The Impact of Induction and Mentoring Programs for Beginning Teachers

Abstract

This review critically examines 15 empirical studies, conducted since the mid 1980s, on the effects of support, guidance, and orientation programs-collectively known as induction -for beginning teachers. Most of the studies reviewed provide empirical support for the claim that support and assistance for beginning teachers have a positive impact on three sets of outcomes: teacher commitment and retention, teacher classroom instructional practices, and student achievement. Of the studies on commitment and retention, most showed that beginning teachers who participated in some kind of induction had higher job satisfaction, commitment, or retention. For classroom instructional practices, the majority of studies reviewed showed that beginning teachers who participated in some kind of induction performed better at various aspects of teaching, such as keeping students on task, developing workable lesson plans, using effective student questioning practices, adjusting classroom activities to meet students' interests, maintaining a positive classroom atmosphere, and demonstrating successful classroom management. For student achievement, almost all of the studies showed that students of beginning teachers who participated in some kind of induction had higher scores, or gains, on academic achievement tests. There were, however, exceptions to this overall pattern -in particular a large randomized controlled trial of induction in a sample of large, urban, low-income schools -which found significant positive effects on student achievement, but no effects on either teacher retention or teachers' classroom practices. Our review closes by attempting to reconcile these seemingly contradictory findings and also by identifying gaps in the research base, and relevant questions that have not been addressed and warrant further research. teacher commitment and retention, teacher classroom instructional practices, and student achievement. Of the studies on commitment and retention, most showed that beginning teachers who participated in some kind of induction had higher job satisfaction, commitment, or retention. Disciplines Teacher Education and Professional DevelopmentFor classroom instructional practices, the majority of studies reviewed showed that beginning teachers who participated in some kind of induction performed better at various aspects of teaching, such as keeping students on task, developing workable lesson plans, using effective student questioning practices, adjusting classroom activities to meet students' interests, maintaining a positive classroom atmosphere, and demonstrating successful classroom management. For student achievement, almost all of the studies showed that students of beginning teachers who participated in some kind of induction had higher scores, or gains, on academic achievement tests. There were, however, exceptions to this overall pattern -in particular a large randomized controlled trial of induction in a sample of large, urban, lowincome schools -which found significant positive effects on ...

Retirement Benefits and Teacher Retention: A Structural Modeling Approach

“…In turn, this should improve their effectiveness as teachers, resulting in higher student achievement, and decrease the turnover-related turbulence faced by students, because their teachers are less likely to leave. Ingersoll and Strong (2011) critically reviewed the research on these programs. They screened the literature and selected 15 empirical studies.…”

Les enseignants canadiens à risque de décrochage : portrait général et comparaison entre les régions

“…dans cette perspective, les autorités scolaires ont le mandat d'organiser régulièrement des activités d'intégration des nouveaux et de formation continue des anciens au sein du milieu de travail (alhija & Fresko, 2010 ;reynolds, ross, & rakow, 2002 ;reynolds & wang, 2005). en particulier, le mentorat s'avère être un outil efficace pour entretenir un climat organisationnel favorable à l'insertion professionnelle, au développement professionnel aussi bien des débutants que des plus expérimentés, à la collaboration, au soutien des autorités scolaires, à la construction de l'identité professionnelle et à la rétention des enseignants (devos, Mouton, & Marigliano, 2013 ;duchesne & Kane, 2010 ;Gardner, 2010 ;ingersoll & strong, 2011 ;Martineau & vallerand, 2006 ;Mukamurera, Martineau, Bouthiette, & ndoreraho, 2013). comme l'union fait la force, il faut instaurer une culture favorisant la création des alliances professionnelles entre les nouveaux et les anciens enseignants pour que l'expérience des uns soit une source d'inspiration pour les autres (cherubini, 2009).…”

Teachers' Experiences of Induction: A Narrative Retrospective Inquiry

“…Research suggests that coaching is an effective way to support the learning of beginning teachers (Ingersoll & Strong, 2011). Darling-Hammond (1997 suggested that the research supports that quality induction programs pay for themselves with reduced teacher attrition and improved student learning.…”

“…shown that specific components are needed for an induction coaching program to be successful (Ingersoll & Strong, 2011). In order to be effective, a trained induction coach must spend extensive time in the beginning teacher's classroom, embedded in the school culture (Ingersoll & Strong, 2011).…”

“…In order to be effective, a trained induction coach must spend extensive time in the beginning teacher's classroom, embedded in the school culture (Ingersoll & Strong, 2011). In a study using student test data, Fletcher, Strong, and Villar (2008), showed that coaches working with teachers over a period of two years, rather than just one, led to greater impact on student learning.…”