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ERIC Number: ED361884
Record Type: Non-Journal
Publication Date: 1993-Apr
Pages: 46
Abstractor: N/A
Reference Count: N/A
Problems and Paradoxes in Beginning Teacher Support: Issues Concerning School Administrators.
Cole, Ardra L.
Findings of a study that examined the school administrator's role in the induction and support of beginning teachers are presented in this paper. Conducted in a school district in southwestern Ontario, Canada, data were derived from interviews with 4 principals who volunteered to develop school-based induction programs in their schools and from focus group discussions with a total of 23 elementary and secondary school principals and vice-principals. The following issues of concern related to teacher induction emerged: (1) balancing the conflicting roles of teacher supporter and evaluator; (2) treading the fine line between development and intervention; (3) encouraging openness while respecting individuality and individualism; (4) responding to the professional development needs of all teaching staff; (5) assisting and supporting new teachers within bureaucratic structures; (6) obtaining guidance and support; and (7) dealing with new teachers' preparedness to teach. Solutions used by administrators are described, some of which included emphasizing teacher-directed development and changing professional interaction norms. Other suggestions are to: improve collaboration between preservice teacher education goals and institutional goals; strengthen the school/district office relationship; and implement more holistic, growth-oriented evaluation policies. (Contains 77 references.) (LMI)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada