Reassessing Variability of Induction for Newly Qualified Teachers: statutory policy and schools' provision

Jones, Cath; Bubb, Sara; Totterdell, Michael; Heilbronn, Ruth

doi:10.1080/13674580200200229

Cited by 13 publications

(8 citation statements)

References 2 publications

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“…This study will further explore the issue of newly qualified teachers' experiences in the light of their needs in these areas during the first half of their induction year and examine these experiences during this period of professional practice. The findings in this paper are reported in line with other studies (Bubb, 2000;Jones et al, 2002;Totterdell et al, 2002;Kyriacou & O'Connor, 2003;Roden, 2003) in that it highlights the necessity of effective induction provision.…”

supporting

confidence: 92%

Is the Glass Half Full or Half Empty: newly qualified teachers' perceptions of their progress at the midpoint of their induction year

Merrill

2006

Management in Education

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supporting

confidence: 92%

Is the Glass Half Full or Half Empty: newly qualified teachers' perceptions of their progress at the midpoint of their induction year

Merrill

2006

Management in Education

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“…As induction programs vary as to their purpose, the type of support beginning teachers receive in induction programs also varies widely (Davis and Higdon, 2008; Ingersoll and Smith, 2004). This variability may also result in shortcomings of induction programs for beginning teachers in terms of support and guidance (Jones et al , 2002). Research shows that there are inconsistencies and problems inherent in any induction program (Doerger, 2003; Abell et al , 1995; Lawson, 1992; Wildman et al , 1992).…”

Section: Review Of the Literaturementioning

confidence: 99%

Teacher induction and mentorship policies: the pan‐Canadian overview

Kutsyuruba

2012

International Journal of Mentoring and Coaching in Education

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Purpose -The purpose of this exploratory article is to address the questions of teacher attrition and retention by examining the policies supporting beginning teachers in different jurisdictions (provinces and territories) in Canada through teacher induction and mentorship programs. Design/methodology/approach -This research study relied on the collection of documents as the primary method of data collection. Both policy documents as means of external communication and the informal responses to formal policies by various stakeholders were analyzed in a complementary fashion in this study. The study examined numerous government documents, websites, program/ policy memoranda, newsletters, as well as academic reviews pertaining to beginning teacher induction programs across Canada. Findings -Data analysis revealed significant policy variability across the provinces and localities, with comprehensive induction programs instituted only by the educational authorities in New Brunswick, Ontario, and Northwest Territories. A fundamental building-block of the induction programs was the creation of a formal mentoring program that matched experienced teachers with teachers who were new to the profession and/or to the province/territory. Research limitations/implications -Policy makers should consider the implementation of structured induction programs that successfully inculcate new teachers into school cultures and result in decreased teacher attrition and increased retention of beginning teachers. Mentoring is at the core of successful induction programs. Evident in all policy-mandated induction programs under study was the importance of the school principal's role in effective functioning of mentoring programs. This aspect of the principal's role should be further examined and researched to understand the administrator role in the implementation and functioning of effective induction and mentoring programs for beginning teachers not only in Canada but worldwide. Practical implications -In considering implementation of teacher induction programs, policymakers need to be aware that comprehensive, intensive support programs for new educators are both an effective and an efficient public investment. If mandated by policies at the macro levels as part of formal induction programs, mentoring programs have the potential to transform schools into collaborative places by establishing a culture of mentoring in schools. Originality/value -Despite the perceived and actual benefits, government-instituted induction programs for new teachers are not very common in Canada. While the discussions of such programs are certainly present in the educational literature, this exploratory pan-Canadian review of induction and mentoring policies has the ability to inform provincial and territorial policymakers about the variability in institutionalizing those programs.

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“…In many areas of the developed world, induction has become a key issue and forms part of the arrangements put in place for beginning teachers (Blackwell, 2002;Schalock & Schalock, 2002;Youngs, 2002). Considerable diversity is evident both in whether induction programmes exist and, if they do, in how they function (Jones et al, 2002;Rogers & Babinski, 2002). There have been studies involving comparisons of induction practices (Feiman-Nemser et al, 1999;Humphrey et al, 2000).…”

Section: Induction Of Newly Qualified Teachers Internationallymentioning

confidence: 97%

Teacher Induction: Does Scotland's Approach Stand Comparison?

O’Brien

2009

Research in Comparative and International Education

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The 2-year probationary experience of new teachers was described by the McCrone Report as scandalous and led to the development of an induction standard (as part of an emerging framework or continuum of standards for various stages of teacher development) with related structures of support for beginner teachers in Scotland provided by schools and Education Authorities. The approach adopted by the Evidence for Policy and Practice Information and Co-ordinating Centre review of the international literature since 1998 on teacher induction offers a lens through which to review developments in Scotland. Hastily implemented but generally regarded to be a success by the General Teaching Council for Scotland and the Scottish government, how do the Scottish developments measure up?

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Reassessing Variability of Induction for Newly Qualified Teachers: statutory policy and schools' provision

Cited by 13 publications

References 2 publications

Is the Glass Half Full or Half Empty: newly qualified teachers' perceptions of their progress at the midpoint of their induction year

Is the Glass Half Full or Half Empty: newly qualified teachers' perceptions of their progress at the midpoint of their induction year

Teacher induction and mentorship policies: the pan‐Canadian overview

Teacher Induction: Does Scotland's Approach Stand Comparison?

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