ERIC Number: ED322126
Record Type: RIE
Publication Date: 1990-Apr
First Year Teachers and the Evaluation Process.
Moore, Barbara McGregor
Two different school districts' induction and evaluation methods were investigated to discover what specific methods help beginning teachers to learn more about teaching and how what they learn influences satisfaction with their work. One district had an induction program which used experienced teachers as full-time consultants to provide assistance and evaluations for the first-year teachers. The second district provided an informal and voluntary program of assistance using mentor-buddies at the same school and grade level as the new teachers, and principals did all formal evaluations. Two groups of first-year teachers in each district responded to interview questions: beginning teachers with no experience (N=55) and teachers new to the district with at least two years of previous experience (N=43). Findings indicate that the majority of the teachers attributed most of their learning to the induction programs (particularly the mentors and consultants), and new teachers reported that they had learned the most about teaching in their previous first-year experience. A majority of beginning teachers said they derived most help from the evaluations provided by their consultants and mentors; the role of the principal was diminished in both programs. Follow-up, i.e., feedback and discussion, was viewed by all as more instructive than the evaluations themselves. (JD)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Boston, MA, April 17-20, 1990).