The challenges of beginning teacher induction: A collective case study

The induction of beginning teachers is an imperative process in enculturating teachers to their new careers and helping them overcome the hurdles in the early years of teaching and the registration processes teachers undergo. Although induction practices in Australia have become more common in recent years, the data shows there is still much work to do. The current article presents a collective case study of six induction programs, which sought to ascertain the nature of beginning teacher induction in the independent school sector in NSW. Although difficult to generalise across the entire schooling sector, it is likely that the cases selected provide a snapshot of the variety and inconsistency of induction programs in independent schools across the state. The implications of the findings are significant in that they support structured induction of beginning teachers that may require bureaucratic oversight to ensure that beginning teachers have the best opportunity to become highly qualified career professionals

Reconceptualizing beginning teacher induction as organizational socialization: a situated learning model

The process of beginning teacher induction has gained widespread attention in the literature as a means to help newly appointed teachers negotiate the early years of their careers, which are characterized by high attrition rates, due in part to stress, burnout, heavy workloads, and lack of support. While there is empirical evidence to suggest that comprehensive teacher induction can curtail teacher attrition by up to 20%, there exists a lack of understanding with regard to how to develop and implement effective programs. Although new teachers face some distinctive challenges, all new career starters, irrespective of their field, have a period of adjustment to go through. This article presents a conceptual framework for understanding beginning teacher induction as a situated learning process through an organizational socialization framework more commonly used in business. By conceptualizing beginning teacher induction through a common framework, culminating in a shared understanding of induction, it is envisaged that more effective programs may be implemented to help support teachers in the early years of their career

Understanding the need for Induction Programmes for Beginning Teachers in Independent Catholic Secondary Schools in New South Wales

This article reports on the initial findings and justification for research undertaken in a Doctor of Education course at the University of Wollongong regarding induction programmes for beginning teachers in New South Wales independent Catholic high schools in the Sydney region. A review of relevant literature has identified seven elements of effective induction that have been utilised to select six Catholic independent high schools in Sydney to participate in a collective case study, which seeks to ascertain the nature of effective induction in these schools. The purpose of the case studies is to better understand the successes and limitations of these programmes and prepare policy recommendations for relevant bodies, such as the Association of Independent Schools (AIS) and the Independent Schools Council of Australia (ISCA), to inform the development of training programmes for school leaders to implement effective beginning teacher induction in their schools. The research will involve purposive sampling of schools that meet the criteria specified for effective induction; interviews of administrators and beginning teachers in the selected schools to better understand their perceptions and expectations of the programme; and, a document review of relevant policies, both from the schools and pertinent agencies, both government and private, that are related to the independent education sector. This paper will present the initial findings from the literature review that has culminated in the seven elements of ‘best practice’ in beginning teacher induction and the justification and the necessity of this research to enhance student learning and improve teacher retention

The Importance of Induction Programmes for Beginning teachers in Independent Catholic Secondary Schools in New South Wales

Beginning teacher induction is an important process in acculturating teachers to their new profession (Kearney, 2010). Researchers argue that the first year of teaching is crucial in the success, retention and development of teachers (Smith & Ingersoll 2004). The aim of this research is to ascertain the effectiveness of induction programmes in Catholic Independent High Schools in NSW; establish whether those programmes are congruent with what the literature deems as best practice; and to determine the implications this has for policy for the independent school sector. The study will comprise: an extensive literature review; a document review of induction/mentoring policies in NSW and in the schools chosen for the research; and in-depth interviews with administrators and participants of induction programmes. Researchers point out that the support and guidance in the first year of teaching is critical in arresting growing attrition rates and enabling the capacity to establish beginning teachers as valuable members of the profession (Smith & Ingersoll 2004, Wong 2004). With a looming teacher shortage crisis in NSW, effective induction programmes could be the answer; however, there has been insufficient research, especially in the independent sector, with regards to these programmes

Understanding beginning teacher induction: A contextualised examination of best practice

