Student Teacher 36 | - ✏ Freelance Writer
Sep 19, 2015 | #1
In recent years, education studies have concentrated on how important support is for teachers entering the profession. Rather than focus on assessment, more attention has been given to providing teachers support during the early years of teaching. This support has come in the way of teacher induction programmes (Howe). In the UK, teacher induction programmes are a requirement for service during the first year of practice. Teachers must pass induction, or relinquish the right to teach. The purpose of induction programs is manifold. Teacher induction programmes offer beginning teachers much value within their profession. According to agents implementing programs, the benefits of such programmes include improved job satisfaction, reduced turnover, opportunities for increased professional development and the opportunity for educational facilities to attract superior professionals within their communities. Teacher induction programmes may also be equated with a probationary programme. It is an opportunity for early teachers to try their hand at teaching, and become acclimated to the field or profession. One may assume that many teachers enter the field with little experience, and on entering determine that teaching is more difficult than first expected. Thus teachers entering with induction have much more support than those without, and can expect to enter the profession armed with tools to succeed, rather than fail. The following analysis provides an overview of teacher induction, with emphasis on the UK, providing a review of the literature currently available on teacher induction. The researcher assumes that teacher induction programs are similar, and provide similar benefits regardless of the place of origin.
According to Lomax, historically within the profession of teaching, there are very high rates of attrition, particularly during the earliest years of teaching. Many factors may contribute to this, including lack of adequate support and preparation during the earliest years of entry into the profession. Teachers come from many diverse backgrounds. Some teachers enter the profession from another background or profession. The current demand for teachers is high; thus many incentives are offered to entice professionals into the profession. This is promising for those that would transfer to teaching from another profession or background. However, this does not guarantee that anyone entering the teaching profession will find success, or that teachers will find satisfaction once they begin a career in teaching. Many report that despite the need for teaching, teaching is in fact also a lower paying profession, which may result in greater dissatisfaction among teachers later in the course of career development. Among the reasons many cite for entering the profession include a personal interest in providing for the care and welfare of others, and an interest in a new line of work.
Given this it may benefit new teachers to learn of the demands placed on teachers during the first year of work, and in the future, especially related to continuing education, special events, extracurricular activities and continuing needs of the educational field. This is not to discourage teachers, but to provide new teachers with perspective related to their chosen profession. Realistic expectations may prove beneficial for teachers with high aspirations, particularly given many fields simply require a student have a degree, making them capable of beginning work in their chosen field immediately. This is not the case for teachers, who require ongoing education and support, along with continuing training throughout their career.
Induction programs can help teachers prepare for the demands of teaching. These programs prepare teachers for the rigors of the classroom, and for the demands of continuing education. During the induction period teachers, or NQTs, learn to balance the demands of the classroom, along with other demands that will come with time. These demands may include continuing education, meetings, extracurricular activities, developing lesson plans, and the ordinary stress of managing a new schedule. Induction also allows classroom administrators, mentors, and support staff evaluation a teacher's efficacy as a classroom mentor, teacher, and professional. While most people pass the induction period, there are some who do not manage the rigors of induction. Induction was not always something that was included as part of the teacher curriculum. Time has demonstrated however, that this additional planning and preparation has provided many teachers with the added support and understanding necessary to succeed in the classroom. Induction is very similar to the transition that students go through when they transition from high school to the workforce. Many high school students struggle to become acclimated to the demands of the real world. Jumping into real life is much different than mitigating and navigating the classroom. In the same way, navigating or teaching a classroom is much different from theory learned about teaching, or developing a curriculum. The practice of induction is a helpful transition, allowing a teachers an opportunity to apply what they have learned about teaching in a practice and supportive environment.
According to Howe, research among educational facilities carried out among programmes in Australia, Britain, France, Germany and related countries demonstrates that having "exemplary induction programmes" can improve teacher satisfaction and performance (249). However, what qualifies a programme as exceptional? An exceptional induction programme may be best described as one that provides first year teachers with support, collaborative opportunities, reflection and is one that helps teachers acclimate to their profession (Howe, 2006). According to Howe other features are highlighted among the best induction programmes; these include opportunities for extended internships, the opportunity to work with seasoned mentors and in-service training sessions with a focus on helping teachers succeed in the classroom during their first years as a teacher, rather than highlighting assessments.
Most induction programmes follow basic features. By understanding the basic features of induction, one can better understand why induction is important, and how induction can better assist new teachers, and their students in the long-term. The basics of induction are similar regardless of whether one reviews induction programmes in the UK, in Scotland or in other parts of the country, with the exception being that in England the induction period is shorter than it is in some other regions of the world. The basic features of a British induction programme are as follows, according to the Department for Education in England:
- A personalised, independent programme allowing professional development and support.
- A personal assessment comparing achievement against the Teacher Standards.
- As an NQT, 10 per cent reduction on the allowable timetable for professional development of teaching ability, away from classroom time.
