Induction: Key Principles and Best Practices
“New teachers must be supported in taking responsibility not only for what goes on in their classrooms, but also for what transpires in the greater educational community of which they are a part....High expectations, knowledge of how to create equitable learning experiences, and a firm belief in the power of the classroom teacher to effect student learning must be at the heart of every induction program” (Moir & Gless, 2001, pp. 110-111).
In the Literature:
Key Findings:
- formal induction processes for beginning teachers have not typically been the norm in education
- a “more guided entry into the teaching profession is perceived by a growing number of jurisdictions as a strategic and desirable solution to the issue of new teachers’ distress, dissatisfaction and turn over” (p. 2)
- “there are substantive benefits to be had for teachers and students by dramatically changing the [sink or swim] approach” (p. 2)
- induction is only part of a continuum of building teacher capacity, including preservice preparation, first teaching assignments, induction, and ongoing professional development
- “effective induction processes…are the best hope for systematically shifting the teaching culture to one of greater collaboration and to building learning communities within schools”(p. 3)
(Parker Management Consulting Inc.’s (2006) A Review of
Literature on New Teacher Induction Programs)
Effective Induction Includes:
- a high degree of analysis, structure and vision; effective induction needs to be “comprehensive, rigorous, and seriously monitored” (p. 383)
- a focus on professional learning, using organized professional development systems
- collaboration - a key element
- mentors who have well-defined roles
(Wong, Britton, & Ganser, 2005)
- “orientation sessions, mentoring, professional development opportunities, evaluation, and assessment” (p. 2)
- mentors who are carefully selected, trained, and matched based on beginning teachers’ needs
- clarity regarding the performance evaluation of beginning teachers
(Parker Management Consulting Inc.’s (2006) A Review ofLiterature on New Teacher Induction Programs)
- focus on strengths and needs rather than deficits
(Kardos & Johnson, 2007)
- time for collaboration, planning and classroom-based learning with experienced colleagues
- direct links to professional standards of practice
(Moir & Gless, 2001; Whisnant, Elliott, & Pynchon, 2005)
- policies that mandate participation and provide significant, remunerated time
- consideration of the influences of preservice preparation and professional development
- carefully assigned courses, pupils, and non-teaching duties
- adequate resources to meet program goals
- duration of more than one year
- a variety of induction providers
(Britton, Paine, Pimm, & Raizen, 2002)
Benefits of Effective Induction:
- plays a role in recruitment and retention
- acts as a bridge between preservice and the classroom, and as part of a professional development continuum
(Feiman-Nemser, Schwille, Carner, & Yusko, 1999)
- reduces attrition and its costs
- increases teacher satisfaction
- enhances professional growth
(Whisnant, Elliott, & Pynchon, 2005)
- improves teaching practice
- results in benefits for students
(Parker Management Consulting Inc.’s (2006) A Review of
Literature on New Teacher Induction Programs)
Benefits for the beginning teacher include:
- collaborative learning and networking opportunities
- increased skills and knowledge, and greater self-confidence
- insights into the culture of the school and the broader community
- more effective classroom practice
- social and emotional support
Benefits for the mentor include:
- satisfaction of sharing expertise
- opportunities for rich discussions with individuals who have fresh perspectives
- opportunities to experiment with new ideas
- renewed enthusiasm for his/her role
- opportunities for reflection on his/her own practice and professionalism
Benefits for the organization/administration include:
- reduced attrition rates
- opportunity to build capacity
- development of leadership potential of staff
- increased teacher interactions and collaboration
- increased student learning
(Parker Management Consulting Inc.’s (2006) A Review ofLiterature on New Teacher Induction Programs)
Ideas for Beginning Teachers to Consider:
Feiman-Nemser (2001) recommends that new teachers focus on:
- “Gaining local knowledge of students, curriculum, and school context;
- Designing responsive curriculum and instruction;
- Enacting a beginning repertoire in purposeful ways;
- Creating a classroom learning community;
- Developing a professional identity; [and]
- Learning in and from practice” (pp. 1028-1030)
Ideas for Policy Makers/Organizations to Consider:
- encourage ongoing and reciprocal interaction among teachers across experience levels
- acknowledge beginning teachers’ needs
- develop shared responsibility of all teachers for their students and the school
(Kardos & Johnson, 2007)
- be clear about the purpose and outcomes of the induction program
- attend to the leadership and administration of the program
- encourage collaboration among all stakeholders involved in providing induction services
- ensure support of site administrators
- maintain connections with local preservice programs
- attend to the contexts in which new teachers are working
- involve mentors who are selected and trained
- provide structured time for new and experienced teachers to work together
- provide appropriate professional development for new teachers
- provide opportunities for individual follow-up with experienced educators
- give feedback to beginning teachers about their progress
- evaluate the induction program and its impact on new teachers and their students
(Bartell, 2005)
Teacher Induction, Mentoring and Renewal Conference Highlights: Induction
As many districts and universities engage in applying these key principles and identified best practices in their induction processes, they experience a variety of successes and challenges from which others can learn. Links to Conference Highlights focused on induction are provided here, leading to academic papers, PowerPoint slideshows and/or videos of conference sessions. We hope that these rich resources will promote reflection and discussion of issues related to induction.
Teacher Induction: Challenges and Opportunities
Julian Kitchen, Brock University
“Teacher induction, mentoring and renewal are vitally important issues in education today. How do we help teachers survive their first years of practice? How can mentorships help guide new teachers towards competence, proficiency and, even, expertise? What can be done to renew the practice of teachers at all career stages?”
