Many professions offer orientation and
support experiences for professionals starting out in a field. Medical
residents and law associates—even rookie baseball players—receive extended
training, development, and mentoring (working alongside a seasoned expert)
before taking on the responsibilities of a full professional. In contrast,
novice teachers often are left to fend for themselves, with little or
inadequate initiation into the profession.
However, an increasing number of school
districts offer teacher induction programs to orient, support, assist, train,
and assess teachers within their first three years of employment in public
schools. Teacher induction is the process of socialization to the teaching
profession, adjustment to the procedures and mores of a school site and school
system, and development of effective instructional and classroom management
skills. Participants in these programs are called inductees, a term which
refers simultaneously to teachers who are new to the profession, and teachers
with experience who are new to a district, grade level, or certification area.
Teacher induction programming can (and
does) take many forms. Induction activities can range from a short orientation
session, to mentoring programs, to staff development courses and workshops, to
multiyear programs that continue to meet the changing needs of teachers as they
develop. Many districts combine several activities to support new teachers.
Why are induction programs needed?
Influx of new hires
Due to escalating teacher retirements
and rising student enrollments, the nation currently faces a shortage of
qualified teachers. America
will need to hire some two million K-12 teachers over the next decade. Although
high-wealth suburban districts will always have a glut of applicants,
low-wealth urban districts face a hiring demand of 900,000 teachers or more
over the next decade.
High attrition rates
Just this year, America's urban school
districts will need new teachers to fill some of the nation's most challenging
classroom assignments. All too many of these new recruits face battlefield odds
as to whether they will still be teaching five years from now. No matter how
well they did in college, teacher preparation, or another career,
teachers can be overwhelmed by their first years in the classroom. It has been
estimated that 30% to 50% of beginning teachers leave in the first five years
of teaching.
Reality shock
Central-city public schools are more
likely to fill positions with “less than qualified” new teachers than are large
or small towns. Even experienced teachers embarking on assignments in new
cities or academic disciplines can be sorely tested, especially if they are
unfamiliar with the urban environment. The so-called “reality shock” that can
ensue often exacts a terrible toll on teacher morale, school district
recruitment and, most important, student achievement.
Teacher quality
Increasingly, inductees are learning on
the job. Thus, there is an urgent need for induction programs to augment the
knowledge and skills of both novice teachers emerging from traditional teacher
preparation programs, as well as the increasing numbers of inductees with
little or no training. Many of today's induction programs are geared to
remediating inductees' inadequate professional preparation.
Why do new teachers leave the
profession?
The initial years of teaching have been
well documented as a time of frustration, overwhelming experiences, and
increasing doubts about the choice of profession. The common concerns of new
teachers vary widely, from handling discipline problems, learning the
curriculum, understanding district policy and paperwork, to connecting theory
with practice.
The problem of new teacher attrition is
particularly pronounced in urban schools. A new study revealed a vicious cycle
that was both symptom and cause of deteriorating conditions in low-performing
urban schools. Inferior working conditions, lack of professional respect, low
morale, and a culture of high faculty turnover all contribute to high rates of
attrition among first- second- and third-year teachers in urban districts.
What are some common barriers to new
teacher success?
There are many barriers to inductee
success, some reflecting characteristics of the inductee, some pertaining to
the school or community. Some of these barriers include:
- Inadequate preparation in classroom management
- Difficulty organizing time/work
schedule
- Inadequate preparation in
instructional methods
- Unfamiliarity with the curriculum
- Insufficient preparation for dealing
with cultural diversity
- Difficulty fitting in with the school
culture
- Language barriers
- Isolation in the classroom
- Large class size
- Cumbersome school or district
bureaucracy
- Low salary/inadequate compensation
- Lack of respect or recognition as a
teacher
What can teacher induction programs
accomplish?
Effective induction programs hold
promise to:
- Extend the preparation period of
novice teachers through their crucial first few years on the job so they
continue to develop as proficient, knowledgeable, and successful teachers
- Improve the climate for teaching and learning,
and build community between new and veteran teachers
How widespread are induction programs
in the U.S.?
The good news is that induction programs
are prevalent across the nation, particularly in the nation's larger towns and
cities. However, these programs vary widely in their complexity, intensity, and
quality.
Even though 58% of new public-school
teachers are participating in some type of formal induction program during
their first year of teaching (63% in urban schools), the scope and quality of
support can range from effective, comprehensive, multiyear, developmental
programs, to casual, one-shot, brief (and often inadequate) orientation
sessions.
Unfortunately, even when district
administrators have had the desire to strengthen induction programs in their
schools, in many cases lack of financial resources has prevented
resource-strapped school administrators from implementing their vision of induction.
And, induction services are not reaching all who need them.
Are induction programs a new
development?
Most induction programs in operation
today were established prior to 1999. State mandates (often without state
funding) typically spurred program creation. The 2000s were an especially
fertile period for induction programs, due to heightened concern about rising
teacher attrition and renewed interest in increasing teacher quality.
Unfortunately, many programs have had to cut back services since then, due to
lack of funding. The researchers found that one in three induction programs had
reluctantly cut back services because of insufficient resources. However, the
current shortage of qualified teachers is causing a resurgence of interest in
supporting beginning teachers.
Are districts benefiting from their
induction programs?
Sadly, there is a paucity of formal
evaluation among both state-and district-level teacher induction programs.
Outcome data that do exist, strongly suggest that good induction programs
result in gains in teacher retention and teacher quality.
How does good teacher induction
benefit children?
- It provides grounded, standards-based
support for beginning teachers to continue to become better teachers.
- It keeps highly qualified and highly
committed teachers in the profession.
- It provides opportunities for
experienced teachers to become better teachers
Can induction programs benefit
teacher recruitment?
Induction programs are beneficial as a
recruitment tool. When prospective teachers ask whether they will have support
and assistance during the first year of teaching, recruiters with bona fide
induction programs can answer in the affirmative.
What does the future hold for
induction programs?
As states and school districts begin to
focus more intensively on issues of teacher quality, the challenges of new
teacher orientation, adjustment, effectiveness, accountability, and attrition
are coming more and more to the fore.
Increasingly, the federal
government, states, and districts appear to be recognizing
induction as a critical part of the infrastructure for professional development
and are beginning to commit resources to formal programs addressing the needs
of inductees. The following trends attest to genuine progress regarding teacher
induction programs:
- Federal legislation is beginning to
address teacher induction
- States are enacting policies to
support beginning teachers
- Districts are starting to develop
induction programs in response to rising teacher attrition (especially of good
beginning teachers); the need to fill positions in shortage areas (e.g., mathematics,
science, early childhood education); growing enrollments; and accelerating
teacher retirements. The program will require a greater investment of funds,
staff, inductee and mentor training opportunities, and school site support to
provide meaningful and consistent assistance and training for all inductees.
- Districts are expanding existing
induction programs
- Regional centers are being created to
support teachers
- Teacher union interest in induction is
growing. Despite the fact that teacher unions have been for the most part
reluctant to treat novices differently from veteran teachers when it comes to
contractual matters, some union affiliates (still a small number) have been
instrumental in collaborating with school districts to develop induction
programs.
Increasingly, states and districts are
recognizing the relationship between supporting novice teachers and ensuring
teacher retention in this time of critical teacher shortage. Still,
well-funded, comprehensive, developmental induction programs that serve all
teachers who need assistance are far from the norm in U.S. school districts.
Future research will tell us more about the quality of induction programs, how
to serve all eligible inductees, and how to integrate induction policies and
practices into wider school reform efforts.
Guidelines for Success
Whether you are developing a new
induction program, or are aim-ing to expand or improve an existing one, keep in
mind that the most effective programs do the following:
- View induction as a multiyear,
developmental process.
- Within the first three years of their
teaching careers, inductees passing through developmental stages have different
needs, typically beginning with basic survival (e.g., the nuts and bolts of classroom
management and student discipline) and orientation to school site and
system-level policies, procedures, and paperwork; moving on to real concern for
instructional effectiveness; and followed by interest in curriculum reform,
school reform, student assessment, and teacher leadership.
It is important to view induction as an
extended, multiyear process. University
courses are the start of teacher training—inductees need continuous
learning opportunities, ongoing orientation, and sustained support. Thus, a
second or a third year of support, assistance, and training may be needed,
particularly when inductees are hired late or are assigned to grade levels or
subject areas that are not their principal area of expertise.
Ensure that school site administrators
understand how to orient inductees, create supportive working conditions for
them, and effectively meet their professional needs. Principals should be
trained to be knowledgeable about and alert to inductees' needs and concerns
and should convey to the entire staff the importance of welcoming, guiding, and
assisting them. “Buddy” teachers in the same hall, grade level, or department
can be asked to be available for emergencies arising in between scheduled
mentor visits. Site administrators and department heads should also refrain
from mis-assigning inductees to classes they are not qualified to teach or
loading them up with extra duties.
While peers and buddy teachers often do
a good job of providing support informally, designated mentor teachers play key
roles in a formal induction program. Be sure you have paid careful attention to
mentor selection, training, compensation, release time, support,
and evaluation.
Link inductee evaluation to district-
and state-level standards for what beginning teachers should know and be able
to do. The most promising programs tie participation to new, more stringent
professional standards and performance assessments that have been established
as part of school reform legislation. Inductee performance assessments should
be both formative and summative; and teachers should have access to support,
information, and guidance prior to assessment.
Invest in technology to facilitate
communication between and among inductees, their mentors, and university
faculty. Email, online forums, bulletin boards, new teacher helplines, etc. are
easy and relatively inexpensive ways for inductees to share ideas, concerns,
and encouraging words with other novice teachers, regardless of geographic
location. All teachers should have ready access to and training on the
Internet, which offers a rich array of information resources to teachers and
students alike.
Evaluate program effectiveness.
It is very important to set up a system
of program evaluation or monitoring of progress. Begin by assessing specific
program components/activities, such as orientation sessions and training
work-shops for inductees—as well as training for mentors—to ensure that
inductee, mentor, and district needs are met. Periodically ask inductees and
site administrators for feedback on mentor availability and performance.
Go on to evaluate program outcomes in
terms of teacher retention, improvement of teacher knowledge and skills,
increase in new teacher confidence and satisfaction, mentor teacher professional
development, etc. Be prepared to modify and improve program elements annually
based on what each evaluation reveals. Learn from individual schools and site
administrators who are particularly successful in implementing induction
programs, and disseminate models of good practice districtwide.
Whether
you are aiming to expand, improve, or change the ways you serve inductees in
your district, it is important to strive for a coherent approach to induction,
tailored to meet the needs of your beginning teachers. Be sure to incorporate
the steps below when developing your induction program:
Put together a planning team.
You will need to bring together a
planning team to tailor an induction program that best meets your district's
needs. An effective planning team is comprised of site administrators,
teachers, individuals from local teacher preparation institutions, central
office personnel, union representatives, and others in a position to determine
how the program components should be coordinated and integrated.
Decide which teachers your program
should serve.
While most induction programs require
participation, exceptions often are made for newly hired—but
experienced—teachers. Many districts routinely distinguish between inductees
new to the profession and those transferring in with experience. Some state education
agencies allow districts to provide limited assistance to inductees who are
experienced teachers, especially if they are returning to the classroom after a
prolonged absence or if they are new to the state or certification area.
Your program can serve first-year
teachers only, or you might allow or require inductees to participate beyond
their first year of teaching. Of course, like many districts, your resources
may be tight and you may only be able to accommodate first-year teachers. If
your state has a two-tiered (i.e., initial and full) licensure system, you
might require participation of any inductee who is not fully licensed, and
consider extending the program into subsequent years.
Ask these questions when considering
whom to serve:
- Have you hired teachers after the
start of the school year?
- Has a teacher requested support
services?
- Do you have teachers who have changed
grade levels or content areas or who have returned to teaching after a long
absence?
- Do you have teachers on emergency
permit or waiver?
- Do some of your teachers have
probationary status?
- Do some of your teachers need help
demonstrating competence or meeting requirements?
Jeff C. Palmer is a teacher, success coach, trainer, Certified Master of
Web Copywriting and founder of https://Ebookschoice.com. Jeff is a prolific writer, Senior
Research Associate and Infopreneur having written many eBooks, articles and
special reports.
Source: https://ebookschoice.com/how-to-get-started-improving-your-efforts-to-support-and-assess-novice-teachers/
