Fifth Year Teacher Perceptions Of Induction Programs Upon Teacher Retention

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Fifth Year Teacher Perceptions of Induction Programs Upon Teacher Retention

Author : Arleen Norris Reinhardt
Publisher :
ISBN 13 :
Total Pages : pages
Book Rating : 4.:/5 (742 download)

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Book Synopsis Fifth Year Teacher Perceptions of Induction Programs Upon Teacher Retention by : Arleen Norris Reinhardt

Download or read book Fifth Year Teacher Perceptions of Induction Programs Upon Teacher Retention written by Arleen Norris Reinhardt and published by . This book was released on 2011 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Due to teacher shortages, school districts have offered incentives and alternative licensure programs. Recently, however, school districts have shifted the focus from recruitment to one of teacher retention which places an emphasis upon beginning teacher induction programs. These programs help teachers improve in their craft of teaching, help teachers remain satisfied with their jobs, help teachers enculturate into the districts in which they work, and help to improve student achievement. This quantitative study examined fifth year teachers' perceptions of their induction programs in terms of teacher retention. The 280 eligible teachers from three different school districts were asked to participate by completing an electronic survey, which asked questions regarding their experiences and perceptions of their induction program, and by participating in a focus group session. No statistical significance was shown between the different components of the induction program and teacher retention. However, by examining the means of responses given and the frequencies, reviewers may be able to glean information, indicating which components were more positively perceived by teachers. Findings suggest that learning styles, attitudes, and professional growth needs have more of an impact upon teacher perception of the value of the different components. In order to retain good teachers in the classroom, staff developers need to offer a wide range of professional growth opportunities. For the staff developer, designing an induction program which meets the needs and learning styles of all beginning teachers becomes problematic.

Examining the Relationship Between First-year Teacher Perceptions, New Teacher Induction and Teacher Retention in the 21st Century

Author : Michele A. Ferdinand
Publisher :
ISBN 13 :
Total Pages : pages
Book Rating : 4.:/5 (1 download)

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Book Synopsis Examining the Relationship Between First-year Teacher Perceptions, New Teacher Induction and Teacher Retention in the 21st Century by : Michele A. Ferdinand

Download or read book Examining the Relationship Between First-year Teacher Perceptions, New Teacher Induction and Teacher Retention in the 21st Century written by Michele A. Ferdinand and published by . This book was released on 2016 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Across the nation school districts are faced with the dual challenge of growing student enrollment and high teacher turnover. At the same time, each year new teachers enter the profession lacking the appropriate skills required to meet the needs of students in classrooms across the nation. When teachers participate in new teacher induction, research indicates that attrition rates decrease, while teacher satisfaction and commitment levels increase. A qualitative case study method was utilized to elicit and analyze novice teachers' perspectives on the new teacher induction program in a large school district in Texas. The purpose of the study was to understand the extent to which first-year teachers perceived that the program met the needs of new teachers during their induction year, and the extent to which the program influenced their decision to remain in the district. The research problem presented in this qualitative case study was framed by the Mutual Benefits Model which is derived from Social Exchange Theory. Data were collected through the analysis of archived documents, researcher reflexivity, field notes, audio recordings and transcripts from a focus group interview, and two individualized interviews with four first-year teachers from various schools within the district. First Cycle Coding was utilized to identify concepts, and emerging themes from the interview transcripts and field notes. In this study, four specific components were examined: professional development training, collaborative support through professional learning communities, feedback and evaluation, and mentoring support. The findings suggest that the first-year teachers' experiences with the new teacher induction program were supportive and collaborative. Additionally, findings indicated that the experiences and participation in the new teacher induction program positively influenced two of the four study participants to remain in the district. One study participant did not reveal a reason for remaining, and the fourth participant cited personal reasons for remaining in the district and profession. The findings of this study can contribute to the existing research and the current new teacher induction program framework by clarifying the roles of new teachers, campus administrators and mentors. Implications suggest that the district could enhance the new teacher induction program by providing differentiated professional development for first-year teachers new to the profession, not just to the district. Additionally, implications for more research for policy should consider the elements of alternative certification programs, specifically web-based models, on pedagogy.

