How can universities support beginning teachers?

Many beginning teachers struggle in teaching, consequently, tertiary education has been criticised for not preparing preservice teachers well enough. This qualitative study uses interviews and questionnaires to investigate 10 first-year teachers’ understandings of how universities can support them more effectively. The findings indicated that university preparation needed more literacy (particularly reading and spelling), numeracy, catering for lower socio-economic students, understanding behaviour differentiation, and communicating with parents. A two-prong approach may support beginning teachers: (1) timely induction and mentoring within school settings, and (2) research for advancing teacher education coursework to ensure currency of addressing beginning teachers’ needs

Expectations of Mentoring: Novice Teachers’ Voices

Mentoring, as an avenue to support and retain new teachers, has received a renewed interest. As Trubowitz suggests, “School systems are finding that beginning teachers who have access to intensive mentoring are less likely to leave teaching” (2004, p. 59). While several factors may cause teachers to leave, alienation has been identified as one of the major forces. According to previous research, teachers experience “a combination of feelings of isolation, normlessness, powerlessness, and meaninglessness” (Benham & O’Brien, 2002, p. 20). Such feelings of isolation are compounded by the current accountability demands and the professional pressure teachers’ experience. Thus, it is imperative to consider alternative strategies aimed at providing the kind of support congruent with beginning teacher’s needs in order to be successful (Breaux & Wong, 2003, p. iii). A goal of such strategies should be the effective socialization of teachers, and providing on-going support for growth, through different approaches including mentoring (Darling-Hammond, 2003; Brennan, Thames, & Roberts, 1999). Although mentoring can be an effective means to enhance teacher efficacy and help beginning teachers (Breaux & Wong, 2003; Delgado, 1999; Yost, 2002), limited research focuses on teachers’ perspectives associated with their own expectations of mentoring, particularly in diverse school settings (Wang & Odell, 2002). Further, researchers suggest, “There has been limited evidence that points to the expectations of new teachers relative to mentoring” (Tillman, 2005, p. 616). Thus, it is essential that teachers’ voices be illuminated to better understand their needs so that school leaders may “consider the benefits of consulting with novice teachers about their expectations in the mentoring arrangement” (Tillman, 2005, p. 626). Much of the current literature on teacher mentoring is based on experiences of mentors (Ganser, 1996; Trubowitz, 2004), and mentoring internship program descriptions (Brennan, Thames, & Roberts, 1999) however, novice teachers’ voices tend to be absent from the discourse. While few studies have focused on teachers’ perceptions (Rowley, 1999; Olebe, Jackson, & Danielson, 1999), additional research is needed so that beginning teachers’ voices contribute to a better understanding of mentoring as a vehicle to reduce isolation, successfully socialize new teachers into the demands of the profession, provide culturally responsive support to novice teachers, and reduce teacher turnover. Such inquiry could also be useful to avoid the common pitfalls that might have a detrimental effect on teachers and students. Therefore, the purpose of this paper is to present the results of a study conducted to examine teachers’ expectations of mentoring

From the Beginning: A Start to End Analysis of a Beginning Teacher Program

This mixed-methods study evaluated the effectiveness of a Beginning Teacher Support Program in the southern region of a school district. The effects of teacher turnover, national teacher shortages, induction programs, mentoring, administrative support, professional development, and other support offered to beginning teachers were analyzed. The researcher created a survey that was administered to high school beginning teachers, mentor teachers, and principals. A focus group and an interview with a regional beginning teacher coordinator were also conducted to further evaluate the effectiveness of the district’s beginning teacher program. The results of the study concluded that beginning teachers benefitted from participating in the district’s beginning teacher support program. Specifically, beginning teachers reported having a veteran mentor, having mentor teachers provide resources, and collaborating with other teachers as an area of effectiveness. Areas that were not effective included co-teaching with mentors, lesson unit planning, data analysis, and outside professional development. The researcher’s recommendations for further study included providing focus groups for beginning teachers to reflect on the beginning teacher support program, future researchers should be cognizant of time management in terms of collecting data, and a more in-depth study of the role of the site-wide beginning teacher coordinator. Recommendations for the district included to continue with the pairing of veteran teachers or mentors with beginning teachers, recruit more mentor teachers to assist beginning teachers, provide more support for lateral entry teachers, and to match lateral entry veteran teachers with lateral entry beginning teachers

Professional paradoxes : context for development of beginning teacher identity and knowledges

It is anticipated that the current workforce of teachers in Victoria, Australia will retire within the next 5-15 years. The paradox for teachers at the career entry point is that while they are expected to quickly assume responsibility for education in this state, beginning teachers are reporting dissatisfaction with teaching and describing it as an &lsquo;unprofessional&rsquo; profession. Drawing from recently commissioned research for the Victorian Institute of Teaching, a study of sixty beginning teachers and a micro study of the &lsquo;internship&rsquo; experience of teacher educators, this paper explores the consequences of what counts as professional knowledge. By problematising identity issues for beginning teachers it is hoped that greater understanding of the complexities of their realities is revealed. The aspirations for the (re) generation of a profession are entangled in discordant displacement of meanings of what it is to become a teacher. What do &lsquo;othering&rsquo; and power(less) positions of beginning teachers mean for the immediate future of the profession? What then are the implications for school contexts, colleague support and pre-service teacher education?<br /

Teacher Induction: What is Really Happening?

