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ERIC Number: ED512436
Record Type: Non-Journal
Publication Date: 2008-Aug
Pages: 46
Abstractor: ERIC
Reference Count: N/A
ISBN: N/A
ISSN: N/A
The Experiences, Perceptions, and Needs of New Teachers: A Window onto District Capacity for High Quality Induction--Year Two Report for the New Teacher Alliance of the Center for Strengthening the Teaching Profession
Stokes, Laura; Helms, Jenifer
Inverness Research
The New Teacher Alliance is a major, multi-year initiative of Washington's Center for Strengthening the Teaching Profession (CSTP). It aims to build capacity within participating districts and ESDs (Educational Service Districts), and eventually across Washington state, to provide high quality supports that lead to effective induction of new teachers. Inverness Research serves by contract with CSTP as the evaluator for the New Teacher Alliance (NTA). Its first annual report (August 2007) assessed the status of capacity for quality new teacher support within the participating districts and ESDs as of spring 2007. Academic year 2007-08 marks the second year of program grants. In this second annual report, the authors examine the experiences, perceptions, and needs of new teachers as a window onto the districts' and ESDs' growing capacity to provide induction supports. Their purpose is to inform the funders of the NTA program, NTA participants, and CSTP in their collective effort to strengthen the teaching profession by strengthening supports and conditions for new teachers. Findings from the new teacher survey reinforce a "truism" that often gets lost in discussions of teaching and of supporting new teachers: teaching is an inherently extremely complex, difficult, and ever-changing endeavor. Teachers new to the endeavor require a wide variety of high quality supports to develop their confidence, knowledge, and skills. There is no single factor--even a great mentor--that can provide new teachers with all the supports they need. Rather, it takes effective mentoring "and" considerable additional organizational capacity at the district and school levels to provide, and continue to strengthen, the many contextual and programmatic supports that contribute to new teachers' knowledge, skills, confidence, and satisfaction. Appended are: (1) Survey Design and Analysis; and (2) Survey Questions. (Contains 14 tables, 1 figure and 12 footnotes.) [This report was written with assistance from Judy Hirabayashi, Allison Murray, Mary Regan, Laurie Senauke and Judy Swanson. For the third annual report, see ED512434.]
Inverness Research. P.O. Box 313, Inverness, CA 94937. Tel: 415-669-7156; Fax: 415-669-7186; e-mail: webdev@inverness-research.org; Web site: http://www.inverness-research.org
Publication Type: Numerical/Quantitative Data; Reports - Research; Tests/Questionnaires
Education Level: Adult Education; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Inverness Research
Identifiers - Location: Washington