The Impact of Induction on Teacher Retention

Author : Melissa J. Bonds
Publisher :
ISBN 13 :
Total Pages : 198 pages
Book Rating : 4.:/5 (929 download)

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Book Synopsis The Impact of Induction on Teacher Retention by : Melissa J. Bonds

Download or read book The Impact of Induction on Teacher Retention written by Melissa J. Bonds and published by . This book was released on 2015 with total page 198 pages. Available in PDF, EPUB and Kindle. Book excerpt: Retention of beginning teachers continues to be the struggle for districts, including large urban districts, similar to Milwaukee Public Schools. The purpose of the study is to identify the aspects of induction which impact first year teacher retention within a large urban district. The study was conducted in a large urban school system and focused on beginning teachers and their perceptions of the support they received. Beginning teachers were defined as individuals in their first year of teaching. The study examined those beginning teachers new to teaching during the 2013-2014 school year. These beginning teachers could've been hired at any point in the year. The study was guided by two sub-questions: What are the new teachers' perceptions of the informational, emotional, instructional support received, resource allocation, and the overall support provided to them during their participation in the teacher induction program at the district level and school level? What activities of the induction program are identified as being most and least valued by the new teacher in the induction program at the school and at the district? This study employed a sequential mixed method exploratory study design and was gathered in phases in which both qualitative and quantitative procedures were used. The research implemented the use of a survey, interviews and focus groups sequentially. In the first phase of the study, beginning teachers were surveyed online using Survey Monkey. The data was then analyzed using Survey Monkey and SPSS. In both the second and third phase of the study, beginning teachers were randomly selected from the original list of new hires. In phase two, the participants were invited to participate in an interview and in the third phase to participate in a focus group. Due to the role of the researcher, the interviews and focus groups were conducted by a research assistant. The findings indicate that beginning teachers who participate in a comprehensive induction program, which includes, professional development, a mentor at the school and from the district, and peer support are more likely to be retained adding continuity and expertise to a school district.

A Case Study of the Effects of a School District's Teacher Induction Program

Author : Douglas Lee Kern
Publisher :
ISBN 13 :
Total Pages : 432 pages
Book Rating : 4.:/5 (319 download)

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Book Synopsis A Case Study of the Effects of a School District's Teacher Induction Program by : Douglas Lee Kern

Download or read book A Case Study of the Effects of a School District's Teacher Induction Program written by Douglas Lee Kern and published by . This book was released on 2004 with total page 432 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Past, Present, and Future Research on Teacher Induction

Author : Jian Wang
Publisher : R&L Education
ISBN 13 : 1607097648
Total Pages : 270 pages
Book Rating : 4.6/5 (7 download)

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Book Synopsis Past, Present, and Future Research on Teacher Induction by : Jian Wang

Download or read book Past, Present, and Future Research on Teacher Induction written by Jian Wang and published by R&L Education. This book was released on 2010-07-16 with total page 270 pages. Available in PDF, EPUB and Kindle. Book excerpt: This anthology on teacher induction research is intended for researchers, policy makers, and practitioners in the field of teacher induction both nationally and internationally. This book is the final and major project of the Association of Teacher Educators' (ATE) Commission on Teacher Induction and Mentoring. Its importance is derived from three sources: (1) careful conceptualization of teacher induction from historical, methodological, and international perspectives; (2) systematic reviews of research literature relevant to various aspects of teacher induction including its social, cultural, and political contexts, program components and forms, and the range of its effects; (3) substantial empirical studies on the important issues of teacher induction with different kinds of methodologies that exemplify future directions and approaches to the research in teacher induction. The content of the book has direct implications for ATE's membership since part of the ATE mission is to provide opportunities for personal and professional growth of the Association membership whether members are researchers, policy makers, or practitioners in teacher learning and/or teacher induction.

