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Descriptors:
Teacher Education; Educational Change; Service Learning; Expertise; Teacher Effectiveness; Teacher Persistence; Educational Quality; Beginning Teacher Induction; Standards; Role

Abstract:
Concerns around the provision and retention of quality teachers are global. Amongst these concerns are the preparedness of graduate teachers and the quality and nature of teacher education. The purpose of the article is to focus questions of teacher preparedness and education within a wider discussion around the professional life-cycle of teachers. Initial teacher education is viewed as the first phase of the professional life-cycle of a teacher; part of a professional continuum of learning and expertise, rather than a distinct preparatory phase. We do not present a detailed model for this continuum; believing there is still significant work to be done on defining and delineating the levels of expertise. Such work is beyond the scope of this paper. We do provide a starting point for further consideration. Further, we suggest a scaffolded transition, determined by the learning needs of teachers, between initial teacher education and induction, moving to in-service learning, with closer connections between providers and schools to mitigate against a disconnect between these phases of development. The potential role of professional standards in supporting teacher learning across the professional life-cycle is also discussed. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Program Descriptions; Faculty Development; Tenure; Beginning Teacher Induction; Investment; Professional Development; Improvement Programs; Teacher Improvement; Case Studies; Program Effectiveness; Training Methods; Program Content

Abstract:
A well-designed professional development program can help first- and second-year faculty thrive in their new academic environment. Faculty developers must consider the length and frequency of such programs and their focus; requirements for participation; the role of mentors; ways to establish collegiality; and opportunities for developing the scholarship of teaching and learning. The Texas A&M University-Kingsville program currently enjoys a 94% retention rate of new faculty members, many of whom become teacher-scholars. A description of the program provides a framework to foster dialog about the purposes, costs, benefits, and results of investing in extended professional development for new faculty. (Contains 3 figures and 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Novices; Web 2.0 Technologies; Technical Assistance; Social Networks; Social Support Groups; Technology Uses in Education; Beginning Teacher Induction; Professional Development; Program Implementation; Program Design; Program Descriptions; Social Capital

Abstract:
Providing quality support for novice teachers as they enter the profession has been an ongoing concern of educator preparation programs. This article describes the efforts of one teacher preparation program in addressing this matter by utilizing Facebook[R] to provide sustained support and professional development for its beginning teachers. We begin this article by providing an overview of significant research relevant to induction programs and the current research related to Facebook. A description of the design and implementation of the program's teacher network is included as well as future implementations of the network and the challenges and successes of the project. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Teacher Effectiveness; Teaching Methods; Feedback (Response); Mentors; Beginning Teachers; School Culture; Pedagogical Content Knowledge; Beginning Teacher Induction; Questionnaires; Interviews; Educational Needs; Needs Assessment; Delivery Systems; Educational Practices; Teacher Surveys; Achievement Rating; Barriers; School Support; Teacher Improvement; Improvement Programs; Foreign Countries

Abstract:
Induction programs largely focus on informing the beginning teacher about the school culture and infrastructure yet the core business of education is teaching and learning. This qualitative study uses a survey, questionnaire, and interviews to investigate 10 beginning teachers' needs towards becoming effective teachers in their first year of teaching. Findings were synonymous with studies in other countries that showed they required more support in the induction process, particularly around the school context, networking, managing people, and creating work-life balances. It also found that these beginning teachers required more support in school culture and infrastructure with stronger consideration of developing teaching practices, such as: pedagogical knowledge development and behaviour management. It highlighted willing and capable assigned mentors who can model practices and provide feedback on the beginning teachers' practices as pivotal to induction and mentoring processes. (Contains 6 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Teaching Methods; Novices; Science Teachers; Best Practices; Educational Practices; Instructional Effectiveness; Instructional Innovation; Beginning Teacher Induction; Instructional Improvement; Science Course Improvement Projects; Teaching Skills; Instructional Materials; Teacher Education Programs

Abstract:
Recent calls for teacher preparation to become more grounded in practice prompt the questions: Which practices? and perhaps more fundamentally, what counts as a model of instruction worth learning for a new professional--i.e., the beginner's repertoire? In this report, we argue the following: If a defined set of subject-specific high-leverage practices could be articulated and taught during teacher preparation and induction, the broader teacher education community could collectively refine these practices as well as the tools and other resources that support their appropriation by novices across various learning-to-teach contexts. To anchor our conversation about these issues, we describe the evolution, in design, and enactment, of a "candidate core" and a suite of tools that supported the approximation of equitable and rigorous pedagogy for several groups of beginning science teachers. Their struggles and successes in taking up ambitious practice informed not only our designs for a beginner's repertoire but also a system of tools and socioprofessional routines that could foster such teaching over time. (Contains 3 figures, 1 table and 2 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Socialization; Beginning Teacher Induction; Beginning Teachers; Social Structure; Teacher Associations; Interaction; Mentors; Semi Structured Interviews; School Districts; Teacher Collaboration; Board of Education Policy; Teacher Attitudes; Program Effectiveness

