ERIC Number: ED330668
Record Type: RIE
Publication Date: 1990-Feb
Reference Count: 0
Strengthening the Team: An Inclusive Model of University/School District Support for Novice Teachers.
Klug, Beverly J.; Salzman, Stephanie A.
Through the comparison of two induction models, the present study addressed changes in novice teacher attitudes toward teaching, program elements, and the relative merit of involvement of the university in induction programs. In terms of attitudes toward teaching, postinduction scores of novices participating in the formal team model (N=14) were significantly higher than those for the novices using the buddy system model (N=12) in the areas of teacher rapport with principal, curriculum issues, teacher status, community support, and community pressures. In addition, postinduction interviews and field note data indicated that effective induction programs feature the identifiable elements of structure, emphasis on assistance rather than evaluation of the novice teacher, and careful selection of the mentor teacher. Regarding the role of the university in induction programs, data indicate that participation of a representative of higher education on the induction team contributed to the overall effectiveness of the program. By providing an additional role model for the beginning teachers, by assisting in the development of the program and its implementation, and by providing a resource outside the public school system, the representative of higher education provided a link between the public schools and the university in assisting beginning teachers. A postinduction interview form, "Structured Interview Protocol," is included in the appendix. (Author/IAH)
Publication Type: Speeches/Meeting Papers; Tests/Questionnaires
Education Level: N/A
Authoring Institution: N/A
Identifiers: Purdue Teacher Opinionaire
Note: Paper presented at the Annual Meeting of the Association of Teacher Educators (New Orleans, LA, February 16-20, 1991).