Edward Franklin Quinton Molina University of Arizona

1. Teacher Induction Programs in Agricultural Education – Description of the Role of AAAE Higher Education Teacher Preparation Programs Edward Franklin Quinton Molina University of Arizona

2. INTRODUCTION • Teacher preparation programs (TPP) include a combination of coursework and activities designed to provide preservice student teachers with content knowledge and instructional delivery skills. • Culminates with a supervised student teaching field experience, supervised jointly by the University and a secondary school instructor. • Students prepare to make the transition from student teacher to professional educator. • After taking a teaching position, what is the role of the University?

3. Slightly more than half of eligible agricultural education teacher candidates accept teaching positions (Camp, Broyles, and Skelton, 2002). • Fifteen percent of new teachers leave after their first year (Heath-Camp and Camp, 1990). • Nearly 50% leave within six years (Heath-Camp and Camp, 1990).

4. The education profession realized that action to reduce the attrition rate would come in the form of assistance provided to beginning teachers. • “A necessary step toward increasing teacher retention is to provide induction programs tailored to meet the specific needs of beginning teachers in their specific setting” (Huling-Austin, 1987)

5. Types of Induction Programs • State-agencies – “gatekeepers”, screening and removing undesirable teachers. • Local agencies –orient teachers to procedures of schools, short in duration, rely on veteran teachers for mentoring. • University-sponsored programs focus on professional development, less focus on licensure; less evaluative. • Focus on broader picture, and less on the unique teaching environment of the teacher - Odell, 1997

6. LITERATURE REVIEW • Idaho • Teacher educators made classroom visits two to three times during the school year of beginning agricultural education teachers (Nesbitt & Mundt, 1993). • Oklahoma • Entry Year Assistance Program (EYAP) mandated by the state legislature (1980) for the purpose of establishing a process to develop teachers of demonstrated ability (Barrera &Finley,1992; Peiter, Terry, & Cartmell, 2005). • Colorado • Colorado Educator Licensing Act (1991) State-approved teacher induction program to acquire a professional license, 3-person team, mentoring focuses on “assistance”, rather than “assessment” (Jacobsen, 1992).

7. Related Research in Agricultural Education • Challenges and PD needs of beginning teachers(Myers, Dyer & Washburn, 2005; Bennett et al, 2002; Joerger & Boettcher, 2000; Garton & Chung, 1996; 1997) • Description of role of teacher preparation from the view of capturing teacher reactions to participation in teacher induction activities (Peiter, Terry, & Cartmell, 2005Joerger & Boettcher, 2000;; Talbert, Camp, & Heath-Camp, 1994; Nesbitt & Mundt, 1993; Barrera & Finely, 1992). • One study reported less than 40% of new teachers participated in local teacher induction program (Joerger & Boettcher, 2000).

8. Four domains of teacher education induction programs and activities: • Local schools • State school systems • Professional organizations • Institutes of higher education (IHE) • “Almost total lack” of information regarding IHE involvement in teacher induction activities. – Johnston and Kay, 1987

9. Goals of Teacher Induction Programs • Researchers identified and proposed five goals of teacher induction programs: • Orientation (most commonly cited goals) • Psychological support (develop self-esteem) • Acquisition and refinement of teaching skills (teaching skills, subject matter, skills, & attitudes) • Retention (increase the likelihood that competent, skilled, new teachers remain) • Evaluation (controversial – fail to separate from induction efforts) • Johnston & Kay, 1987

10. PURPOSE & OBJECTIVES • To describe the role of agricultural education teacher preparation programs (TPP) in teacher induction programs. • Objectives • Describe status of beginning teacher preparation programs provided to new teachers. • Describe teacher education preparation program faculty involvement in new teacher induction activities. • Determine the status of student teacher preparation and job placement be teacher education programs.

11. METHODS • Descriptive survey methods • Population was AAAE teacher preparation programs with valid email contacts (N=83). • Web-based instrument developed. • Modified-version of Johnston & Kay (1987). • Questions were yes/no type, categorical, and open-ended. • Additional questions focused on student teacher preparation. • After one email reminder, 62 of 83 participants responded (74.6%), follow-up reminders yielded no additional responses. • Comparison of early to late respondents found no significant differences between groups. • Frequencies and percentages were reported. • Findings are limited to 62 responding TPP serving 37 states and Puerto Rico.