Retention rates and stress levels of beginning teachers are of concern. There is evidence to suggest that well-planned induction programs can assist beginning teachers to make the transition successfully into the profession, which may increase retention rates. This qualitative, year-long study aims to explore and describe the induction experiences of eight beginning teachers as they negotiated their first year of teaching. The participants of this study represented 10% of the final cohort who attended the same regional university and completed a four-year Bachelor of Education (Primary) degree. Data were gathered through email correspondence at the commencement of term one and then at the end of each of the four school terms. Data also included telephone interviews and a questionnaire at the conclusion of term four focusing on these first-year beginning teachers’ perceptions of their induction into the profession. At the beginning of their first year of teaching these beginning teachers indicated they may require assistance in teaching to cater to individual difference, assessing in terms of outcomes, relating to parents, relating to the wider community, and understanding school policies; yet most commented they would not require assistance in relating to students and understanding legal responsibilities and duty of care. At the conclusion of their first year only one beginning teacher was assisted by a mentor (veteran teacher) on whole school programming, and planning for improving teaching with opportunities to visit classrooms of more experienced teachers. This was also the only beginning teacher who received a reduced workload in order to meet with the mentor to discuss pedagogical developments. The inadequate support provided to beginning teachers in this study highlights the need for principals and school staff to re-assess their contribution to beginning teachers’ development within the school context, which includes providing time, funding, and clear guidelines for a quality induction

Exploring the worth of online communities and e-mentoring programs for beginning teachers

[Abstract]: Education systems worldwide face challenges in retaining and developing beginning teachers against a widespread pattern of significant attrition. This study used interviews with beginning teachers, their mentors and other relevant staff members in the local system to investigate the potential of online communities and e-mentoring to address the problem. The findings support the hypothesis that online mentoring would effectively supplement induction procedures already in place. The initial topics or threads of discussion within the learning community should address issues identified in the study, such as behavior management, interactions and relationships with parents, and assessment and reporting. This will allay concerns by addressing issues seen as most relevant by beginning teachers

A way forward to managing the transition to professional practice for beginning teachers

The high attrition rate of beginning teachers in Australia and overseas is well-documented. This trend is easily understood as many beginning teachers enter the profession with little support or mentoring (Department of Education, Science and Training (DEST), 2002; Herrington &amp; Herrington, 2004; Ramsey, 2000). Continual calls for more comprehensive approaches to teacher induction in which universities and employing bodies share the responsibilities of the transition to professional practice (House of Representatives Standing Committee on Education and Vocational Training, 2007) have, to date, largely been ignored. This paper reports on a trial project conducted at a university in south-east Queensland, Australia that addresses these shortfalls. The aim of the project is to facilitate and support the development of high quality teachers and teaching through an extended model of teacher preparation. The model comprises a 1+2 program of formal teacher preparation: a one-year teacher education course (the Graduate Diploma in Education), followed by a comprehensive two year program of workplace induction and ongoing professional learning tailored to meet graduate and employer needs. This paper reports on graduating students’ perceptions of their preparedness to teach as they transition from the Graduate Diploma in Education program to professional practice. The study concludes that innovative programs, including university-linked, ongoing professional learning support for teacher education graduates, may provide the way forward for enhancing the transition to practice for beginning teachers

Putting induction into practice: a case study of how school context mediates induction policies and practices

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

Support for the beginning special educator through high quality mentoring

Approximately 50% of school districts across the nation have reported barriers in obtaining highly qualified teachers (U.S. Department of Education, 2009). Beginning special education teachers report that they often feel they lack the prerequisite skills for working with their students, particularly students from culturally and linguistically diverse backgrounds. Special educators often feel unsupported and overwhelmed by the continuous changes in districts related to No Child Left Behind (NCLB). Additionally, nationwide alternative programs are being developed as a means for special education teachers to clear their credential outside of the university setting. The need for support of these teachers in today\u27s schools is critical. This article highlights best practices for development of high quality mentoring for beginning special education teachers based on meaningful relationships, guidance, and reflective practices

Beginning Teachers’ Perception of Their Induction into the Teaching Profession

Abstract: Beginning teachers’ induction into the teaching profession needs to be personally and professionally fulfilling, which is often not the case. The main objective of this mixed method study was to gain a deeper understanding of beginning teachers’ experiences and the perceptions of their induction into the teaching profession and the support they received. A key finding was that many beginning teachers entered the profession through casual or contract positions. Although the beginning teachers reported receiving satisfactory support, the support received varied among schools. Beginning teachers’ perceptions of their induction are that the mentor and induction programs are limited. Lack of support, work dissatisfaction and an informal entrance into the profession influences beginning teacher’s career plans and thus teacher attrition