Teachers’ Induction Needs: A Report of Ongoing Research on New Teachers
Clive Beck, Clare Kosnik, and Research Team, OISE
“New teachers see a need for preservice education to address more fully certain key aspects of teaching. These aspects include: program planning; pupil assessment; and classroom organization and community building…we report the views of the new teachers on these topics and discuss how they might be attended to more adequately not only in preservice education but also in induction programs.”
The Role of the School Administrator in Induction
Carol Hill and Judi Marshall, Ottawa-Carleton District School Board
Goals:
- To review the role of the school administrator in Induction
- To briefly review Induction in the provincial New Teacher Induction Program (NTIP) context
- To share tips and strategies for principals and vice-principals as they navigate the NTIP
Endings and Beginnings: Experiences in Building a New Teacher and Support Model through a Higher Education Program of Teacher Preparation
Barbara Stern, Ira Lit, and Jon Snyder, Bank Street College of Education
“Learning to find professional resources and establish professional relationships are key tasks of new educators, and building...and growing a professional community of colleagues outside of the graduate school setting is an essential facet of success for our graduates.”
Beyond the Workshop: Job Embedded Learning for Beginning Teachers & Mentors
Jim Strachan, Project Leader: Support for Beginning Teachers, Toronto District School Board
“Having an induction program is more than just having mentoring; mentoring is one component of induction. We don’t want to just ‘keep people’—we want them to become excellent teachers.”
New Teacher Induction Program (NTIP): Setting the Ontario Context
Panel moderated by David Booth
New teachers, a mentor, a principal, a federation representative, a superintendent and Ministry partners engage in discussion about their experiences with induction and mentoring.
David Booth is Professor Emeritus, Curriculum, Teaching and Learning at OISE. He is the author of dozens of books for teachers and parents, and is an award-winning author of picture books for children. His career focus has been support and learning for new and experienced teachers.
OISE School-University Partnership Projects: Induction
“School/University Partnerships: Research Into Practice is a unique research and practice initiative in OISE’s Initial Teacher Education program…focused on enhancing learning experiences and strengthening relationships between OISE’s field partners and the university….Projects…demonstrate the value of creating communities of inquiry and practice within teacher education. There is increased opportunity for teacher candidates to experience coherence in their programs; new and experienced teachers can learn from and with one another; and, university- and school-based educators can work and learn together to design rich learning environments that benefit all learners” (Rolheiser, 2008, pp. 2-3).Ien, J., & Lordan, M. (2008). From risk to relief:
Advocating for at-risk students and programs. In C.
Rolheiser (Ed.), School/university partnerships:
Enriching and extending partnerships (pp. 35-40).
Toronto, ON: OISE/UT Teacher Education Program.
Objectives:
- To identify the challenges and possibilities that teacher candidates and new teachers face while working with students at risk and related programming
- To identify how teacher candidates and new teachers may be supported to meet the needs of students at risk and related programming
- To empower research participants to share their experiences and, in so doing, to help inform a more responsive teacher education curriculum and professional induction process
Eldridge, J., Borczon, T., & Wolfe, J. (2007). Preparing
teachers to meet the needs of learners with
exceptionalities. In C. Rolheiser (Ed.), School/university
partnerships: Transformation of teacher education (pp.
6-8). Toronto, ON: OISE/UT Teacher Education
Program.
Objectives:
- To ascertain the needs of beginning teachers and field partners in meeting the needs of students with exceptionalities
- To identify the needs of current OISE teacher candidates in the area of special education
- To increase our teacher candidate level of knowledge about special education through an additional 12-hour special education course
Swartz, L., & Giles, J. (2007). Men who choose to
teach in the elementary division: From preparation to
induction and beyond. In C. Rolheiser (Ed.),
School/university partnerships: Transformation of
teacher education (pp. 24-26). Toronto, ON: OISE/UT
Teacher Education Program.
Objective:
This research was framed by three key questions:
- How are males who choose to enter the profession prepared for working in the elementary division?
- What are the strengths and challenges of males working in the elementary division?
- How can males who choose to work in elementary classrooms best receive support during their training and induction into the profession?
Swartz, L., & Giles, J. (2008). Inductees as mentors: Men
who choose to teach in the elementary division—phase
two. In C. Rolheiser (Ed.), School/university
partnerships: Enriching and extending partnerships (pp.
41-45). Toronto, ON: OISE/UT Teacher Education
Program.
Objectives:
The research objectives were framed by three key questions:
- How might beginning teachers serve as mentors to teacher candidates?
- How might male inductees better reflect on their journey as beginning teachers by having a context for sharing their stories?
- What are the strengths and challenges of males working in the elementary division?
Ontario New Teacher Induction Program (NTIP)
“The New Teacher Induction Program (NTIP) supports the growth and professional development of new teachers. It is the second step in a continuum of professional development for teachers to support effective teaching, learning, and assessment practices, building on and complementing the first step: pre-service education programs. It provides another full year of professional support so that new teachers can develop the requisite skills and knowledge that will enable them to achieve success as experienced teachers in Ontario. By helping new teachers achieve their full potential, the NTIP supports Ontario's vision of achieving high levels of student performance.” (Retrieved June 24, 2008, from http://www.edu.gov.on.ca/eng/teacher/induction.html)