12. FINDINGS Status of Beginning Teacher Assistance

13. “Other” response • Lack of funding, or loss of funding resulted in no program in place (2 respondents) • “New Professionals Conference” • Collaboration of universities, state education staff, state teachers association

14. Common Beginning Teacher Activities • Conducting workshops 72.7% • Field supervision 58.2% • Offering courses 56.4% • Consulting/PD activities 56.4% • Internship, alternative cert 38.2% • Members of teacher support 36.4% teams

15. Additional teacher induction activities • Collaborative activities w/state dept. 25% & state teacher’s association • Mentoring teachers 25% • University visits & consultation 20% • State dept visits/faculty 15% • Formal mandatory program 10% • Seminars, workshops, NTO 10% • Indirect activities (website, listserv, email) 10% • Statewide program for young teachers 5% • Research regarding beg. Teach assist. 5%

16. Faculty Involvement in Induction Activities • Faculty outside of dept. or unit 50% • State dept. personnel, adjunct faculty or veteran teacher from state teacher’s association • Formal agreement with local districts • 18.6%: Agreement existed • 76.3%: No agreement existed • Nonformal agreements common (open-ended responses)

17. Teacher Induction Activities & Faculty Workload • Not counted toward workload 37.2% (overload, or service not counted for) • Counted as a service component 27.4% • Considered a teaching activity or credit 27.4% to teaching load • State-provided funding or stipends, or 14.6% non-faculty support • Counted as part of scholarship or 4.8% research

18. Status of Student Teacher Preparation and Job Placement by TPP Activity Total Range % Student teachers enrolled 895 1-65 100.00 ST accepting teach. positions 483 0-37 53.90 in 2004-05 # of new teachers participating 360 0-37 74.50 in teacher induction activities # of teachers not returning in 34 0-6 7.00 2005-06

19. Number of first year teachers hired in 2004-05 did not return for their second year. • None of their teachers hired, left in 2005. 46% • “Don’t know” response 28% • One to five teachers left 26% • Six teachers or more left in 2005 2%

20. CONCLUSIONS • Beginning teacher assistance is provided by of AAAE-affiliated TPP (65%). • Most common type of assistance provided by TPP: • Workshops (72.7%) • On-site visits (58.2%) • Specific courses (56.4%) • Collaborative professional development (56.4%) • Internship or alternative certification (37.7%) • Serve on beginning teacher support committees (37.7%)

21. Universities view faculty member with teacher assistance activities differently. • Considered service-related activity, or may count as teaching class load. • Some faculty use as a research focus. • Formal agreements are not common. • Smaller departments lack the resources (faculty hours) to provide assistance to new teachers (choice between student teacher supervision vs. new teacher supervision). • Institutions weighting of research and teaching (toward P & T) may pressure faculty to elect not to partake in service-related activities. • “Right thing to do”.

22. 483 of 895 student teachers accepted teaching positions in 2004. • 54% placement rate, indicates students graduating with degrees preparing to be teachers are seeking employment in other areas. • 74% of teachers participated in teacher induction activities. • 34 of 483 teachers did not return for their second year (7% attrition rate).

23. IMPLICATIONS • Viewed as a collaborative responsibility between university, state dept. of ed., state ag teacher’s association. • Universities provide professional development, while veteran teachers serve as mentors to new teachers, state departments assist with funding in the form of grants. • Unless part of a research agenda of a faculty member, teacher induction activities are low priority. • Smaller departments find themselves deciding between supervising student teachers and visiting new teachers.

24. RECOMMENDATIONS • Additional research to examine the role of teacher education institutions in providing new teacher assistance as long as retention is an issue. • What are the perceptions of new teachers and teachers leaving the profession toward continued university support? • Why are teacher-candidates electing not to teach? • Why are new teachers not participating in teacher induction programs? • Longitudinal research of young teachers in the profession to determine where their sources of support comes from: university, teacher’s association, local, other.

25. THANK YOU!