Teacher Perceptions of the Instructional Practices in an Online New Teacher Induction Program

Author : Dennis Joseph Large
Publisher :
ISBN 13 :
Total Pages : 166 pages
Book Rating : 4.:/5 (958 download)

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Book Synopsis Teacher Perceptions of the Instructional Practices in an Online New Teacher Induction Program by : Dennis Joseph Large

Download or read book Teacher Perceptions of the Instructional Practices in an Online New Teacher Induction Program written by Dennis Joseph Large and published by . This book was released on 2016 with total page 166 pages. Available in PDF, EPUB and Kindle. Book excerpt: "This qualitative case study examined the perceptions of new teachers regarding an online version of a new teacher induction program. The need for the study is based on (a) the increased need to train new teachers, (b) the limitations of traditional new teacher induction programs, and (c) the affordances of an online version of an induction program. Although teacher induction programs have been studied for two decades, online versions of these specific programs are appropriate for current study because they are relatively new and those who implement such programs would benefit from knowing more about their best practices. In 2013, the Riverside County Office of Education began implementing an online version of its induction program as an alternative choice to its face-to-face program in order to meet the needs and demands of new teachers in a flexible and individualized manner. The population of 331 participants in the online version of the new teacher induction program was the focus of this study. The research question asked how educators in an online K-12 teacher induction course on pedagogical practices perceived the effectiveness of instructional practices used in the course and to what extent those practices affected their own teaching. The data collected and analyzed in the study came from a survey of all program participants, interviews with a subset of participants, and archival documents provided by the program administrators. The results of the study revealed (a) 33-year-old to 42-year-old age group was significantly more satisfied with the induction program than any other age group, (b) females were significantly more likely than males to be "very satisfied" with the induction program, (c) participants who rated themselves as "very satisfied" with the induction program were significantly more likely to remain in teaching, (d) participants in the fully online program were significantly more likely than the distance model participants to remain in teaching, and (e) participants in the fully online program were significantly more likely than the distance model participants to make changes in their teaching practice as a result of the induction program. The findings indicate a need for further study of age and gender and how they relate to program satisfaction and to teacher retention. Additionally, the results suggest a need for more research on how the affordances of online learning can affect the outcomes of an online teacher induction program."--Boise State University ScholarWorks.

School-based Induction Programs Compared to a School-university Partnership Induction Program

Author : Linda L. Kaiser
Publisher :
ISBN 13 :
Total Pages : 142 pages
Book Rating : 4.:/5 (616 download)

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Book Synopsis School-based Induction Programs Compared to a School-university Partnership Induction Program by : Linda L. Kaiser

Download or read book School-based Induction Programs Compared to a School-university Partnership Induction Program written by Linda L. Kaiser and published by . This book was released on 2004 with total page 142 pages. Available in PDF, EPUB and Kindle. Book excerpt: While national statistics show that 20-50% of teachers leave the profession within the first three years, one emerging type of induction program delivered as a partnership effort between schools and universities appears to be addressing the retention issue. Follow-up statistics of a Midwest partnership program show that retention rates of 97% after eight years were notably higher than national rates of retention. Research was conducted to compare the perceptions of first year teachers in a partnership induction program with perceptions of first year teachers in other, school-based induction programs. The findings of this research are that beginning teachers in the partnership induction program reported less concerns during the first year of teaching and had more active support from mentor teachers. It was also determined that the elements of support beginning teachers in both types of induction programs found helpful were: involved principals, classroom assistance from mentors, and collaborative colleagues. Findings of this research contribute can be used to improve the quality of induction for beginning teachers.

