Davis, Barbara and Kimberly Higdon. "The Effects of Mentoring/Induction Support on Beginning Teachers' Practices in Early Elementary Classrooms (K-3)." Journal of Research in Childhood Education, 22.3 (2008): 261-274.
Summary:
This mixed-method study examined the effects of a school/university induction partnership on the instructional practices of two groups of beginning teachers in early elementary classrooms. Additionally, it investigated the types of support provided to beginning teachers and determined their retention rates after one year in the profession. The participants were 10 first-year teachers who all graduated from the same teacher preparation program. 5 teachers participated in the school/university program and also received induction support fro their districts. The other 5 teachers received only the mentoring/induction support provided by their districts. Both quantitative and qualitative data were collected. An analysis of the quantitative data revealed greater growth in classroom practices for the program participants. In addition, survey results indicated that program participants received more frequent assistance from mentors than non-participants. All of the participants returned to teaching for a second year. The qualitative analysis provided greater insight into specific ways the classroom practices and mentor assistance differed between the two groups. Overall, the results suggest that school/university induction partnerships may contribute to the development of teacher effectiveness during the first year of teaching.
Quotes:
"The missing link in school reform has been an "investment in teachers" and concludes, "students learning in this country will improve only when we focus our efforts on improving teaching."
"Teachers in the induction program modeled and structured cooperative learning before having the students work as a group. As a result, the groups were more engaged and productive."
"A comprehensive induction program can foster the development of teaching expertise in the earl years of the profession."
Tuesday, January 5, 2010
Helping New Teachers Enter and Stay in the Profession
Olebe, Margaret. "Helping New Teachers Enter and Stay in the Profession." The Clearing House, 78.4 (2005): 158-163.
Summary:
Individuals come into the profession with diverse backgrounds and understanding of what it means to teach; effective induction builds from this circumstance by embracing an array of complex professional activities that grow communities of practice among teachers. The article discusses some basic notions of induction and elaborates some of the structural issues that have emerged in California as the state has worked to develop and implement induction programs for new teachers.
Quotes:
"Beginning teachers' thoughts about their practice and profession should be fostered and respected."
"Induction is as much about schools and school cultures as it is about supporting individual teachers."
"When teachers are accountable to each other, communities of practice flourish and beginners do not struggle-or succeed- in isolation."
Summary:
Individuals come into the profession with diverse backgrounds and understanding of what it means to teach; effective induction builds from this circumstance by embracing an array of complex professional activities that grow communities of practice among teachers. The article discusses some basic notions of induction and elaborates some of the structural issues that have emerged in California as the state has worked to develop and implement induction programs for new teachers.
Quotes:
"Beginning teachers' thoughts about their practice and profession should be fostered and respected."
"Induction is as much about schools and school cultures as it is about supporting individual teachers."
"When teachers are accountable to each other, communities of practice flourish and beginners do not struggle-or succeed- in isolation."
A Conceptual Model of Assessing Teaching Performance and Intellectual Development of Teacher Candidates: A Pilot Study in the US
Song, Kim Hyunsook. "A Conceptual Model of Assessing Teaching Performance and Intellectual Development of Teacher Candidates: A Pilot Study in the US." Teaching in Higher Education, 11.2(2006): 175-190.
Summary:
A conceptual model was developed in an urban undergraduate education institution in the US to assess teaching performance and intellectual development levels or teacher candidates. Danielson's framework of teaching performance and Perry's pattern of intellectual and ethical development were used for developing a conceptual model. A pilot study was conducted to 282 urban teacher candidates based on the conceptual model to assess their teaching performance and the intellectual development levels. Within each of the teaching performance domains and of the intellectual patterns, individual competency patterns varied. This conceptual model may hold promise as a measure of assessing teacher candidates' growth through their performance-based artifacts rather than through the test scores.
Quotes:
"Evaluation merely met the requirement of the law."
"We believe that teacher participation in goal setting helps teachers become self-reflective practitioners who can adjust their practices when necessary."
"The system increased meaningful dialogue between teacher and evaluator."
Summary:
A conceptual model was developed in an urban undergraduate education institution in the US to assess teaching performance and intellectual development levels or teacher candidates. Danielson's framework of teaching performance and Perry's pattern of intellectual and ethical development were used for developing a conceptual model. A pilot study was conducted to 282 urban teacher candidates based on the conceptual model to assess their teaching performance and the intellectual development levels. Within each of the teaching performance domains and of the intellectual patterns, individual competency patterns varied. This conceptual model may hold promise as a measure of assessing teacher candidates' growth through their performance-based artifacts rather than through the test scores.
Quotes:
"Evaluation merely met the requirement of the law."
"We believe that teacher participation in goal setting helps teachers become self-reflective practitioners who can adjust their practices when necessary."
"The system increased meaningful dialogue between teacher and evaluator."
A Study of novice teachers: Challenges and supports in the first years
Fantilli, Robert and Douglas McDougall "A Study of novice teachers: Challenges and supports in the first years,. Teaching and Teacher Education, 25 (2009): 814-825.
