International literature on induction within education consistently states that induction programs provide a variety of benefits for new teachers. In Ontario in 2006, to support new teachers, the Ministry of Education introduced the New Teacher Induction Program (NTIP). The NTIP consists of three main components: an orientation for new teachers, individual mentoring for new teachers, as well as ongoing professional development opportunities tailored to new teachers. In 2006-2011, the NTIP underwent an evaluation by a research team from the University of Ottawa charged with evaluating the implementation and efficacy of the program. To date in Ontario, there is a gap in the literature on the qualitative experiences of new teachers involved in induction programs. This study, as part of the larger evaluation, sought to address the lack of empirical work in this area by presenting the lived experiences of new teachers in Ontario. Data have been generated through semi-structured interviews with 20 new teachers at the high school level in Ontario, six of whom are presented as typical cases of a range of new teacher experiences. Three existing induction programs are profiled and through an analysis of the experiences and observations of the new teachers in this study, six essential elements of induction have been described. It is anticipated that the results of this study will help inform future policy and practice in the area of induction programs.

No description available.

This study investigates the perceptions surrounding the role Virginia elementary school principals play in supporting the induction of new teachers. Attention is given to the type of the principal’s support, the frequency of support, and the perceived importance assigned that support. Because the Virginia Department of Education has encouraged the use of one of three specific models of induction (the ETS Pathwise model, Fairfax Virginia’s Great Beginnings model, or the New Teacher Center “Santa Cruz” model) or a locally, research-based model, additional attention is placed on the impact training and experience in one of these models has and the degree to which varying levels of that training influences those perceptions. In this non-experimental, comparative study, a census of new teachers and principals throughout the Commonwealth of Virginia was conducted, using an adaptation of an instrument developed by Gurule-Gonzales (1995). Follow-up telephone interviews were conducted to confirm findings from the survey. Results indicate there are statistically significant differences in some principal and new teacher perceptions of the Virginia elementary principals’ role in supporting programs of induction. These are found more often in the perceptions regarding frequency than regarding importance. Statistically significant differences were found among principals’ perceptions of certain categories of support when considering the amount of training and the type of induction program utilized. While statistically significant differences in teachers’ perceptions could not be determined because of the small n, there appear to be practical differences based upon the type of induction program and the amount of new teacher program training. There are a number of implications resulting from this study. New teachers need to be integrated into the life of the school, and programs of induction should be certain to include the careful pairing of mentors with new teachers. Frequent observation and feedback by the principal are necessary to support new teachers. Principals must maintain a frequent presence throughout the work with the new teachers and must be more transparent regarding support efforts. The type of program and the amount of training provided principals and new teachers alike are also critical aspects of induction.

High attrition during the first few years of teaching is a long-standing dilemma. Research findings vary somewhat according to specific studies, but it is estimated that about 30% of new teachers do not teach beyond two years, and within the first five years of teaching 40-50% leave the profession.Traditionally, discussions of new teacher induction have not considered the role of the school principal as significant (Carver, 2003). However, Brock & Grady (2001) found that beginning teachers identified the school principal as the most significant person in the school, as well as a key source of support and guidance. A recent exploratory case study of the supportive behaviors of four principals resulted in a structural framework of recommended practices (Carver, 2002); however, the importance of those behaviors in the retention of first-year teachers has not been studied.This mixed methods research study examined the relationship between principal support behaviors and the likelihood of first-year teachers remaining in the teaching profession. Q sorts, detailed questionnaires, and follow-up interviews were conducted with first-year and fifth-year teachers.Findings indicated that principal support was important to some first-year teachers in making retention decisions; additionally, specific principal behaviors that have the most influence on the likelihood of first-year teachers remaining in the profession were identified. Analysis resulted in the development of a list of 10 principal support behaviors that are most likely to influence first-year teachers to remain in teaching. These findings could prove beneficial in stemming the attrition rate of new teachers.

