Common Events: The following are identified by research as common events and resources that are included in successful induction programs:
- "an initial four or five days of training before school begins" (Breaux, 2003)
- "ongoing, systematic training over the course of two or three years" (Breaux, 2003)
- "strong administrative participation in, and support of, the overall induction process (Breaux, 2003)
- "a mentoring component" (Breaux, 2003)
- "study groups in which new teachers network and support one another" (Breaux, 2003)
- "a structure for modeling effective teaching during in-services and mentoring" (Breaux, 2003)
- "numerous opportunities for inductees to visit demonstration classrooms taught by successful veteran teachers" (Breaux, 2003)
- "adjustment of working conditions (reduction in class size; number of preparations and additional duties, such as committee work)" (Nielsen, Barry, & Addison, 2006)
- "program evaluation (evaluation of induction program by the participants" (Nielsen, Barry, & Addison, 2006)
- "follow- up (support beyond the 1st year)" (Nielsen, Barry, & Addison, 2006)
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Common Goals: The following are common goals that induction programs share (Stansbury & Zimmerman, 2002):
- "improve teacher performance;
- increasing the retention of promising beginning teachers;
- promoting the personal and professional well-being of beginning teachers;
- satisfying mandated requirements for induction and/or licensure; and
- transmitting the culture of the system to beginning teachers." (p. 12)
Stansbury, K. & Zimmerman, J. (2002). Smart induction programs become lifelines for the beginning teacher. Journal of staff development, (23)4, 10-17.
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New Teacher Academy Example: The Quakertown (Pa.) New Teacher Academy has been highlighted by the National Staff Development Council as an exemplary induction program. The academy includes unique features such as a two week training period prior to school starting that involves workshops and even a bus tour of the district and community. Workshops cover such topics as:
- understanding the district standards,
- positive classroom management,
- teaching with technology, and
- a principals panel.
The principals panel allows new teachers to learn more about principals expectations and ask questions. To learn more about the New Teacher Academy visit this article by the NSDC: http://www.nsdc.org/library/publications/jsd/beerer234.cfm |
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Phases of 1st Year Teachers: First year teachers journey through a number of phases in their first year of teaching (Moir, 1990). Being knowledgeable about these phases, allows school districts to schedule training and support at critical times. These trainings can focus on the areas teachers have the most difficulty with or are prepared to learn more about during that phase.
- Anticipation (1st - 2nd weeks)
- excited about year
- Survival (1st to 2nd month)
- struggle to keep head above water
- spending 70 hours a week on schoolwork
- struggling to keep up
- Disillusionment (at 8 weeks)
- begin questioning commitment
- overwhelmed with parent conferences, first evaluation, and back to school night.
- classroom management major source of distress
- Rejuvenation (January)
- much needed winter break
- acceptance of realities of teaching
- focus in curriculum development and teaching strategies
- Reflection (May)
- highlight events that were successful and those that weren't
- think about changes they'd like to make next year
To learn more about the phases of 1st year teachers download the attached article.
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