Induction: A Collective Endeavor of Learning, Teaching, and Leading

Killeavy, Maureen

doi:10.1207/s15430421tip4502_9

Cited by 27 publications

(15 citation statements)

References 12 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Killeavy (2006) asserted that many of the same qualities that have made coaching valuable for classroom teachers may make it potentially valuable for school principals. These qualities include the nonevaluative nature of coaching, as well as the confidential nature of the coaching support (Killion, 2012).…”

Section: Leadership Coaching For Novice Administratorsmentioning

confidence: 99%

Leadership Coaching in an Induction Program for Novice Principals

Lochmiller

2013

Journal of Research on Leadership Education

View full text Add to dashboard Cite

This article presents results from a study of leadership coaches who worked with novice principals in a university-based induction program for a 3-year period. The qualitative case study describes how the support the coaches provided to the novice principals changed over time. The study reveals that coaches adapted their leadership coaching practice in response to the principal's needs and shifted their coaching strategies as a result. The article concludes with a discussion of the findings in relation to existing research on leadership coaching for K-12 school leaders and offers suggestions for future research.

show abstract

Section: Leadership Coaching For Novice Administratorsmentioning

confidence: 99%

Leadership Coaching in an Induction Program for Novice Principals

Lochmiller

2013

Journal of Research on Leadership Education

View full text Add to dashboard Cite

show abstract

“…Since teacher quality is the most important factor in the teaching and learning process, induction must become widely accepted as a critical element in teacher education and development (Brady, Hebert, Barnish, Kohmstedt, & Welsh, 2011). Following this, the researchers concur with Killeavy (2006) that induction offers opportunities for new teachers to become habituated to learning from the beginning and to be afforded opportunities to consult and collaborate with their colleagues, therefore enabling them to engage collectively in the teaching profession. With the offerings induction brings to teachers, they can develop and refine skills that are either lacking or require improvement.…”

Section: Induction Of Beginner Teachersmentioning

confidence: 88%

Induction of Women Beginner Teachers at Two South African Community Secondary Schools

Ngwira

Potokri

2019

PEC

View full text Add to dashboard Cite

The quest of beginner teachers becoming experienced teachers remains a major issue within the educational terrain. Induction experience(s) of beginner teachers particularly women in selected community secondary schools in South Africa was the focus of this research. In this research, the problems that women beginner teachers face at some selected schools, as well as the types of induction programmes used to support them, as they grappled with the problems, were explored. A qualitative research approach involving semi-structured interviews and non-participant observation was used in the collection of the requisite data. A sample comprising two community secondary schools and four women beginner teachers were selected to take part in the research. To make meaning of the data which were collected, inductive analysis of the data was conducted. Communities of Practice was used as the theory that underpinned the research findings reported in this paper. Based on the data analysis and the communities of practice theory that served as the framework, the paper among other findings reports that induction programmes used in sampled/selected schools were highly ineffective in supporting the women beginner teachers to overcome the problems revealed. The research contributes to the body of knowledge on the lived experiences of beginner teachers at the beginning of their teaching career and provides recommendations on classroom management and dealing with ill-disciplined learners. Keywords: beginner teacher; community practice; education leadership; teachers’ induction; women teacher.

show abstract

“…Jones's (2011) analysis of the obstacles to policy 'reaching' schools and classrooms warned about the pervasiveness of 'pragmatic alternatives'. Policies can only structure and standardize induction and mentoring procedures (Killeavy, 2006). It is leadership that predominantly shapes school cultures that can foster induction, and mentoring practices where 'everyone is expected to learn ' (ibid., 174).…”

Section: Discussionmentioning

confidence: 99%

“…It suggests a barrier to effective induction and mentoring that needs to be overcome within reconfigured learning relations within schools. This has been identified by Killeavy (2006) who suggested that induction should be reconceptualized to encompass school leaders who develop shared engagement with NQTs in enquiry-oriented professional learning -a radical revision of learning relations in many schools.…”

Section: Findings and Analysismentioning

confidence: 99%

Challenges for principled induction and mentoring of new teachers: Lessons from New Zealand and Wales

Langdon¹,

Daly²,

Milton³

et al. 2019

London Review of Education

View full text Add to dashboard Cite

Findings from the Langdon Induction and Mentoring Survey conducted in schools employing newly qualified teachers (NQTs) in New Zealand and Wales suggest that schools should not be left to determine how they 'do' induction within national policy frameworks. The survey explored responses from key stakeholders who constitute the experiences of new teachers: head teachers, mentors, members of teaching staff and the NQTs themselves. Results suggest that conditions in schools, particularly the effects of leadership, are prime factors influencing the realization of national policy aimed at supporting NQTs. Questions are raised about how principled induction and mentoring can be achieved at scale in the context of variable, powerful school cultures. A disconnection from induction and mentoring by the majority of school staff, including leaders, is identified as a serious obstacle to be addressed.

show abstract

Induction: A Collective Endeavor of Learning, Teaching, and Leading

Cited by 27 publications

References 12 publications

Leadership Coaching in an Induction Program for Novice Principals

Leadership Coaching in an Induction Program for Novice Principals

Induction of Women Beginner Teachers at Two South African Community Secondary Schools

Challenges for principled induction and mentoring of new teachers: Lessons from New Zealand and Wales

Contact Info

Product

Resources

About