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ERIC Number: ED424219
Record Type: Non-Journal
Publication Date: 1998-Oct
Pages: 21
Abstractor: N/A
Reference Count: N/A
New Teacher Induction: A Study of Selected New Teacher Induction Models and Common Practices.
Robinson, Gary W.
This paper provides a rationale for the importance of new teacher induction. Data come from an examination of relevant studies and of local, national, and international induction practices. Successful induction practices (1) help new employees settle into their environment, (2) help them understand their responsibilities, and (3) ensure that the organization receives the benefits of well-trained, highly motivated employees as quickly as possible. This often involves many workplaces using a peer coach for the first few weeks. The paper then suggests that school administrators must also develop procedures for familiarizing new staff with the school's culture, climate, and values. The paper then presents several components to induction. The first component is the preservice experience. This is followed by four other components: orientation, actually stepping into the classroom, mentoring, and review and evaluation. The paper provides information from research on the following: first-year teachers' perceptions, the benefits of effective induction programs, and state-legislated developments. It examines four teacher induction models that possess certain common components. It also offers one administrator's experience with beginning teacher induction. Three appendixes provide: a sample new employee orientation/induction process; data on teachers' perceptions of beginning teacher needs; and a chart listing findings from five major surveys of state new teacher induction programs. (Contains 22 references.) (SM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A