- 10 per cent planning, preparation and assessment (PPA) time.
- Support from an individual induction tutor.
- Reviews of progress and discussions post-term with tutor and head teacher.
These basic elements are common to each induction programme to ensure the success of the NQT. In addition to these common elements, it is vital to understand that some programs may be more successful than others in reducing teacher attrition rates, and helping teachers to acculturate to the teacher environment than others. What determines how successful an induction programme is? It is worthwhile to explore the literature in determining what quantifies a programme as superior in terms of induction success vs. induction failure. In the next section, superiority in induction training is reviewed and elaborated on.
Quality induction programmes appear to have many common features. According to Howe, these include opportunities for seasoned teachers to work alongside beginning teachers in a collaborative environment. Seasoned teachers carry with them years of expertise that include highs and low points of the classroom. There is no better education than that which comes from experience; by pairing experts with new teachers, the induction process allows teachers to share expectations, insights and the growth process. New teachers may then have an opportunity to join with other teachers at a future date, after they have gained experience several years later in their teaching careers, and give back to their community. While most basic elements of an induction programme require mentoring, it appears more critical that beginning teachers have an opportunity to work alongside experts in their field. This element of a successful programme may allow teachers the opportunity to model good habits and incorporate these habits into their own teaching repertoire.
A new teacher first entering the field would not have the skills or curriculum development plans needed to understand the expert skills an experienced teacher would. Thus, good induction programmes enabling beginning teachers the opportunity to work with seasoned teachers would allow just this opportunity. In addition, newer teachers have opportunities to gradually become acculturated to the teaching profession alongside experts in the field. This is of particular importance in regions of the world where a pool of quality teachers has been steadily declining; expert teachers have the potential to demonstrate expertise in subject area content knowledge, along with common knowledge in areas that include communication skills, solid ethics, and strong basic teaching skills. Beginning teachers that are not quite certain about their ability may have the opportunity to work with teachers that are established professionals that can identify weaknesses in teachers that are not yet capable of identifying their own. This partnership can prove highly successful in the field of academia.
Many successful teacher induction programmes also highlight the benefits of continuing education for teachers, which is vital for continuing success within the profession according to Howe (2006). Expert teachers regulate some teacher induction programme; this is the case in British Columbia, Ontario and other regions within Canada for example, according to Howe. Continuing education can come in many different forms. When working with expert teachers, a seasoned professional can identify areas where a new teacher may require ongoing education or added education. A new teacher may require further studies in content areas, or may require further education in the way of communication skills, or conflict negotiation. Working with experts in the field, it is much more feasible that a beginning teacher will have an opportunity to identify areas for continuing education successfully, and pursue these areas competently and with confidence. Expert teachers may also be familiar with areas of continuing education, having had to complete these areas of continuing education after having worked in the field for many years. Thus, working in collaboration with one another proves mutually beneficial for teachers, students, new teachers and administrative professionals on all aspects of the field of education.
Teacher acculturation is often more important than many administrators give attention the subject. Teacher culture and familiarity with environment can sometimes make or break a teacher's success in the learning environment. Teachers often encounter difficulty during their first year or two of their field of expertise, much of which teachers can relate to the burden of understanding the learning environment. Establishing oneself as an expert in the field, and learning to adapt to the art of teaching and the art of communicating with one's peers can prove equally challenging. Collaborating with peers and gaining assistance with acculturation can prove invaluable during the induction process. This can help reduce rates of turnover and help teachers work longer and become more dedicated to the teaching profession, according to Howe (2006) and Britton (2004). Howe refers to this process as the "rite of passage" that all teachers must endure as they become familiar with the profession of teaching (251). Novice teachers must also endure extracurricular activities associated with becoming the new kid on the block in many school systems. Learning to accept and adopt this process may prove a hardship for some teachers that move out of an environment where a job is strictly the job written in stone or associated with one's job description. Further, some teachers may feel at a loss having to work on their induction programme, and classroom, and having to work on extracurricular activities, and at special events held outside of the classroom. Working with the support of mentors, tutors and support staff to acculturate to the teaching environment may dramatically improve a teacher's success in this circumstance, improving attrition rates, leading to improved success, job satisfaction, and overall happiness with the teaching environment. Mentorship and induction can help teachers navigate these waters with greater success.
In some global regions, more emphasis is given to mentorship and induction related to acculturation. Teacher participation in some acculturation programmes, however is not mandatory; rather, teachers are required to participate in training that helps them succeed with regard to skill's acquisition. However, according to Howes (2006) teachers participating in acculturation programmes and diversity training voluntarily demonstrate benefits immediately because of their participation. These programmes are typically designed one-to-one to allow teachers to understand the culture and environment within the organisations they work within.
Britton suggests that teacher induction in Britain suggests that induction take place for more than a short period of caring support for novices. Comparing teacher induction in Britain with programmes in China, France Japan and New Zealand, the researcher suggests that programmes in other countries generally are twice as long as those in Britain, and thus make much greater progress in helping the novice "become a better teacher" (389).
