ERIC Number: EJ926853
Record Type: Journal
Publication Date: 2011-Mar
Reference Count: 1
Induction at the Secondary Level: A Focus on Content, Pedagogy, and a School's Best Teachers
Donder, Daniel J.
Journal of Special Education Leadership, v24 n1 p62-64 Mar 2011
The role of the school administrator as an instructional leader has had a long history. However, today this role is more important than ever as high stakes testing has increased the level of accountability for all educators. Districts across the country be they urban, suburban, or rural are scraping for every dollar and at the same time many superintendents are pledging, "The classroom is the most important place in the district." To this end, all classrooms need to be staffed by highly qualified teachers, who know their curricular content and, just as important, have the pedagogical skills to teach so that all students learn to their fullest potential. As a public high school principal in a large urban district, the author has experienced over the many years of his career that, to attract and retain high-quality teachers, a comprehensive induction plan needs to be in place. This induction plan must include district and school policies and procedures; however, the focus throughout the year must be on teaching and learning. The development of the induction plan should include input from newly hired teachers who are experiencing the joys and frustrations of the first years of teaching.
Descriptors: Principals, Administrators, Beginning Teacher Induction, Beginning Teachers, Administrator Role, School Districts, Teacher Qualifications, Board of Education Policy, School Policy, Educational Quality, Secondary Education, Secondary School Teachers, Special Education Teachers
Council of Administrators of Special Education. Fort Valley State University, 1005 State University Drive, Fort Valley, GA 31030. Tel: 478-825-7667; Fax: 478-825-7811; Web site: http://www.casecec.org
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Secondary Education
Authoring Institution: N/A