Abstract: The problems that teachers face early in their careers are a major factor in growing rates of attrition among neophyte teachers. According to the Organisation for Economic Co-operation and Development, high rates of attrition, coupled with and aging teacher population in many countries in the developed world, may cause a teacher shortage crisis in coming years. Beginning teacher induction is an imperative process in acculturating teachers to their new careers and helping them overcome the hardships of teaching and the accreditation process. While induction practices have become more common in recent years, there are still no mandated structures for inducting teachers into the profession throughout Australia. This article reviews a number of international induction programs, which have been successful in supporting beginning teachers and curbing attrition rates, to emphasize why many programs are inadequate at meeting the needs of beginning teachers. The review proposes a definition for induction to better understand common misconceptions and highlights best practice induction as a way to retain quality teachers in the profession and help ameliorate conditions for beginning teachers. Finally, recommendations are made, specifically in the Australian context, which could help to improve induction practices to better acculturate neophyte teachers to their profession

Improving Engagement: The Use of ‘Authentic Self and Peer Assessment for Learning’ to Enhance the Student Learning Experience

The University system in the United States has been criticized for depersonalizing education (Tae 2009). The depersonalization of learning shows a lack of engagement on the part of the educator and the student and consequently the university. We ask the question: Can incorporating self and peer assessment into tertiary studies help to reengage students in their education? Innovative assessment practices have the capacity to significantly change the perceptions of students with regard to their tertiary studies. Assessment drives learning (Boud, 1990); however, the wrong type of assessment drives the wrong type of learning. Traditional tests, meaningless essays, research projects that do not have value outside of the classroom reinforce surface learning and memorization (Gardner, 1997). What is needed is a reinvigoration of authentic assessment practices that foster useful metacognitive skills and are focused on deep, sustainable, authentic learning. While initiating innovative assessment practices might not solve the problem of overcrowded lecture theatres, it may be able to guide learning and encourage students to be more engaged. In a recent study conducted at a small private university in Australia, we found that by incorporating the ASPAL Model (Authentic Self & Peer Assessment for Learning) (Kearney & Perkins, 2010), students were more engaged, had increased efficacy and felt that they were a part of the educative process, rather than being subjected to it. This paper will present initial, qualitative findings, from research conducted in the School of Education at the University of Notre Dame, Australia where 280 undergraduate primary education students were surveyed prior to undertaking ASPAL and after undertaking ASPAL. While the quantitative results are still being analysed, the students’ perceptions of the process in the post survey will be reported and discussed in this paper and some broad conclusions drawn with regard to the use of self and peer assessment in engaging students in their studies. AABRI International Conference, Las Vegas, October 6 - 8, 2011

Developing Students\u27 Capacity for Innovation, Creativity and Critical Thinking through Contemporary Forms of Assessment

In continuing with the forms and methods of assessment that for decades have pervaded higher education, are we devaluing the education we provide and disengaging students in the process? Why do we assess? What is our purpose and for whose benefit do we assess? Are these benefits achieved through current practices? These are the questions that need to be addressed. The demands on educators to provide valuable, student-centred assessment and feedback have never been greater. Feedback is one of the most powerful influences on learning and achievement (Hattie, 2007), and how we construct and evaluate these tasks to provide feedback determines the potency of such feedback. The focus of tertiary education needs to be on developing students’ capacity for innovation, creativity and critical thinking. The perpetuation of the dichotomy in universities between traditional approaches and the ideals of critical and lateral thinking, autonomy, and thoughtfulness in education, make current traditional practices impractical and unacceptable. The arbitrary nature of creating, marking and providing feedback for tasks without consideration for the learning that should result from the task seems illogical and counter-productive to the purpose of assessment. Peer assessment, self-assessment and the democratization of assessment for learning all need to become part of the repertoire of the university tutor, lecturer and professor if we want students to be engaged with and value their learning

Microbial community dynamics and coexistence in a sulfide-driven phototrophic bloom