Abstract:
Guided by new structuralism theory, this study examined the context of novice teacher socialization, identified the frequency and substance of interactions between novice teachers and their mentors and other colleagues, and reported on novices' evaluation of the support that they received. Data were collected through semistructured interviews with district human resource directors and teacher association presidents, as well as surveys of novice teachers in six districts in Michigan and five districts in Indiana. Findings suggest that researchers should examine the informal social structure within schools, which can mediate formal induction policy, and that administrators should institute a network approach to socializing novice teachers. (Contains 15 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Teacher Education; Lifelong Learning; Democratic Values; Beginning Teachers; Trainees; Preservice Teachers; Student Empowerment; Instruction; Reflective Teaching; Foreign Countries; Beginning Teacher Induction; Social Systems; Semi Structured Interviews; Teacher Education Programs; Adult Education

Abstract:
This article explores the nature of the reflective learning undertaken by pre-service trainee teachers training to teach in the lifelong learning sector in the UK. The argument made is that reflecting on the student voice can support novice teacher's boundary-crossing and legitimate peripheral participation (Lave and Wenger, 1991; Heggen, 2008). This article frames student voice practices as essential within teacher education pedagogy. As a counterpoint to post-Fordist and post-modern challenges to education in late capitalism, student voice practice is used to demonstrate to novice teachers the pedagogic and democratic value that "listening to learners" brings. While recognising the highly contested nature of voice, value is held in both listening to trainee teachers and their anxieties and concerns and providing a reflective and reflexive context through which these can be expressed; and the value to be had for (new) teachers to listen to their own learners. Student voice practice is held to have significance for teachers' iterative identity (Giddens, 1991), and is seen to provide pedagogic opportunities for the framing of relational agency (Edwards, 2005). (Contains 2 tables, 1 figure and 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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School Business Officials; Career Change; Labor Turnover; Teacher Persistence; Faculty Mobility; Performance Factors; Costs; Evidence; Beginning Teacher Induction; Program Effectiveness

Abstract:
School business officials are likely to know better than anyone else about the financial costs to districts and schools associated with teacher attrition. Perhaps less well-known, though, is what else has been learned about this issue in recent years--information that may affect how one thinks about teacher turnover. Here is some of that research: (1) Teacher attrition from the profession is no higher now than it was in previous decades; (2) Teacher turnover across schools varies greatly; (3) Many factors affect teachers' decisions to change schools or to leave the profession; (4) The cost of teacher attrition is more than just financial; and (5) Evidence about the effect of induction programs on new teacher turnover is mixed. Taken together, the research to date on teacher attrition provides valuable information that district leaders can use to consider the policies and practices that may be needed to address teacher turnover in their district. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Educational Change; Teacher Orientation; Mentors; Beginning Teachers; Expertise; Beginning Teacher Induction; Cohort Analysis; Program Effectiveness; Teacher Persistence; Models; Followup Studies; Participant Satisfaction; Graduate Surveys; Program Descriptions; Novices

Abstract:
Novice teacher attrition has long been a concern among educators and policy makers who have responded with various types of induction and mentoring programs and increased efforts to recruit more teachers. Yet, these efforts have not created the stable work force needed to implement school reform efforts. The school staffing challenge is further compounded by the fact that more than 50 percent of U.S. teachers and principals are Baby Boomers who are expected to retire soon. These school staffing challenges have been on the horizon for a number of years and, in response, teacher educators in the Texas State University System have implemented and evaluated an innovative induction support model designed to increase teacher retention and to capitalize on the expertise of newly retired master teachers. The Novice Teacher Induction Program (NTIP) was launched in 2002, and researchers have since tracked three cohorts of program participants (a total of 954 new teachers) into their fifth year of teaching. Retention research was completed in 2009, and results indicate that program participants have remained in the profession at higher rates than nonparticipants. Furthermore, reflections from both novice teachers and mentor teachers indicate that they not only greatly valued the experience as it was occurring, but also have continued to recognize its merits in subsequent years. Based on these research findings, NTIP is proving to be a promising induction support model that has great potential for use in other school districts across the nation. (Contains 3 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Cultural Pluralism; Foreign Countries; Qualitative Research; Experienced Teachers; Beginning Teachers; Mentors; Indigenous Populations; Minority Groups; Beginning Teacher Induction; Teacher Education

Abstract:
Formal and mandatory induction programmes have been widely implemented in many countries to support newly qualified teachers as they cope with the stress and professional demands of their first year in the profession of teaching. This article presents the results of a quantitative and qualitative research study which examined the context of a mandatory induction programme of four phases in a unique place, the Northwest Territories in Canada, where new (experienced) and beginning (inexperienced) teachers are recruited to teach in urban towns as well as in local communities. The paper also sheds light on the need to develop cultural competence to help the new teachers to deal successfully with the pupils and empower them in promoting multiculturalism. (Contains 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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