Teacher Induction in North Carolina

Author : Lisa Nanette Mitchell
Publisher :
ISBN 13 :
Total Pages : 214 pages
Book Rating : 4.:/5 (55 download)

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Book Synopsis Teacher Induction in North Carolina by : Lisa Nanette Mitchell

Download or read book Teacher Induction in North Carolina written by Lisa Nanette Mitchell and published by . This book was released on 2008 with total page 214 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Support for beginning teachers in North Carolina is mandated by the State Board of Education and supported through legislative mandates and. Teacher induction programs have been developed to help support and guide new teachers toward a successful career; however each Local Educational Agency (LEA) has the flexibility to establish the induction program in their district, creating a variety of models of induction across the state supporting beginning teachers (BTs). The goal of this research was to better understand the impact of induction programs in North Carolina on beginning teachers' retention. This mixed-methods study examined the current state of induction in 11 of North Carolina's LEAs in order to better understand how varying models of induction impact beginning teachers and to gather the LEAs' and BTs' perspectives about induction. The research questions investigate how the components of induction programs are implemented in North Carolina's LEAs and the perceptions of both the LEAs and BTs about the importance of these components in influencing teacher retention. This study focused on several components of LEA's induction programs (e.g., orientation, mentoring, professional development, and other resources) and explored the impact of these programs by examining the relationships between the components of induction and beginning teacher retention. The study used quantitative and qualitative data collection and analysis to document, describe and compare approaches to induction and BT perception about them. The results indicated that a wide variety of induction components are used across the 11 participating North Carolina LEAs, including various types of orientation, mentoring, and professional development. All 11 participating LEAs reported that their induction programs were beneficial in supporting their beginning teachers. However, the 378 participating BTs provided varying reports about their perceptions of the induction components offered in their districts. Overwhelmingly, BTs acknowledged that their mentor and/or resources were the most induction beneficial component."--Abstract from author supplied metadata.

An Evaluation of the New Teacher Perceptions of the New Teacher Induction Program in a Suburban School District in Southwest Texas

Author : Roberto Martinez
Publisher :
ISBN 13 :
Total Pages : pages
Book Rating : 4.:/5 (1 download)

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Book Synopsis An Evaluation of the New Teacher Perceptions of the New Teacher Induction Program in a Suburban School District in Southwest Texas by : Roberto Martinez

Download or read book An Evaluation of the New Teacher Perceptions of the New Teacher Induction Program in a Suburban School District in Southwest Texas written by Roberto Martinez and published by . This book was released on 2014 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to evaluate the new teacher perceptions of the New Teacher Induction Program in a suburban school district in southwest Texas. The evaluation provided district leaders with critical feedback from the new teachers on their background, perceptions of their first year of teaching and the teacher induction program. The study consisted of analysis and evaluation of the district-administered New Teacher Induction Survey that was sent via a unique survey link to 240 new teachers to the district during the 2013-2014 school year. The quantitative study involved descriptive statistical analysis of closed survey responses. The results of this quantitative study revealed information as to the various backgrounds of new teachers in a suburban school district in southwest Texas. It was found that the district had higher averages than the state of new teachers to the profession, along with alternatively certified teachers. The study also revealed new teacher perceptions during their induction period of mentoring and coaching, as well as perceptions about school culture and climate, administration support, teacher performance and evaluation, and professional learning. Descriptive statistics revealed that the new teachers to the district perceived their mentoring and coaching experiences to be marginal. Overall support provided by mentors was not perceived by new teachers to be at a high level, but new teachers felt positively about the accessibility of their mentors. The new teacher perceptions of their school's culture and climate were positive. An overwhelming majority felt a sense of belonging and that the whole school community was invested in their development. It was revealed that new teachers received marginal administration support during their first year of induction; particularly in the areas of individual face to face meetings, classroom observations, and the modeling of lessons and behavior management strategies. The study found that new teachers had a positive experience with the teacher performance and evaluation process. An overwhelming majority felt that information given to them by their administration was in line with the Professional Development and Appraisal System (PDAS) process, and that this information was clear and understandable. Also, it was revealed that new teachers had positive experiences with professional learning on classroom management and building relationships. New teachers did not perceive their professional learning opportunities on working with diverse parent and student groups to be effective. In particular, working with special education students and families was the highest reported need for additional professional learning. In addition to providing perspectives of why induction is necessary due to obvious benefits and teacher attrition rates, the study considered the unique recruitment and retention demands of a rapidly growing suburban school district in southwest Texas. The study provides a historical perspective of induction and describes the components of a successful induction program. Results from the study will allow stakeholders in the district to consider the new teacher perceptions on the success of each component and determine the overall effectiveness of the New Teacher Induction Program, which may influence future practice.

No Dream Denied

Author : National Commission on Teaching & America's Future (U.S.)
Publisher :
ISBN 13 :
Total Pages : 166 pages
Book Rating : 4.F/5 ( download)

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Book Synopsis No Dream Denied by : National Commission on Teaching & America's Future (U.S.)

Download or read book No Dream Denied written by National Commission on Teaching & America's Future (U.S.) and published by . This book was released on 2003 with total page 166 pages. Available in PDF, EPUB and Kindle. Book excerpt: Provides an analysis of conditions that contribute to chronic teacher shortages across school districts and states and calls for a national effort to improve teacher retention by fifty percent by 2006. Proposes strategies to meet this goal.

Exploring Induction

Author : Catherine L. Renzulli
Publisher :
ISBN 13 :
Total Pages : 232 pages
Book Rating : 4.:/5 (1 download)

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Book Synopsis Exploring Induction by : Catherine L. Renzulli

Download or read book Exploring Induction written by Catherine L. Renzulli and published by . This book was released on 2016 with total page 232 pages. Available in PDF, EPUB and Kindle. Book excerpt: While much is known about the reasons for a percentage of new teachers leaving the profession within a five-year period, less is known about the reasons for which they stay. Job-related reasons such as student discipline, poor salaries, stress, and insufficient administrative support are most frequently cited by new teachers who are termed "leavers" or "movers." Rarely do these teachers mention the fact that they do not feel competent enough to continue in a teaching position. Often used interchangeably, competence and self-efficacy address the ability, and the belief that one has the capacity to do something successfully. Induction is the bridge that has the potential to foster self-efficacy, resulting in the retention of quality teachers. This mixed methods study examined new-teacher perceptions of the contributions that the induction program made to the levels of self-efficacy in the newly hired staff. With the use of the Teacher Sense of Efficacy Scale (TSES) administered to all new teachers having been hired in the past five years, and personal interviews with a random sampling from each induction year, this study found that the greatest influences of the induction program on teachers' beliefs about their effectiveness in the classroom setting with regard to student engagement, instructional practices, and classroom management were mentorship, collaboration, and administrative support.

Teacher Induction and Mentoring

Author : Juanjo Mena
Publisher : Springer Nature
ISBN 13 : 303079833X
Total Pages : 300 pages
Book Rating : 4.0/5 (37 download)

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Book Synopsis Teacher Induction and Mentoring by : Juanjo Mena

Download or read book Teacher Induction and Mentoring written by Juanjo Mena and published by Springer Nature. This book was released on 2022-01-01 with total page 300 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book draws together various theoretical and research-based perspectives to examine the institutionalization of mentoring processes for beginning teachers. Teacher induction, defined as the guidance provided to new teachers, is increasingly gaining traction as a key stage in promoting quality education. Major efforts have been put into reducing transitional challenges from being a student teacher to a practicing teacher; optimizing professional relationships and socialization into school dynamics; and increasing teacher retention. Mentoring has been proven to add benefits in assisting beginning teachers during the early years of their teaching career, because it provides the required knowledge and skills to face uncertain school scenarios and the complexities of practice. However, teacher induction programs are not part of regular instruction in many countries. The lack of teacher training during the induction phase might result in lower levels of commitment, professional isolation, or even attrition. This book calls for more concrete mentoring processes for early career teachers, and questions how this can be put into practice.

