Exemplary Teacher Induction: An international review

Abstract

How does one become an effective teacher? What can be done to stem high attrition rates among beginning teachers? While many teachers are left to 'sink or swim' in their first yearlearning by trial and error, there remain a number of outstanding examples of collaboration and collegiality in teacher induction programs. Analysis of the most exemplary teacher induction programs from Australia, and the United States revealed common attributes and exceptional features. The most successful teacher induction programs reported here include opportunities for experts and neophytes to learn together in a supportive environment promoting time for collaboration, reflection and acculturation into the profession of teaching. Furthermore, several practices unique to specific regions were highlighted. These included extended internship programs, specially trained mentors, comprehensive inservice training and reduced teaching assignments for beginning teachers with an emphasis on assistance rather than assessment.Since 1989, New Zealand has implemented a series of major educational reforms, moving to decentralize education decision-making. Consequently, there has been Exemplary Teacher Induction 293

Determinants of Academic Mentoring in Higher Education: Evidence from a Research University

“…New or youthful entrants into the adult workplace do encounter such developmental tasks that often require good mentoring relationships that would enable them accomplish their goals (Kram, 1985). Indeed, the initial teaching years of an inexperienced faculty can be a 'make or break' period, as transition periods, both within and across professions, are often characterized by several challenges, particularly for the novice (Howe, 2006).…”

Building Mentoring Capacities in Experienced Teachers

“…That's been more successful than anything organised". While it is acknowledged that informal, unplanned contacts with more experienced colleagues provide significant and valuable support (Howe, 2006;McCormack, Gore & Thomas, 2006), informal mentoring is insufficient alone to meet the needs of today's beginning teachers (Sweeny, 2005). Along with increased teacher accountability, the role of teachers has become more complex over recent times (Hargreaves & Fullan, 2000).…”

The experience of mentorship for three novice teachers in Yukon

“…These needs include but are not limited to: academic preparedness, difficult teaching assignments, and emotional support (Stotsky, 2006). The needs of new teachers can also vary because of different cultural, social, geopolitical, and economic contexts; however, mentoring remains a common component in aiding the specific development that is needed (Howe, 2006). The needs of new teachers may also vary depending on the subjects and ages of students to be taught.…”

“…On their own or as components of broader induction programs, mentorship programs often match a novice teacher with an experienced one, although the mentor teachers rarely have any special training or qualifications (Howe, 2006). However, mentor preparation is developing and many school districts in the United States and Canada now provide training for the mentors of new teachers.…”

“…However, mentor preparation is developing and many school districts in the United States and Canada now provide training for the mentors of new teachers. In North Carolina, for example, mentor teachers must hold a mentor license to participate in the state induction program (Howe, 2006). As Hall and Simeral (2008) …”