It is a well-known fact that entering the teaching profession can be a challenge for nearly anyone (Kronowitz, 2004). Recently, the discussion has shifted to looking at strategies to assist the new teachers in making the transition (Portner, 2005; Sweeny, 2008), with an attempt in the province of Ontario through the implementation of a provincially mandated New Teacher Induction Program (NTIP) legislated 2006. Yet, since programs like Ontario’s NTIP are still fairly new, concerns exist as to the effectiveness and ideal structure of induction programs (Glassford & Salinitri, 2007; Tait, 2005; Cherubini, 2009; Robinson, 1998; Johnson & Kardos, 2010), with little recognition of the role of school culture only peripherally addressed within induction literature. Therefore, the intent of this study was to examine the experiences of new teachers who have previously completed the Ontario NTIP program in order to understand the impact of induction programs on the process of new teacher socialization. In order to carry out this study, a combination of document analysis and individual interviews was used. The findings reveal an emphasis upon evaluation within the program documents, unclear roles, the absence of school culture, and little information to ensure proper implementation of the program. Three themes emerged from the interviews. First, the participating new teachers identified the need for support beyond the first year of teaching. Secondly, there seemed to be a general confusion about NTIP with regards to elements, outcomes, and roles among the participants. Finally, responses indicated that mentoring was important for a teacher to feel comfortable in his or her role. Implications of this research extend to the design and long-term support specifically needed for new teachers, establishing the need for direct consideration of school culture and teaching context upon a new teachers’ transition. This research suggests that NTIP documentation be revised to consider all elements more appropriately and for school boards and schools to recognize the role of a new teacher within the environment, and attempt to establish a mentoring culture. / Thesis (Master, Education) -- Queen's University, 2013-08-07 20:46:39.579

No description available.

The literature is convincing that the revolving door presently occurring in schools as new teachers prematurely leave the profession is difficult not only on children and families, but also school staff and school-wide improvement efforts. However, there is also adequate literature that supports new teacher induction coupled with a qualified mentor as a means for reducing new teacher attrition. While mentoring has been found to be an effective approach for retaining new teachers in the profession, there has been little attention on the supports needed to implement and sustain such programs. The primary purpose of this study is to identify those components of infrastructure necessary to support the implementation and sustainability of a developmental mentoring program. Using literature from the areas of Improving Workplace Conditions and Educational Systemic Change along with Project CREATE and the national standards for mentoring programs a model for infrastructure is proposed. These components along with implications for including or deleting infrastructure from program design are considered. The outcomes from this study will be useful for those in the midst of creating and improving district level mentoring programs. The findings offer the potential to identify the root causes of instability reducing the possibility of program ineffectiveness in planning, implementing, sustaining and improving developmental mentoring programs.

Teacher induction programs are a means to support and guide new teachers in bridging the gap between pre-service preparation and assuming the role as a professional educator. This qualitative case study reviews the perceptions of second-year teachers regarding the induction program, Beginning Educators Support and Training (BEST) they experienced. The in-depth study explores the relationship between an induction program in a small urban Texas school district and the second-year teachers participating in that program. The participants in the study were three, second-year elementary teachers. The methods of data collection were one-on-one interviews, a questionnaire, and journal responses from all participants. My research question was: What are the second-year teachers' perceptions of the BEST program? In addressing this question, this study obtained responses to four sub-questions: 1) Do the second-year teachers? perceptions of the BEST program correlate with their perceived effectiveness as teachers? 2) What are the problems new teachers face? 3) How do second-year teachers perceive the impact administrators have on induction programs and new teachers? and, 4) What components of the induction program are recognized by these second-year teachers? Research supports the assertion that new teacher induction programs have been proven to provide support to new teachers in the critical first few years, and this study supported the induction process in relation to the new teacher socialization process and transitioning from pre-service preparation to classroom teacher of record. The induction process was not the salient factor the teacher participants attributed to their job satisfaction and to their remaining in the school district. However, the support, nurturing, and guidance provided through the mentoring culture fostered by the BEST program were significant to the subjects' teaching success during their critical first years of teaching.

No description available.

This study included 9 new teachers all of whom were assigned master teachers as mentors. The study also included 11 mentor teachers who participated in this study. There were 20 participants in this case study. The study was conducted in the Johnson City School System. This qualitative case study was conducted by interviewing 20 participants in the mentoring program. Eleven mentor teachers and 9 new teachers were chosen through purposeful sampling. A list of possible participants was obtained from the Johnson City Schools Central Office and an email was sent to possible participants explaining the nature of the study. Participants signed an Informed Consent Form (Appendix D) and an interview guide was used (Appendix A). Probes, an interview technique that allows the interviewer to delve deeper following an interviewee's response was used to gain a richer understanding of the respondents' views (Merriam, 1998). During data analysis, 8 themes were identified as having positive or negative results of the mentoring process. These themes were: (a) relationships, (b) common planning time, (c) similar personality styles, (d) teaching practices, (e) program structure, (f) support system, (g) classroom organization and management, and (h) equal learning opportunities. Based on the research the following conclusions were presented. Mentoring programs are an important part of teacher induction. Positive relationships are critical to fostering successful mentoring teams. Common planning is essential to maximize the mentoring process. Strong support systems assist mentors and new teachers. Mentoring is an important component of successful transitions into a new school. Recommendations for enhancing the mentoring program included the following: To have a long-term study that tracks the progress of new teachers over a 3-year period.To include administration as a part of the initial training program study.To compare and contrast the difference between first career new teachers and those who have had previous careers and examine how the mentoring process affects the different populations.