Induction of newly qualified teachers in New Zealand

Abstract

In this research, commissioned by the New Zealand Teachers Council, the quality of induction of provisionally registered teachers (PRT) (newly qualified) was examined utilising qualitative 'success case studies' within early childhood, primary, secondary, and indigenous Māori medium settings. The establishment of criteria for effective induction (from the literature and previous research) guided the identification of 20 'success' sites across the sectors. In-depth data collection of each case was conducted via focus groups, one-to-one interviews and documentary analysis. The findings of the research highlighted exemplary induction practices across the sectors, with the most important associated with PRTs having access to a community, or 'family', of support during their induction. An interesting finding, which contrasted with previous research, was that PRTs in the secondary sector had levels of satisfaction with their role that were as high as those in other sectors. The key limitation to effectiveness was linked to lack of time for discussions and observations of the PRT's practice. Keywords: induction; New Zealand; teachers IntroductionThe 'success case studies ' (Brinkerhoff, 2005) on New Zealand (NZ) induction reported upon in this paper clarify a wide range of factors associated with effectiveness, including: good systems of support for induction; appropriate allocation, support and training of mentors; sufficient time for induction; quality feedback and Provisionally Registered Teachers' (PRT) openness to feedback; participation in professional development for PRTs and mentors; effective observation; good ratios of PRTs to mentors; resolving time constraint issues constructively via sharing of expertise and resources, as well as allocating sufficient time for induction meetings and reducing responsibilities for PRTs; reassurance of security for PRTs in limited contractual employment arrangements; shared understandings (locally and nationally) about good teaching and learning; ensuring good accountability processes (reviewing, checking and reporting); and having clear criteria for performance. The overwhelming feature of effectiveness, however, was linked to PRTs having a wide support network -a 'family' of support. This finding is of considerable importance to societies, such as that of the indigenous NZ Māori community, where connectedness and support of whānau (extensive family unit that often refers all individuals associated with a person) are highly valued.The paper begins by describing the approach to induction in NZ and the rationale and research questions guiding the research. Background literature (particularly that from the NZ context) associated with the development of criteria for effective induction then follows. The criteria guided the identification of 20 'success' sites across the sectors that were considered to demonstrate effectiveness. The methods/tools for in-depth data collection of each case are described in the methodology section. In the results and discussion section, findings are...

Mentoring as a strategy for empowering Education for Sustainable Development in schools

“…As suggested in previous induction literature (Joftus and Maddox-Dolan 2002, Fletcher et al 2008, Piggot-Irvine et al 2009), time spent with the mentor and the frequency of contact relate to the success of the mentoring relationship. In this induction programme on ESD, the duration (four months) was not sufficient to achieve all the set aims.…”

“…Long et al (2012), based on these criteria, made a well-documented literature review on induction and mentoring related to early career teacher attrition and retention. Time spent with a mentor (Piggot-Irvine et al 2009, LoCasale-Crouch et al 2012, mentors' qualities such as empathy (Young and Cates 2010), confidence, sense of humour, patience and tolerance (Reid and Jones 1997), unthreatening attitude and readily availability (Bullough and Draper 2004), and social, emotional and instructional support (Whitaker 2000, Nielsen et al 2006) are among the characteristics of an effective mentorship. In addition, the way that mentors and mentees are matched (Whitaker 2000, Piggot-Irvine et al 2009), the role of the principal, having a mentor from the same subject area and 718 C. Kadji-Beltran et al participating in networking activities with other beginning teachers (Ingersoll and Smith 2004) are considered important factors for successful mentoring.…”

“…Time spent with a mentor (Piggot-Irvine et al 2009, LoCasale-Crouch et al 2012, mentors' qualities such as empathy (Young and Cates 2010), confidence, sense of humour, patience and tolerance (Reid and Jones 1997), unthreatening attitude and readily availability (Bullough and Draper 2004), and social, emotional and instructional support (Whitaker 2000, Nielsen et al 2006) are among the characteristics of an effective mentorship. In addition, the way that mentors and mentees are matched (Whitaker 2000, Piggot-Irvine et al 2009), the role of the principal, having a mentor from the same subject area and 718 C. Kadji-Beltran et al participating in networking activities with other beginning teachers (Ingersoll and Smith 2004) are considered important factors for successful mentoring. While the effectiveness of induction programmes in reducing novice teachers' attrition has been targeted by much research (Lindgren 2005, Barrera et al 2010, Long et al 2012, programmes including a subject-specific focus have been less documented (Hudson 2004).…”

Focus groups as temporal ecosystems for newly qualified early childhood teachers

“…Conversation is a powerful resource for teachers and an important aspect of the complex cultural communities of Aotearoa New Zealand. According to one review of successful case studies of new teachers’ induction processes, the overwhelming feature of effectiveness for new teachers in Aotearoa New Zealand was establishing a ‘family of support’ in which connectedness is highly valued (Piggot-Irvine et al 2009: 176). One of the most significant success factors was the overall culture of support derived from both systems and personnel within the organisation.…”

Becoming a teacher of early reading: charting the knowledge and practices of pre‐service and newly qualified teachers

“…Internationally, improving quality in initial teacher education (ITE) is often cited as a way of improving outcomes for pupils in schools (Beauchamp et al, ; Carter, ; Darling‐Hammond, ). In addition, the experiences of newly qualified teachers (NQTs) during their induction year are also understood to contribute to their confidence and effectiveness (Gut et al, ; Haggarty & Postlethwaite, ; Hobson, ; Kane & Francis, ; Piggot‐Irvine et al, ). However, in the high stakes climate of early reading instruction in England, only one study has specifically investigated the impact of ITE and induction.…”