas Lee Kern and published by . This book was released on 2004 with total page 432 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book School based Induction Programs Compared to a School university Partnership Induction Program written by Linda L. Kaiser and published by . This book was released on 2004 with total page 142 pages. Available in PDF, EPUB and Kindle. Book excerpt: While national statistics show that 20-50% of teachers leave the profession within the first three years, one emerging type of induction program delivered as a partnership effort between schools and universities appears to be addressing the retention issue. Follow-up statistics of a Midwest partnership program show that retention rates of 97% after eight years were notably higher than national rates of retention. Research was conducted to compare the perceptions of first year teachers in a partnership induction program with perceptions of first year teachers in other, school-based induction programs. The findings of this research are that beginning teachers in the partnership induction program reported less concerns during the first year of teaching and had more active support from mentor teachers. It was also determined that the elements of support beginning teachers in both types of induction programs found helpful were: involved principals, classroom assistance from mentors, and collaborative colleagues. Findings of this research contribute can be used to improve the quality of induction for beginning teachers.
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 The Relationship Between Teacher Induction and Teacher Satisfaction written by Charles A. Kyle and published by . This book was released on 2017 with total page 176 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study was designed to investigate the relationship between participation in a formalized teacher induction program and teacher satisfaction. Teacher turnover, attrition, and the forecasted teaching shortage have made teacher induction programs a tool to train and retain new teachers to the teaching profession and new to school districts throughout the State of Illinois. This study used the Abbreviated Job Descriptive Index (AJDI) to assess levels of satisfaction among teachers. An electronic survey was sent to all 148 "middle school, junior high schools" in the 54 Large Unit District Association in the State of Illinois. A total of 297 teachers responded to the survey. Results of the study showed a significant effect of participation in a formalized teacher induction program on general teacher satisfaction. Teachers who participated in a formalized teacher induction program had higher levels of satisfaction compared with teachers who did not participate in a formalized teacher induction program. Supporting research questions demonstrated that teachers who had a favorable teacher induction experience had higher levels of satisfaction compared with teachers who did not have a favorable teacher induction experience. A marginally significant moderating effect of ethnicity was evident, with White teachers who participated in a formalized induction program having higher levels of satisfaction than White teachers who did not participate in a formalized induction program, while non-White teachers who participated in a formalized induction program had lower satisfaction than their non-White peers who did not participate.
Download or read book Beneficial Induction Services for Georgia Teachers written by Mable Webb Anderson and published by . This book was released on 2008 with total page 213 pages. Available in PDF, EPUB and Kindle. Book excerpt: Author's abstract: The teaching profession has a historically high rate of attrition occurring especially in those teachers in the first five years of their careers. This high attrition is costly to the school systems and deprives the neediest students of the quality education that teaching experience brings. Induction programs have been initiated as a promising strategy posed to decrease this high attrition rate. The purpose of this study was to identify induction services that were available for beginning teachers and to assess how these services were beneficial for teachers during their induction. Specifically this study sought to identify the induction services as a coordination of efforts between principals and mentors. This study was conducted in a small suburban school district located in the Middle Georgia area. The study involved 15 participants of whom five were beginning teachers, five were mentors, and five were principals. Two beginning teachers along with their mentors and principals represented the elementary school level and two beginning teachers along with their mentors and principals represented the middle school level. There was one high school level beginning teacher representative along with his mentor and principal. 2 Findings of the study were congruent with the literature in terms of the identification of induction services that are needed by beginning teachers. Most beginning teachers felt that the support that they were provided through mentors, principals, administrative teams, grade level teams and the entire staff helped them to have a successful and satisfying first year. Induction services that were needed but not provided were identified by the new teachers, mentors and principals. Recommendations of beginning teachers, mentors and principals for enhancing the induction program at the school level include developing formal policies/procedures to ensure continuity, consistency and quality induction activities; allocating time for mentor/mentee collaboration and communication; approaching new teacher induction proactively; mandatory Teacher Support Specialist training for administrators and development of a formal Individual Induction Plan for each new teacher.
Download or read book The Rural Educator written by and published by . This book was released on 1995 with total page 394 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Country Life Bulletin written by and published by . This book was released on 1924 with total page 78 pages. Available in PDF, EPUB and Kindle. Book excerpt:
