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 Dissertation Abstracts International written by and published by . This book was released on 2008 with total page 734 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 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 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 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 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 Social Capital and Well being of Teachers and Principals Social Support and Beyond written by Simon Beausaert and published by Frontiers Media SA. This book was released on 2023-02-08 with total page 137 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 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 Induction Process and Its Effect on Retention and Self efficacy written by Brad Davis and published by . This book was released on 2021 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: There are many things new teachers must learn during their first year in order to effectively teach their students. The struggle during this first year causes many new teachers to become frustrated by a seemingly unmanageable workload, feelings that they are not getting the support they need, and feelings of failure that might cause them to ultimately leave the profession. High attrition rates due to these factors are detrimental to school districts financially, academically, and culturally. Districts can combat high attrition rates by offering a comprehensive and sustained induction program with a strong mentoring component to new staff. The purpose of this study was to gain an overall understanding of teacher perception on how their district mentoring program affected their sense of efficacy, their perception of support, and their overall desire to stay in the profession. It also attempted to identify the effect of any changes made in the program after the N.J. induction program mandate. Lastly, the study compared the differences in perception of induction among middle, elementary, and high school teachers within the district. The findings of this study indicated that the overall perception of the district was inconsistent. Participants referred to many variables that affected their perception but most indicated that the mentoring component was what affected their feelings of efficacy and comfort the most. While the findings did not indicate a significant difference in the perception of induction between grade levels taught and building assignments, it was apparent that experiences varied. This study could be used by districts that are experiencing high attrition rates and who are experiencing a lack of morale or a sense of community in their buildings. It can also be used by districts that want to revamp a current induction program based on newer trends in education such as remote learning and increased reliance on technology in the classroom. (ProQuest abstract).
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 Developing a Teacher Induction Plan written by Barbara L. Brock and published by Corwin Press. This book was released on 2005-12-08 with total page 169 pages. Available in PDF, EPUB and Kindle. Book excerpt: Help teachers move past the grind of daily survival to the fulfillment of career-long professional development! Imagine someone telling you that, within three years, your new teachers would leave the profession for which they trained so hard. That′s what is happening to 30% of today′s promising new teachers who are not given the mentoring, direction, and professional development that is so desperately needed to keep them focused and enthusiastic. To handle this growing challenge of teacher attrition, teacher induction experts Barbara L. Brock and Marilyn L. Grady offer a comprehensive program-crafted with school leaders and staff developers in mind-which provides strategies both for supporting beginning teachers, and for retaining and developing these promising, highly qualified teachers. Written in an accessible workbook style format, this guide covers: Designing a multiyear developmental program including the orientation process, mentoring, directed activities, seminars, and workshops The responsibilities of the induction team Assessment of current issues, including attrition and past retention efforts Program evaluation from initial assessment to the sharing of results When beginning teachers receive the support they need, not only do they truly contribute to their schools, but they also set out to do what they chose to do-prepare today′s students for tomorrow′s world.
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 Quality Induction written by Mary Therese Hendricks-Harris and published by . This book was released on 2012 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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 Role of Instructional Leadership on Teacher Induction written by Jeremy Burnham and published by LAP Lambert Academic Publishing. This book was released on 2015-12-11 with total page 392 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book examines the perceived impact of teacher induction programs on public high school novice and beginning career-change teachers. This study seeks to explore the differences in perceptions of public high school novice teachers versus public high school beginning career-change teachers in regards to the efficacy of induction programs. The research consisted of principal interviews, teacher surveys, and analysis of district induction documents from six large, public, distinct, suburban public high schools from three distinct school districts in Illinois. The findings of this study reviewed district models of induction, how teachers are inducted into the profession, and the role of the principal in teacher induction."
