induction

New Teacher Excellence: The Impact of State Policy on Induction Program Implementation

submitted by Karl Forest on Tue, 01/04/2011 - 8:52pm
Original Author: 
Lisa S. Johnson, American Institutes for Research; Liam Goldrick, New Teacher Center; Molly Lasagna, American Institutes for Research

This paper explores the intersection between state induction policy and local induction program implementation and examines the question: How does state policy impact the development and quality of local induction programs?

The Impact of State Policy on Induction Program Implementation

by Alyson Mike on Tue, 12/21/2010 - 10:57am
Alyson Mike's picture

A new NTC policy paper explores the relationship between state teacher induction policies and local program implementation. New Teacher Excellence: The Impact of State Policy on Induction Program Implementation examines reasons for differences in induction program implementation within three states: California, Hawaii and Illinois.

High Quality Teacher Induction and Mentoring

by Ellen Moir on Thu, 09/09/2010 - 8:24am
Ellen Moir's picture

Nearly 75 percent of beginning teachers now participate in induction programs, and 80 percent report having a mentor, according to a new report published by the National Staff Development Council. NTC maintains that the quality of induction and mentoring support is critical to achieve desired outcomes, including student achievement gains documented in a recent federally funded study of induction. However, the intensity of these services and the availability of these opportunities to teachers in urban districts is inconsistent.

"Good Teachers Learn by Example"

by Alyson Mike on Thu, 09/09/2010 - 8:16am
Alyson Mike's picture

In the September e-Reflections, there is a link to an article, “Good teachers learn by example,” Esther Cepeda, columnist with the Chicago Sun-Times and Huffington Post, highlighted new teacher induction and mentoring as a key solution for retaining new teachers.

One theme mentioned in the article was the student teaching experience - and how often times is lacks the reality of teaching.

What's on Your Mind?

by Ellen Moir on Sat, 06/19/2010 - 2:05pm
Ellen Moir's picture

Welcome to the NTC's Community of Practice site.  I'd like to take this opportunity to hear from you -- what's on your mind about mentoring and induction

  • in your school?
  • in your district?
  • in your state??

I would like to hear about the successes you have had in regard to your induction program - as well as the challenges and how you have overcome them.

Ellen

 

Getting the Balance Right: Federal Policy on Effective Teaching

submitted by Liam Goldrick on Wed, 04/21/2010 - 2:33pm
Original Author: 
Liam Goldrick

Getting the Balance Right:
Federal Policy on Effective Teaching

Comprehensive Induction or Add-on Induction?

submitted by Karl Forest on Wed, 04/21/2010 - 12:39pm
Original Author: 
Dr. Lisa S. Johnson, Researcher, New Teacher Center

This Research Brief describes a study and its results regarding the differences in the instructional practice of beginning teachers and with student engagement when beginning teachers receive either comprehensive full-time induction model or part time, add on models.

What are best practices for induction policy that states should implement?

by Liam Goldrick on Fri, 02/05/2010 - 10:00am
Liam Goldrick's picture

The state of California is often cited as a national leader in teacher induction, with required support for all first- and second-year teachers, robust funding, strong induction program standards and a well-defined state program infrastructure.

Reflections, Winter, 2010

submitted by Karl Forest on Fri, 01/22/2010 - 4:03pm

Theme: Defining, Measuring, and Articulating the Impact of Effective Teacher Induction. Originally published Winter, 2010 as Volume XII, Number 1. Titles include:

Teacher Quality Squared

submitted by Karl Forest on Fri, 01/22/2010 - 2:47pm

By Janet Gless and Ellen Moir. Originally published in the Journal of Staff Development, Winter, 2001.

Thoughtfully designed teacher induction programs can simultaneously develop beginning and veteran teacher-mentors alike. This article discusses: