New Teacher Induction. By Amber Keller Dr. Massingill December 5, 2013. Interview. In the new teacher selection process, administrators look for candidates who possess essential qualities and characteristics Competence Personality Passion Communication Skills Self - Awareness.
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By Amber Keller
December 5, 2013
Teacher attrition is a problem with a number of implications, not the least of which is the teacher shortage.
Most of teacher attrition is a result of factors such as: inadequate pay, lack ofadministrative support, poor workplace conditions, student related issues, lack of collegiality with peers, low morale, and amount of time required for the paperwork involved (Bickmore, D. L., Bickmore, S. T., & Hart, L, 2005).
Research Question: Do induction programs increase the retention of beginning teachers?
Solution: Implement an induction program
Almost half of all new teachers leave the profession within thefirst five years, creating a difficult model where more teachers leave the teaching profession compared to teachers entering the profession (Ingersoll & Smith, 2003).
Mentor Teacher Preparation & Development
School District &
Circle of Quality Mentoring
Mentor Selection & Mentor/
Roles Mentor & Practices
Comprehensive induction proves most effective at keeping good teachers in the classroom. Studies demonstrate that new teacher turnover rates can be cut in half through comprehensive induction: a combination of high-quality mentoring, professional development and support, scheduled interaction with other teachers in the school and in the larger community, and formal assessments for new teachers during at least their first two years of teaching.
- T. Smith and R. Ingersoll. (2004)
The individual achievement of children is highly dependent on the effectiveness of the teacher, and the impact of ineffective or unqualified teachers across years dooms children to instructional losses that cannot be regained.
“Recruiting, hiring and supporting teachers as they learn how to teach well are at the heart of a principal’s job. Nothing is more important.”
Lynn Stuart, Principal, Cambridgeport School, Cambridge, MA
Excuse beginning teachers from committee assignments to the maximum degree possible so they can concentrate on the all-important first year task of learning their curriculum and how to teachLimit the committee assignments of mentors so they can focus on their menteeCreate a schedule that provides common planning time for mentor and menteeProvide mentors time at faculty meetings to report on their involvement in the program and encourage other teachers to network with their beginning teachers
Providing and Protecting Mentor-Teacher Time Together