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 Teacher Retention written by Janet B. Anthony and published by . This book was released on 2008 with total page 290 pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation evaluated a beginning teacher induction and mentor program currently used in a rural, county school system in western North Carolina and its effectiveness in the retention of teachers. The system has 29 schools, around 16,690 students, and employs approximately 1200 certified staff members. Information was gathered about the conditions that necessitated the program, procedures and practices used by the system to provide support and assistance to beginning teachers, whether or not established processes were being followed, and the impact of the program on beginning teacher retention. Individual and focus groups at the elementary, middle, and high school levels were conducted. A survey about the current beginning teacher induction program was completed by beginning teachers, mentors, and school principals. An open-ended questionnaire was used to provide additional input from beginning teachers. Data were analyzed using triangulation by identifying recurring themes from all sources to determine the effectiveness of the program. -- Results indicate that the Beginning Teacher and Mentor Program met the mandate of the state of NC to assist with the retention of beginning teachers. Program components were identified as helping to address the needs of teachers during their first years of service. Specific sessions were found to provide relevant information about teacher expectations. Mentor support was determined to be a vital part of the total program. Principal support, likewise, was noted to be of importance to beginning educators. Established processes are being adhered to by the system, mentors, and principals. The beginning teacher retention rate for the 2007-2008 school year was 91.5%. -- Findings of the study support the benefits of an induction program, mentors for beginning teachers, and principal support in the retention of beginning teachers.

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 Comprehensive Teacher Induction written by E.D. Britton and published by Springer Science & Business Media. This book was released on 2011-06-28 with total page 432 pages. Available in PDF, EPUB and Kindle. Book excerpt: Based on a three-year study, the authors describe how comprehensive teacher induction systems can both provide teacher support and promote learning more about how to teach. This book calls for re-thinking what teacher induction is about, whom it should serve, what the ‘curriculum’ of induction should be, and the policies, programs, and practices needed to deliver it.

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 A Case Study of the Retention Supporting Needs of Beginning Teachers in a West Central Georgia School System written by Vicki Thrailkill Pheil and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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

Download or read book The Efficacy of a Teacher Induction Program in Providing Assistance and Support to First year Teachers written by Linda Sue Parker and published by . This book was released on 1986 with total page 460 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Study of Induction Programs for Beginning Teachers The problem of beginning teachers a digest of helping programs written by and published by . This book was released on 1980 with total page 352 pages. Available in PDF, EPUB and Kindle. Book excerpt:

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 Evaluating the Impact of the Beginning Teacher Induction Program on the Retention Rate of Beginning Teachers written by Adriane Lenette Watkins Mingo and published by . This book was released on 2012 with total page 320 pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation examined the Beginning Teacher Induction Program of a rural school system in North Carolina. The effects of mentoring, induction sessions, administrative support, ongoing staff development, and other support offered at the system level to beginning teachers were carefully analyzed. -- The researcher used eight themes based on the objectives of the school system's Beginning Teacher Support Program: improving beginning teachers' skills and performance; supporting teacher morale; communications; collegiality; building a sense of professionalism and positive attitude; facilitating a smooth transition into the first and second years of teaching; putting theory into practice; preventing teacher isolation; building self-reflection; and retaining quality teachers. All data were categorized into four primary domains: personal, management, instructional, and socialization. The researcher found that mentoring, need-based professional development, and administrative support are critical for effective induction programs. Data were gathered from stakeholders through interviews, focus group discussions and surveys, and were analyzed for frequency of the themed responses. -- Recommendations for further research are included based on an analysis of the data revealed in this study. Disaggregation of the data in this study determined support is successful in reducing the attrition rate for beginning teachers in the school system.

Download or read book Examining the Relationship Between First year Teacher Perceptions New Teacher Induction and Teacher Retention in the 21st Century written by Michele A. Ferdinand and published by . This book was released on 2016 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Across the nation school districts are faced with the dual challenge of growing student enrollment and high teacher turnover. At the same time, each year new teachers enter the profession lacking the appropriate skills required to meet the needs of students in classrooms across the nation. When teachers participate in new teacher induction, research indicates that attrition rates decrease, while teacher satisfaction and commitment levels increase. A qualitative case study method was utilized to elicit and analyze novice teachers' perspectives on the new teacher induction program in a large school district in Texas. The purpose of the study was to understand the extent to which first-year teachers perceived that the program met the needs of new teachers during their induction year, and the extent to which the program influenced their decision to remain in the district. The research problem presented in this qualitative case study was framed by the Mutual Benefits Model which is derived from Social Exchange Theory. Data were collected through the analysis of archived documents, researcher reflexivity, field notes, audio recordings and transcripts from a focus group interview, and two individualized interviews with four first-year teachers from various schools within the district. First Cycle Coding was utilized to identify concepts, and emerging themes from the interview transcripts and field notes. In this study, four specific components were examined: professional development training, collaborative support through professional learning communities, feedback and evaluation, and mentoring support. The findings suggest that the first-year teachers' experiences with the new teacher induction program were supportive and collaborative. Additionally, findings indicated that the experiences and participation in the new teacher induction program positively influenced two of the four study participants to remain in the district. One study participant did not reveal a reason for remaining, and the fourth participant cited personal reasons for remaining in the district and profession. The findings of this study can contribute to the existing research and the current new teacher induction program framework by clarifying the roles of new teachers, campus administrators and mentors. Implications suggest that the district could enhance the new teacher induction program by providing differentiated professional development for first-year teachers new to the profession, not just to the district. Additionally, implications for more research for policy should consider the elements of alternative certification programs, specifically web-based models, on pedagogy.