© The Author(s), 2020. This article is distributed under the terms of the Creative Commons Attribution License. The definitive version was published in Bhatnagar, S., Cowley, E. S., Kopf, S. H., Pérez Castro, S., Kearney, S., Dawson, S. C., Hanselmann, K., & Ruff, S. E. Microbial community dynamics and coexistence in a sulfide-driven phototrophic bloom. Environmental Microbiome, 15(1),(2020): 3, doi:10.1186/s40793-019-0348-0.Background: Lagoons are common along coastlines worldwide and are important for biogeochemical element cycling, coastal biodiversity, coastal erosion protection and blue carbon sequestration. These ecosystems are frequently disturbed by weather, tides, and human activities. Here, we investigated a shallow lagoon in New England. The brackish ecosystem releases hydrogen sulfide particularly upon physical disturbance, causing blooms of anoxygenic sulfur-oxidizing phototrophs. To study the habitat, microbial community structure, assembly and function we carried out in situ experiments investigating the bloom dynamics over time. Results: Phototrophic microbial mats and permanently or seasonally stratified water columns commonly contain multiple phototrophic lineages that coexist based on their light, oxygen and nutrient preferences. We describe similar coexistence patterns and ecological niches in estuarine planktonic blooms of phototrophs. The water column showed steep gradients of oxygen, pH, sulfate, sulfide, and salinity. The upper part of the bloom was dominated by aerobic phototrophic Cyanobacteria, the middle and lower parts by anoxygenic purple sulfur bacteria (Chromatiales) and green sulfur bacteria (Chlorobiales), respectively. We show stable coexistence of phototrophic lineages from five bacterial phyla and present metagenome-assembled genomes (MAGs) of two uncultured Chlorobaculum and Prosthecochloris species. In addition to genes involved in sulfur oxidation and photopigment biosynthesis the MAGs contained complete operons encoding for terminal oxidases. The metagenomes also contained numerous contigs affiliating with Microviridae viruses, potentially affecting Chlorobi. Our data suggest a short sulfur cycle within the bloom in which elemental sulfur produced by sulfide-oxidizing phototrophs is most likely reduced back to sulfide by Desulfuromonas sp. Conclusions: The release of sulfide creates a habitat selecting for anoxygenic sulfur-oxidizing phototrophs, which in turn create a niche for sulfur reducers. Strong syntrophism between these guilds apparently drives a short sulfur cycle that may explain the rapid development of the bloom. The fast growth and high biomass yield of Chlorobi-affiliated organisms implies that the studied lineages of green sulfur bacteria can thrive in hypoxic habitats. This oxygen tolerance is corroborated by oxidases found in MAGs of uncultured Chlorobi. The findings improve our understanding of the ecology and ecophysiology of anoxygenic phototrophs and their impact on the coupled biogeochemical cycles of sulfur and carbon.This work was carried out at the Microbial Diversity summer course at the Marine Biological Laboratory in Woods Hole, MA. The course was supported by grants from National Aeronautics and Space Administration, the US Department of Energy, the Simons Foundation, the Beckman Foundation, and the Agouron Institute. Additional funding for SER was provided by the Marine Biological Laboratory

Engaging students through assessment: The success and limitations of the ASPAL (Authentic Self and Peer Assessment for Learning) model

In 2011 the authors created a model of self- and peer-assessment known as Authentic Self and Peer Assessment for Learning (ASPAL) in an attempt to better engage seemingly disengaged students in their undergraduate coursework. The model focuses on authentic assessment tasks and engages students by involving them in every step of the process from the creation of the criteria on which they will be marked, through to providing exemplars of work, pilot marking and providing peer feedback. This article examines the ASPAL process with regard to whether or not the students are better engaged in their studies as a result of taking part in this process. Although the results are not definitive, the present study shows that the majority of students who undertook the process found it beneficial and were open to try it again. This article seeks to open a discussion as to the capacity for a specific model of self- and peer-assessment to better engage students in their learning and discern the reasons why students found the model engaging so as to better inform future applications of the model and how it can be applied to a wider audience

Student Readiness to Learn and Teacher Effectiveness: Two Key Factors in Middle Grades Mathematics Achievement

This study examined student readiness to learn and teacher effectiveness in order to determine their impact on middle grades mathematics achievement. Survey data were collected from 964 middle grades students and 93mathematics teachers in Texas. This study is the first to use this particular collective efficacy short form with middle grade students, and factor analyses were conducted accordingly. Hierarchical linear modeling was used to measure the relationship between teacher perceptions of student readiness to learn and student perceptions of teacher effectiveness on mathematics achievement in the middle grades. The results of these analyses indicated that students’ perceptions of teacher effectiveness and teachers’ perceptions of student readiness to learn each made a significant contribution to the variance in middle grades mathematics achievement.Implications are discussed