Summary:
In recent years, it has been reported that in alarming number of teachers are leaving the profession in the first three years after graduation from a pre-service program. This phenonmenon is common in North America and it is essential that educators identify the challenges surrounding new teachers and provide supports to assist them. In this study, Ontario graduates from a two year pre-service program were surveyed and 5 teachers were selected for case studies. Participants found administrative leadership, refining the mentorship selection process, hiring practices, and district-sponsered supports as positive factors necessary for them to grow into the profession.
Quotes:
"Teacher retention problems in may American districts have resulted in a disproportionate number of inexperienced, uncertified and/or under-qualified teachers places in urban schools across the United States."
"Beginning teachers in difficult situations often feel like failures. Without adequate supports, only the strongest and most determined teachers succeed."
"How to best train adminstrators to be effective leaders in the mentorship process as a valuable component of induction practices."
Summary:
In recent years, it has been reported that in alarming number of teachers are leaving the profession in the first three years after graduation from a pre-service program. This phenonmenon is common in North America and it is essential that educators identify the challenges surrounding new teachers and provide supports to assist them. In this study, Ontario graduates from a two year pre-service program were surveyed and 5 teachers were selected for case studies. Participants found administrative leadership, refining the mentorship selection process, hiring practices, and district-sponsered supports as positive factors necessary for them to grow into the profession.
Quotes:
"Teacher retention problems in may American districts have resulted in a disproportionate number of inexperienced, uncertified and/or under-qualified teachers places in urban schools across the United States."
"Beginning teachers in difficult situations often feel like failures. Without adequate supports, only the strongest and most determined teachers succeed."
"How to best train adminstrators to be effective leaders in the mentorship process as a valuable component of induction practices."
Differentiated Instruction
Lawrence-Brown, Diana (2004). Differentiated Instruction: Inclusive Strategies For Standards-Based Learning That Benefit the Whole Class. American Secondary Education, 32(3).
Summary:
With suitable supports, including differentiated instruction, students ranging from gifted to those with significant disabilities can receive an apporpriate education in general education classrooms. A multilevel lesson planning system is presented here that is manageable in a standards-based instructional context, along with a variety of helpful instructional strategies and real-life examples. Supports are outlined for students with mild disabilities, and adaptations are explained for students with severe disabilities and for students with special gifts and talents. Advise is provided for making a manageable change to differentiated instruction.
Quotes:
"This combination of high expectations and support is associated with success for students at risk of failure" (39).
"They're smart enough to learn what is being taught, but cannot learn in the way that is being taught. A pattern of failure over time causes these students to gradually lose faith in themselves as learners, another powerful barrier to thier success" (40).
"Additional Supports are mose effective when they provide the least assistance necessary to allow the student to practice successfully" (42).
"In the math problem-solving strategy (above), a student may initially rely upon specific verbal instructions provided by the teacher (perhaps on audiotape), followed by talking himself through the steps (e.g., by whispering), followed by silent self-monitoring (and perhaps self-recording) of strategy use)" (45).
Sources:
Affleck, J., Madge, S., Adams, A., & Lowenbraun, S. (1988). Integrated classrooms vs. resource model: Academic liability and effectiveness. Exception Children, 54, 339-348.
Cox, M., & Firpo, C. (1993, March). What would they be doing if we gave them worksheets? English Journal, 42-45
Dennis, R., Williams, W., Giangreco,M., & Cloninger, C. (1993). Quality of life as contect for planning and evaluation of services for people with disabilities, Expectional Children, 59(6), 499.
Eisner, E. (1984). The kind of schools we need. Interchange, 15(2), 1-12
Johnson, D., & Johnson, R. (1999). Making cooperative learning work. Theory into Practice, 38(2), 67-73
Summary:
With suitable supports, including differentiated instruction, students ranging from gifted to those with significant disabilities can receive an apporpriate education in general education classrooms. A multilevel lesson planning system is presented here that is manageable in a standards-based instructional context, along with a variety of helpful instructional strategies and real-life examples. Supports are outlined for students with mild disabilities, and adaptations are explained for students with severe disabilities and for students with special gifts and talents. Advise is provided for making a manageable change to differentiated instruction.
Quotes:
"This combination of high expectations and support is associated with success for students at risk of failure" (39).
"They're smart enough to learn what is being taught, but cannot learn in the way that is being taught. A pattern of failure over time causes these students to gradually lose faith in themselves as learners, another powerful barrier to thier success" (40).
"Additional Supports are mose effective when they provide the least assistance necessary to allow the student to practice successfully" (42).
"In the math problem-solving strategy (above), a student may initially rely upon specific verbal instructions provided by the teacher (perhaps on audiotape), followed by talking himself through the steps (e.g., by whispering), followed by silent self-monitoring (and perhaps self-recording) of strategy use)" (45).
Sources:
Affleck, J., Madge, S., Adams, A., & Lowenbraun, S. (1988). Integrated classrooms vs. resource model: Academic liability and effectiveness. Exception Children, 54, 339-348.
Cox, M., & Firpo, C. (1993, March). What would they be doing if we gave them worksheets? English Journal, 42-45
Dennis, R., Williams, W., Giangreco,M., & Cloninger, C. (1993). Quality of life as contect for planning and evaluation of services for people with disabilities, Expectional Children, 59(6), 499.
Eisner, E. (1984). The kind of schools we need. Interchange, 15(2), 1-12
Johnson, D., & Johnson, R. (1999). Making cooperative learning work. Theory into Practice, 38(2), 67-73