Lessons Learned From New Teachers: One School District’s Induction Journey

• In Event: Reforming Teacher Preparation and Accreditation: The Importance of Research-Based Evaluation of Teacher Education

Abstract

Purpose
The purpose of this poster presentation is to share recent research focusing on the design, implementation, and effectiveness of a new teacher induction program in an urban school district.
Theoretical Framework
Researchers interested in teacher development recognize that teacher learning does not stop with initial preparation, but continues through professional collaboration and mentoring during an induction period and throughout a career (Feiman-Nemser, 2008; Westheimer, 2008). The induction phase varies greatly from district to district across the Unites States, lasting from one to five years. Professional development is often provided for new teachers, but it is often inconsistent in intensity and scope. Very often, the induction program is a top-down, administrator-led initiative. This urban school district’s induction program was unique in that it was entirely teacher-initiated and teacher-led. A team of P-12 classroom teachers and instructional coaches collaborated together to plan and implement the district level induction program. This concept is supported by the literature on teacher collaboration and the importance of teaching meeting time (Goddard, Goddard, & Tschannen-Moran, 2007; Moolenaar, Sleegers, & Daly, 2012).
Method
The context for this study is a southeastern state which is funded by a Race To The Top grant to evaluate teacher preparation programs according to graduates’ performance within the first three years in the classroom. Expectations are that universities and schools systems will work collaboratively as induction programs are developed and implemented. This study reflects the planning and implementation process as well as teachers’ perception of the induction program provided. Data sources include archival and survey data. Archival data includes attendance records (to determine each new teacher’s level or participation in the professional development sessions) and written feedback from session evaluations. Survey data included an anonymous, mixed-methods survey administered to all teachers who participated in the county’s new teacher induction program during the 2012-2013 academic year. The survey focused on teacher outcomes and program effectiveness. Participants reflected on the perceived impact the program had on individual teacher-efficacy and classroom practice. The instrument included controlled-choice items as well as open-ended items.
Results
Findings indicate that participants were appreciative of the induction program provided. They benefited from the interaction, dialogue, and information shared in the sessions. However, professional development opportunities need to reflect more breadth and depth. Data suggests that participation in professional development was inconsistent with several barriers inhibiting involvement. Participants also noted that systematic, comprehensive, consistent, and grade specific development opportunities need to be offered and at more appropriate times.
Significance
Given the increased emphasis on induction across the nation and the fact that teacher education programs are being evaluated on how effective their graduates are in their first years of teaching, this research is timely and pertinent. This poster session will emphasize what was learned from one study and will identify the program changes that were made as a result of the data. It is critical that new teachers be supported as they seek to adjust to the unrelenting demands of the profession.

Authors

• Judi Wilson, Georgia Regents University

• James Davis, Richmond County School System

• Rosemary Vaughan, Richmond County School System