A Case Study of a Teacher Induction Program’s Effectiveness as Perceived by Program Teacher Participants and School District Administrators

Download A Case Study of a Teacher Induction Program’s Effectiveness as Perceived by Program Teacher Participants and School District Administrators PDF Online Free

Author : Jason Scott Oliver
Publisher :
ISBN 13 :
Total Pages : 202 pages
Book Rating : 4.:/5 (957 download)

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Book Synopsis A Case Study of a Teacher Induction Program’s Effectiveness as Perceived by Program Teacher Participants and School District Administrators by : Jason Scott Oliver

Download or read book A Case Study of a Teacher Induction Program’s Effectiveness as Perceived by Program Teacher Participants and School District Administrators written by Jason Scott Oliver and published by . This book was released on 2016 with total page 202 pages. Available in PDF, EPUB and Kindle. Book excerpt: A review of the research revealed a shortage of findings in the identification of programmatic features found to be effective in reducing attrition rates and preventing or significantly reducing teacher shortages. This study was conducted to determine the effectiveness of a teacher induction program developed and implemented by an urban school district in Texas. The data from new teachers, mentor teachers, instructional coaches, and principals with substantial experience and involved in the implementation of the induction and retention program were analyzed. This study attempted to answer three questions addressing (a) the specific district and campus program structural arrangements and teacher support systems that define the teacher induction and retention program, (b) the program participants’ perceptions about the effectiveness of the teacher induction and retention program, and (c) the program participants’ recommendations for program improvement. The case study design was used along with qualitative and quantitative methods were used to address the research questions guiding this study. Multiple data sources included district documents, existing induction program evaluation data representing over 3 years of program implementation, interviews with program participants, teachers, and administrators. Based on the content analysis, the overall perceptions yielded themes attesting to a quality novice teacher induction program; however, participants indicated that specific aspects of the program could potentially be improved. This case study illuminates issues and factors influencing teacher attrition rates, and aims to identify programmatic features that effectively prevent and/or reduce teacher attrition rates being experienced by school districts.

The Induction Process and Its Effect on Retention and Self-efficacy

Author : Brad Davis
Publisher :
ISBN 13 :
Total Pages : 0 pages
Book Rating : 4.4/5 (64 download)

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Book Synopsis The Induction Process and Its Effect on Retention and Self-efficacy by : Brad Davis

Download or read book The Induction Process and Its Effect on Retention and Self-efficacy written by Brad Davis and published by . This book was released on 2021 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: There are many things new teachers must learn during their first year in order to effectively teach their students. The struggle during this first year causes many new teachers to become frustrated by a seemingly unmanageable workload, feelings that they are not getting the support they need, and feelings of failure that might cause them to ultimately leave the profession. High attrition rates due to these factors are detrimental to school districts financially, academically, and culturally. Districts can combat high attrition rates by offering a comprehensive and sustained induction program with a strong mentoring component to new staff. The purpose of this study was to gain an overall understanding of teacher perception on how their district mentoring program affected their sense of efficacy, their perception of support, and their overall desire to stay in the profession. It also attempted to identify the effect of any changes made in the program after the N.J. induction program mandate. Lastly, the study compared the differences in perception of induction among middle, elementary, and high school teachers within the district. The findings of this study indicated that the overall perception of the district was inconsistent. Participants referred to many variables that affected their perception but most indicated that the mentoring component was what affected their feelings of efficacy and comfort the most. While the findings did not indicate a significant difference in the perception of induction between grade levels taught and building assignments, it was apparent that experiences varied. This study could be used by districts that are experiencing high attrition rates and who are experiencing a lack of morale or a sense of community in their buildings. It can also be used by districts that want to revamp a current induction program based on newer trends in education such as remote learning and increased reliance on technology in the classroom. (ProQuest abstract).

New Teacher Induction

Author : Warren Hunter (Ph. D.)
Publisher :
ISBN 13 :
Total Pages : 96 pages
Book Rating : 4.:/5 (974 download)

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Book Synopsis New Teacher Induction by : Warren Hunter (Ph. D.)

Download or read book New Teacher Induction written by Warren Hunter (Ph. D.) and published by . This book was released on 2016 with total page 96 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this qualitative program evaluation was to examine the impact a two-year new teacher induction program had on teachers feelings of support, satisfaction, and self-efficacy. The program purports that higher feelings of support, satisfaction, and self-efficacy in teachers will lead to lower teacher attrition. In turn, research shows that if teachers stay at a school they are more likely to improve their instruction and positively impact student performance. The goal of the study was to identify areas of the induction program that work well in increasing teachers perceptions positively in the three focus areas and to look for ways to improve the program moving forward to better serve future new hires at the school. Data were gathered through an interview process with ten questions focusing on the three main research areas of support, satisfaction, and self-efficacy. Participants included the eight teachers that had most recently completed the two-year induction program. The teachers reported feeling high levels of support, satisfaction, and self-efficacy following their two years at the school, but the impact the induction program had on those levels was mixed. A number of non-induction related activities were identified that also impact the teachers levels in the three focus areas. Recommendations were made to strengthen identified areas of induction already in place that were important to the participants as well as additions that could be added to the induction program in order to maximize the effectiveness of the program.

