You have been dropped by helicopter into the heart of Beijing. You know a smattering of Mandarin and twice have tried to eat with chopsticks. You know that silk and fireworks originated in China and that you are obviously a novice trying to find your way in unfamiliar surroundings. What do you do? (Esch, 2010, p. 307)
For many first time teachers, they often feel as if they have been dropped into a foreign land. According to Ferguson (2010), 25% of first-year teachers will leave the profession after three years. Beginning teachers are often disappointed by their first year of teaching (Hellsten et al, 2009). First-year teachers have many obstacles to overcome. It is their job to implement effective instruction, develop and maintain relationships among faculty, staff, and parents, and cope with all of the demands of teaching.
In today’s classroom, student achievement is one of the components in measuring teacher success. It is critical that administrators provide the needed support for new teachers. “The quality of teachers and teaching are undoubtedly among the most important factors shaping the learning of students” (Ingersoll, 2004, p. 1). Student achievement suffers when new teachers lack
experience and professional development (Brandt, 2005). Haycock (1998) reports that the achievement of at-risk students is even more influenced by the quality of the teacher.
This research proposal is concerning the local school system’s teacher induction program and its effectiveness on new teachers within this school system. This researcher would like to know if the local school system’s induction program meets the new teachers’ expectations and specifically how this program has impacted the new teacher. It is the hope of this researcher to share my findings with the local system and collaborate with them on improvements to their program if necessitated. This will be a single instrumental case study with the use of observations and interviews for data collection.
Review of Literature
Education.com defines teacher induction as “Structured processes or programs designed to facilitate the initial in-service teaching experience, usually involving mentoring or peer support.” According to Fry (2010), induction support is one of the methods used to reduce high attrition among beginning teachers. Effective induction programs have helped new teachers successfully adapt to their profession. Induction support varies in school systems but often include providing veteran teachers as mentors, common planning time with teachers from same grade and content areas, and participation in professional development seminars to assist with beginning teacher problems (Fry, 2010).
Glazer and Hannafin...