Comprehensive Induction or Add-on Induction: Impact on Teacher Practice and Student Engagement

In recent years, we have seen a rapid expansion of policies and resources devoted to new teacher induction. Most of these policies are based on an assumption that induction programs have a positive influence on teacher quality and student learning. Yet there is little evidence to support claims for such policies regarding the distinct components of induction programs or their effectiveness (Wang, Odell & Schwille, 2008). Scholars have argued for targeted mentoring that addresses the learning needs of beginning teachers with regard to instructional practice (Feiman-Nemser, 2001). Some suggest that induction efforts may increase teacher knowledge, student achievement, teacher satisfaction, and retention (Darling-Hammond, 1999; Fletcher, Strong & Villar, 2008; Smith & Ingersoll, 2004).There is, however, insufficient data to assist educators and policy makers in determining the most effective or critical components of induction programs. There is scant consensus around a number of induction issues, for example: the most effective mentoring condition (full-time or add-on mentoring); the amount of time required to enhance the development of beginning teachers; the amount of professional development mentors need to be effective; and the level of match (subject or grade level) required between mentor and beginning teacher. Furthermore, few studies explore the different components of induction and their effects on teacher and student outcomes.Given such a dearth of evidence and the current state of induction policy, this study was developed to examine differences in student engagement and teacher instructional practice in two types of induction conditions: comprehensive full-time induction and add-on induction. These two conditions differed in- the amount of mentor participation in professional development on induction;- the amount of time mentors could spend on structured observations, reflection, and feedback focused on pedagogy;- mentors' abilities to prioritize induction efforts;- mentors' abilities to serve as liaisons between beginning teachers and administrators; and- the amount of professional development mentors could offer beginning teachers.The goal of this study was to examine the instructional practice of beginning teachers who were mentored in these two conditions and to explore differences in instructional practice and student engagement

Supporting induction: relationships count

This article examines the structural changes to the induction of teachers in Scotland using the perceptions of a group of final year student teachers. This group would be the first probationer teachers to experience revised arrangements for new teacher induction in 37 years. Their preferences and concerns are highlighted, as the new procedures roll out in schools nationwide, in an attempt to stress the importance of relationships to the success of the induction scheme. The argument put forward in this article is based on the notion that personal intelligence is central to effective relationships and therefore crucially important in the context of this mentoring relationship. The views of our sample provide evidence to suggest that the quality of interactions between the mentor and the probationer teacher are paramount in providing a good induction experience. These views are substantiated by experiences in England and in induction literature elsewhere. A synthesis of this evidence is used to make recommendations for those involved in supporting induction in schools, local authorities or teacher education institutions

What makes a good induction supporter?

The Teacher Induction Scheme, introduced in 2002, marked the first major change to new teacher induction in Scotland in 37 years. This paper gives an outline of these changes set against developments in mentoring theory in the wider context. It argues that the personal qualities of the induction supporter are crucial to developing an effective mentoring relationship. The views of student teachers are used to describe preferred characteristics of effective mentors and effective induction provision. A person specification is created by the comments of the "Class of 2002" — the first probationer teachers to have taken part in the Scheme

Preparing Tomorrow’s World Language Teacher Today: The Case for Seamless Induction

This essay is a call to action. It offers a comprehensive overview of the challenges facing world language (WL) teacher educators and their employers, the K-12 schools, during the teacher induction period. We propose a new paradigm for WL teacher education based on national accreditation standards, best-practice pedagogy, insights from the professional literature on methods education, and the enhanced role of the methods instructor/supervisor. In order to become successful in the classroom, the pre-service educator undergoes a seamless period of induction that is student-centered and college/university-supported beyond the classroom arena

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

Mitigating First Year Burnout: How Reimagined Partnerships Could Support Urban Middle Level Teachers

Given what we know about new teacher attrition—most teachers leave within their first five years in the field—specialized support during early years of teaching is critical. But should this support look different across different contexts and grade bands? What does supportive teacher education and induction look like for middle level educators preparing to teach in urban settings? This essay describes steps taken to design a cross-institutional, collaborative 3-year residency program for K-8 educators, and speaks to the importance of reimagined co-teaching, critical, and cross-institutional partnerships in middle grades teacher education. The authors urge readers to consider how to implement similar modifications in their own spaces to create powerful, collaborative middle grades teacher education and induction

Senior Teacher Induction: an Alternative Apprenticeship Model for Pre Service Teacher

This paper reports on a case study on the role of Senior Teacher Induction (STI) in promoting pre service teachers' pedagogical competence at STKIP Al Hikmah Surabaya. This study is an attempt to promote an alternative apprenticeship model for pre service teachers. Students in STKIP Al Hikmah have been permitted to enter host schools since the first semester. STKIP Al Hikmah incorporated blended learning approach within the curriculum. Activities in campus and at host schools were fully integrated. Students spent half of their time at host schools. They sat in classes taught by senior teachers. They had to observe activities done by the senior teacher such as how the teacher opened the class, how the teacher explained the materials, how the teacher interacted with his students, how the teacher managed the class, how the teacher assessed the students' performance and so on. The students had to discuss with senior teachers after class for further information dealing with the class observation. Then, the students were asked to search any relevant references to support their findings. They had to note the result of the observation. Then, consult it to his supervising lecturer for comments and feedbacks. In addition, the students were challenged to design and modify their own teaching version. Eventually, they had to present their report in general stadium. The result of the research showed that 1) Senior Teacher Induction (STI) enabled to raise students' pedagogical interest and involved them in class interaction in advance; 2) STI enabled the students to observe teaching skills they have to achieve as being future teacher

Review of State Policies on Teacher Induction

Outlines criteria and recommendations for state policies on providing mentoring support for new teachers and administrators, including universality, program standards on design and operation, mentor quality, program delivery, funding, and accountability

Caring for New Teachers Once They Leave Campus

This essay explores one teacher educator’s motivation and ideas about how to advocate for induction support for new teachers beyond the teacher preparation program. During the undergraduate preparation process, teacher candidates are given multiple opportunities to receive support from mentor teachers and college supervisors. This support system functions through formal observations, on-going communication, and feedback concerning progression throughout the clinical practice experience. While induction programs abound across the country, students who leave small, faith-based universities often disperse to a variety of settings and support levels. The school based support offered during the first year of teaching can be insufficient or inadequate during this time of transition. When support is lacking, new teachers may experience feelings of insecurity, frustration, and a sense of being overwhelmed. Grounded in educational and spiritual literature, the essay examines some current practices for supporting new teachers and discusses ideas for helping educators prepare their teacher candidates for the intensity of a first year