Cultivating High-Quality Teaching Through Induction and Mentoring

Author : Carol A. Bartell
Publisher : Corwin Press
ISBN 13 : 0761938591
Total Pages : 209 pages
Book Rating : 4.7/5 (619 download)

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Book Synopsis Cultivating High-Quality Teaching Through Induction and Mentoring by : Carol A. Bartell

Download or read book Cultivating High-Quality Teaching Through Induction and Mentoring written by Carol A. Bartell and published by Corwin Press. This book was released on 2005 with total page 209 pages. Available in PDF, EPUB and Kindle. Book excerpt: The book also contains a special emphasis on under-prepared teachers and urban schools-those most in need of effective induction and mentoring and also the group that benefits the most from these types of programmes

Understanding Beginning Elementary School Teachers' Perceptions and Experiences of the Hawai'I Teacher Induction Program in the Laulima Complex

Download Understanding Beginning Elementary School Teachers' Perceptions and Experiences of the Hawai'I Teacher Induction Program in the Laulima Complex PDF Online Free

Author : Jaime Anne Carrier
Publisher :
ISBN 13 :
Total Pages : 0 pages
Book Rating : 4.:/5 (141 download)

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Book Synopsis Understanding Beginning Elementary School Teachers' Perceptions and Experiences of the Hawai'I Teacher Induction Program in the Laulima Complex by : Jaime Anne Carrier

Download or read book Understanding Beginning Elementary School Teachers' Perceptions and Experiences of the Hawai'I Teacher Induction Program in the Laulima Complex written by Jaime Anne Carrier and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The rate at which teacher turnover is taking place in Hawai'i is a concern for many administrators and staff members in K-12 schools because of the negative impact it is having throughout the schools. Hawai'i ranks first in the country for teacher turnover rate. According to the Learning Policy Institute, 4.9% of teachers in Hawai'i are uncertified, which is nearly double the national average (2.6%). In the 2018-2019 school year, Hawai'i experienced 1,029 vacant teaching positions out of approximately 13,000. It is estimated that more than 60,000 students are taught by an under-qualified teacher every year in Hawai'i (Walker, 2020). The Hawai'i Teacher Induction Program has been implemented with the intent to increase student achievement along with retaining beginning teachers by offering them instructional support. All beginning teachers, in the Hawai'i State Department of Education, are required to participate in a three-year induction program. Beginning teachers are provided with intensive mentorship for the first two years, and a third year of less intensive mentorship, along with an option to participate in professional learning communities and attend outings to help get acclimated and familiar with the Hawaiian culture. However, very little is known about how beginning teachers perceive the induction program or what components beginning teachers find most and least beneficial. Through this qualitative, exploratory, case study, semi-structured, in-depth interviews were conducted to explore how beginning elementary school teachers experience and perceive the Hawaii Teacher Induction Program in the Laulima Complex. Purposive sampling was used to identify potential participants. Nine teachers, across four elementary schools throughout the Laulima Complex on Maui, were interviewed. Thematic analysis yielded the following findings: beginning teachers from the mainland experience feelings of isolation, teaching is more stressful than expected, the Educator Effectiveness System is challenging and overwhelming, mentoring was the only component experienced by all beginning teachers, availability of mentors differed from school to school, mentors provided professional and emotional support, the decision to stay in teaching was based more on individual factors rather than experiences with the Hawai'i Teacher Induction Program, and many beginning teachers felt mentoring was one factor to consider when making a decision to stay in education.