Implementing a Formal Program for Beginning Teachers

[ New teacher induction programs ]

In the hectic first few weeks of a new school year, it can be easy to overlook new teachers, or to assume that somebody else is keeping an eye out for them. Because of this, many schools and districts are implementing formal programs for beginners. Some programs are open to all new hires, regardless of prior teaching experience, while others are designed for teachers in their first through third years of teaching. Described below are three general approaches that can be taken to support new teachers. Any of these models can be developed within a single school, across a district, or at the state level.

New teacher induction programs

Depending on school size, student population, and the specific needs of new teachers, the goals and structure of an induction program may vary from school to school. In general, induction programs function to help beginners make the transition from "students of teaching to teachers of students" (Moskowitz & Stephens, 1997). They serve not only to introduce beginners to teaching methods and school policies, but to introduce them to the "culture of teaching" as well. Most consider the induction period to be the first three years on the job, and many districts provide formal induction programs and other types of support for two, if not three full years (Gordon, 1991; Paese, 1990; Schaffer, Stringfield & Wolffe, 1992).

Induction programs may include a combination of some or all of the following:

• School and district orientations (Gordon, 1991).
  
• Individualized plans for growth and development (Gordon, 1991).
  
• Monthly seminars on issues of importance to new teachers (Gordon, 1991; Schaffer, Stringfield & Wolffe, 1992).
  
• Regular opportunities to observe and be observed by other teachers (Heidkamp & Shapiro, 1999; Huling-Austin, 1992).
  
• Opportunities to team teach with a more experienced educator (Kestner, 1994; Moskowitz & Stephens, 1997).
  
• Alternative standards and modes of evaluation than those used for veteran teachers (Huling-Austin, 1992; Moskowitz & Stephens, 1997)..
  
• Opportunities to engage in action research projects with other teachers (Gordon, 1991; Huling-Austin, 1992).
  
• Modified teaching schedules or assignments, in which new teachers receive smaller loads, fewer preps, or less difficult classes than experienced teachers (Clement, 2000; Huling-Austin, 1992).
  
• Additional released time for beginning teachers to engage in professional development and/or develop lesson plans (Clement, 2000).
  
• Opportunities to "share and solve problems" with other beginning teachers (Huling-Austin, 1992).
  
• Teacher mentors or mentoring teams (Huling-Austin, 1992).

General Guidelines: Programs should be developed around the needs of the people to be served by the program. It is important to recognize that, like students, teachers are individuals who have different learning styles, backgrounds, and needs (Gordon, 1991; Kestner, 1994; Lawson, 1992). Program goals and purposes should be clear, as should the roles and responsibilities of participating teachers.

The program should have clear leadership and should be adequately staffed. Some programs hire retired or part-time teacers to coordinate the program, while others rely on the principal to lead the program.

Program leaders, staff, and veteran teachers should all receive quality, ongoing training on how to work effectively with novice teachers. Training should help participants develop skills for coaching new teachers as well as productive strategies for discussing content area issues and teaching methods.

Participation in induction programs should not place excessive time demands on new teachers or other staff members. Both new and veteran teachers should receive some incentive for participating, whether in the form of money, extra release time, or steps toward career advancement. The program should encourage reflective practice, for new teachers as well as the veteran educators assigned to work with them.

Perhaps the most important consideration when developing induction programs is the extent to which they will be tied to evaluation of job performance and decisions regarding a new teacher's continued employment. Clearly, the more evaluative the program is, the less safe new teachers will feel asking questions, taking risks, and participating freely in discussions with other teachers and program staff. Most researchers agree that assistance for new teachers should come before assessment (Moskowitz & Stephens, 1997); if possible, the program should not be tied to teacher evaluation at all (Educational Resources Information Center, 1986).