Begining Teacher Induction Programmes

8/2/2019 Begining Teacher Induction Programmes

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Record Details - ED399631

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numbers.Beginning Teacher Induction Programs.

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Related Items:Show Related Items

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The Relationship of Professional

Identity to Mentoring for

Veteran Teachers in an UrbanSchool District
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Beginning Teacher Induction Programs.

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Brock, Barbara L.;Grady, Marilyn L.

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Administrator

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Blazing New Trails: Preparing

Leaders to Improve Access and

Equity in Today's Schools. The

2011 Yearbook of the National

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Revealing the Principal's Role inthe Induction Process: Novice

Teachers Telling Their Stories

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3/7

whether the

document

came from a

peer-reviewed

U.S.

Department ofEducation or

journal

publication.

Note: Applies

primarily to

materials

published 2004

forward.More

Info:

Help

Publisher:

Publisher name

and contact

information, as

provided by the

publisher;

updated only if

notified by the

publisher.

N/A

Publication

Date:

The date the

document or

article was

published.

1996-08-00

Pages:

The total

number of

pages including

all front-

matter.

20

Pub Types:

The type of

document

(e.g., report)

or publication

medium.

Speeches/Meeting Papers; Reports -

Research

Abstract:

A brief

narrative

description of

the journal

article,

document, or

resource.

The literature on first-year teachers

identifies the difficulties of this transition

period and supports the need for first-year

teacher-induction programs. Little

attention, however, has been paid to the

principal's role in the induction of

beginning teachers. This paper presents

findings of a study that examined the

perceptions of principals and beginning

teachers regarding the problems, role

expectations, and assistance that pertain
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to the first year of teaching. Data were

derived from a survey of 75 Nebraska

elementary and secondary teachers who

were beginning their second year of

teaching in both public and nonpublic

schools. The response rate was 65 percent(n=49). An additional nine teachers were

interviewed. A survey of 75 Nebraska

principals from elementary and high

schools and from public and nonpublic

schools elicited a 75 percent response rate

(n=56). Beginning teachers reported that

their principals' interaction and guidance

were important to them. Both groups

ranked classroom management and

discipline as the number-one problem.

Teachers reported the need for a year-

long induction program that includedmentoring. Ninety-four percent of the

principals said that they assigned

mentors; however, much variance existed

in the selection, assignment, and training

of mentors. It is suggested that

orientation programs be tailored to the

school context and teachers' unique

needs. (Contains 23 references.) (LMI)

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Paper presented at the Annual Meeting of

the National Council of Professors in

Educational Administration (50th, Corpus

Christi, TX, August 6-10, 1996).

Identifiers: N/A
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Begining Teacher Induction Programmes

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