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ERIC Number: ED329414
Record Type: Non-Journal
Publication Date: 1990-Dec
Pages: 81
Abstractor: N/A
Reference Count: N/A
The Status of Teacher Induction Programs in Rural Pennsylvania School Districts.
Duke, Charles R.; Gates, Robin
Thirty-nine rural school districts in Pennsylvania responded to a survey designed to study new teacher induction programs. The total sample population of 392 included mentor/support teachers, inductees, and induction coordinators. Based on the survey data and information from 29 districts' documents, this report gives detailed descriptions of these groups' characteristics, needs, training, and responsibilities. Recommendations for strengthening future plans are: (1) mentor training should be a key component in any induction plan and districts should allow sufficient time; (2) time must be found within the regular constraints of the teaching day for mentors and inductees to work together; (3) closer attention needs to be paid to the design and use of the inductee needs assessment and the design of a program's final evaluation in districts; (4) districts should develop specific guidelines in their written induction plans for meeting the needs of experienced teachers new to a district as well as the needs of specialized teacher populations; (5) higher education should be involved in district induction programs; and (6) improvement in communication with all parties involved in the district's induction program is needed. Further information about the survey participants is presented in appendices, as well as several survey instruments. (KS)
Publication Type: Reports - Descriptive; Tests/Questionnaires
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Pennsylvania State System of Higher Education, Harrisburg. Pennsylvania Academy for the Profession of Teaching.
Authoring Institution: N/A
Identifiers - Location: Pennsylvania