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ERIC Number: ED421478
Record Type: Non-Journal
Publication Date: 1998-Jun
Pages: 9
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
The Induction and Socialization of New Faculty: The Role of the Professional Development School.
Dolly, John P.
This paper reviews the literature dealing with the professional development school as the ideal setting for educator preparation programs. Researchers claim that professional development schools can be sites where graduate students preparing for academic careers can be socialized to the roles and responsibilities of teacher educators, and they can be sites for newly hired faculty to further develop their skills working with collaborative groups on real school-based issues. Induction programs alone will not produce the desired results unless new Ph.D.'s are socialized appropriately within the graduate program. New faculty in colleges of education must be able to work in collaborative teams both inside and outside the institution. Collaboration must become part of the reward structure and be reinforced by department chairs. Lack of collegiality is a common faculty concern, yet collegiality is essential to any successful development program for new professors. Peer relationships are as important in socialization as successful relationships with faculty mentors. Barriers to success include organizational, professional/interpersonal, professional (individual), and personal challenges. Programs for new faculty that promote mentoring and provide smooth transitions to the new institution are vital to faculty retention, productivity, and success. Traditional mentoring is insufficient. Induction must involve the institution taking the new faculty member and infusing a clear set of expectations and values consistent with the college of education as an institution dedicated to improving classroom instruction and the operation of schools and schooling. (Contains 18 references.) (SM)
Publication Type: Information Analyses; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A