Download or read book IMPACT OF THE MULTI CLASSROOM TEACHER MODEL IN ADDRESSING BEGINNING TEACHER SELF EFFICACY AND RETENTION written by Colleen Ann Burt and published by . This book was released on 2021 with total page 167 pages. Available in PDF, EPUB and Kindle. Book excerpt: A growing number of beginning teachers are leaving teaching within their first three years, with half leaving the profession in the first five years (Ingersoll, 2012; Stewart et al., 2021). In an attempt to slow this level of attrition, school districts are creating ambitious induction programs. At the time of the study, Pitt County Schools Multi-Classroom Teacher Program (MCT), sought to provide support to beginning teachers over a three-year period. The purpose of this study was to examine beginning teacher self-efficacy and teacher retention. Using Bandura's Social Cognitive Theory of Self-Efficacy (Bandura, 1997; Tschannen-Moran & Woolfolk Hoy, 2001), as a conceptual framework this study examined Beginning Teachers (BTs) self-efficacy and retention during the implementation of the MCT Program. While studying the self-efficacy of 20 beginning teachers participating in the MCT program over a 1- year period, I worked directly with a group of four Beginning Teachers (BTs) and two Multi- Classroom Teacher (MCTs) to implement a small-scale improvement strategy to increase BT self-efficacy. The scholarly practitioner proposed to administer the Teachers' Sense of Efficacy Scale (TSES) (Tschannen-Moran & Woolfolk Hoy, 2001) to the 20 BT participants at the beginning of the study and once again after the small-scale improvement strategy was implemented to determine the impact on BT self-efficacy. Due to the Global Coronavirus Pandemic during this study, the scholarly practitioner shifted the study to explore inflated BT self-efficacy ratings in classroom management compared to how their MCTs rated their teaching efficacy in classroom management.

Download or read book QUALITY BEGINNING TEACHER INDUCTION PROGRAMS AN EFFORT TO RETAIN TEACHERS written by Heather Rose Lancaster and published by . This book was released on 2019 with total page 132 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.

Download or read book Examining the Impact of Implementing Effective Onboarding on Beginning Teacher and New Hire Turnover in a Title i Elementary School written by Rolie Adrienne Webb and published by . This book was released on 2022 with total page 184 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teacher retention has been a growing nationwide concern for years that has exponentially worsened as a result of the COVID-19 global pandemic. Schools serving students from low socioeconomic backgrounds tend to be most negatively affected by high rates of teacher turnover. This study examined the impact of implementing effective onboarding on beginning teachers and new hires in a Title I elementary school in an effort to reduce teacher turnover. A mixed methods action research design was utilized whereby an onboarding program was implemented across three phases of improvement using the Plan, Do, Study, Act model. Data were collected using surveys and interviews with the teacher participants. Teacher preparation, teacher retention, benefits and compensation, mentor support, onboarding, and self-efficacy were factors analyzed. Teacher and staff turnover continued to occur throughout each phase of the study. The findings indicate that while the onboarding program implemented had a positive effect on the participants, the results were inconclusive overall due to the numerous confounding variables that arose and could not be controlled by the scholarly practitioner.

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 Teacher Induction written by Judy Reinhartz and published by NEA Professional Library. This book was released on 1989 with total page 132 pages. Available in PDF, EPUB and Kindle. Book excerpt: The following articles are included in this publication on beginning teacher induction: (1) "The Teacher Induction Process: Preserving the Old and Welcoming the New. An Introduction" (Judy Reinhartz); (2) "A Synthesis of Research on Teacher Induction Programs and Practices" (Leslie Huling-Austin); (3) "School-Building-Level Variables and the Induction of New Teachers" (James D. Greenberg and Maurice C. Erly); (4) "Characteristics of Beginning Teachers in an Induction Context" (Sandra J. Odell); (5) "Providing Effective Induction Program Support Teachers: It's Not as Easy as It Looks" (Louise Bay Waters and Victoria L. Bernhardt); (6) "Independent Action: Case Studies of Its Role in Beginning Teachers' Induction (Carol P. Etheridge); (7) "Multiple Support: A Promising Strategy for Effective Teacher Induction" (Marvin A. Henry); (8) "Beginning Teachers: Sink or Swim?" (Leonard J. Varah, and others); and (9) "The Effects of a Planned Induction Program on First-Year Teachers: A Research Report" (Alvah M. Kilgore and Julie A. Kozisek). "Teacher Induction: An Annotated Bibliography" (John M. Johnston) is appended. (JD)

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