Bubb describes induction as a period of mentoring and learning. The regulations covering the first year of teaching vary in Great Britain depending on the part of the country a teacher works in. While teachers in Great Britain only experience on year of induction, in other parts of the world teachers may be subject to one to three years of induction. In Scotland, the first year of work is referred to as a probationary period rather than induction, but the principles are much the same. In Britain and individual entering induction is referred to as an "NQT" and is led by the General Teaching Council for England (Bubb, 2007). The "General Teaching Council for England" directs new teachers through induction, pairing their skills against Core Standards.
According to Bubb, Great Britain has among the largest and most deeply ingrained induction standards throughout Europe, brought about in May of 1999. Part of the goal of the programme is to encourage good habits in teaching. Statistics from the General Teaching Council for England (Bubb 2007) note that more than 28,000 teachers have been awarded their teacher training, and nearly 5,000 teachers have graduated from the programme since its inception. Some primary features of the programme include:
- Individualised programme of support.
- Tutor to monitor new teacher from the start of the programme.
- Assessment meetings.
- Objectives established during early term.
- Ongoing support.
It is important for teachers to pass the programme; if a teacher does not or fails induction, they may not teach in schools in the future. These are severe consequences, but nonetheless the requirements of the programme. Induction is meant to provide individualised support while also providing for a teacher's understanding of the skills necessary for the country core knowledge standards.
England provides many methods of carrying out induction. Most inductions are carried out from the period of September through July within a school period. Some individuals begin induction in the spring. Teachers undergoing induction generally have a lighter workload than ordinary teachers, so there is time to complete the requirements of induction and professional development along with providing for the needs of the classroom. According to Bubb, NQTs have approximately 10 percent less course load than traditional classroom teachers, improving their risk of passing the induction period.
Induction includes tutoring or mentoring of NQTs or teachers that are part of the induction process. Induction tutors spend time monitoring or reviewing the work of NQTs, supporting new teachers in their roles and assessing the work of new teachers. Most have regular or daily contact with new teachers. According to Crawford (2013), a tutor may have the role of a head teacher or a coordinator within a school. There may be two tutors interacting with an NQT. For example, the head of a department the NQT works in may interact with an NQT, as may a senior administrator. It is vital that an NQT understands each of the roles that an NQT carries out. Crawford (2013) states that the primary role of each tutor is support and collaboration to ensure the success of the NQT. Colleagues and tutors take on many roles, including partnering, assisting with planning, supporting, advising and at times, disciplining a new teacher to ensure that work tasks as carried out.
Tutors are not the only individuals that work to support new teachers during the induction period. The entire staff work together to help new teachers succeed. New teachers can only become acculturated when staff members work as teams to provide NQTs clear outlines of the roles and duties of the teacher in the classroom and as part of the organisation as a whole. The more support a teacher receives, the more likely the teacher is to become successful in the classroom and as part of the organisation. Here are some guidelines for mentoring and tutoring the NQT according to Crawford and Bubb:
- Assisting with curriculum design and planning.
- Helping the NQT understand and learn roles and responsibilities inside and outside of the classroom.
- Providing counselling and support to the NQT.
- Reviewing the NQT progress and measuring this against goals, objectives and mission statements.
- Ensuring that there are assessment activities taking place.
All activities occurring within an induction period must be in accordance to guidelines established by government agencies and by school administrators. This will ensure the success of the NQT and the school. Induction tutors and mentors may need to define their own developmental needs working in conjunction with head teachers or administrators. This can all be easily accomplished with proper pre-training or undergraduate training on the part of the NQT. Bubb states that during this process, most importantly NQTs want to see that they are in an institution that is eager to have them, that will support them and provide the time necessary for the teacher to succeed. Having a mentor and a tutor available is vital for support and recognition. It also provides for honest and open feedback and provides new teachers with a resource for listening and for communication that may not always be available for new teachers that are uncertain of their ideas and environment.
Crawford recommends the following structure for teacher induction programmes: that teachers develop an online portfolio, enabling NQTs to track progress throughout the programme. Tracking can be done through digital media or an eportfolio allowing for instant changes and review by administrators and tutors, or by hard folders and files. Electronic file storage can allow new teachers to share information electronically through email and other means. In an age of technology, doing so can allow the teacher to communicate his or her continuing education to the educational facility over time in a streamlined manner. An eportfolio may contain a "Teaching Folder" with the following elements, according to Crawford:
- A Timetable for completion of each element of the induction timetable.
- Record of assessments.
- Lesson plans, including resources for each lesson.
- A record of other's observations for the lesion, including tutor assessment and observation.
- Self-evaluation for each lesson carried out to completion.
- Examples of pupil work at various levels of ability and achievement.
- Second lesion, with resources included for the lesson, and examples of others' observations for the lesson.
- Additional self-evaluation of the lesson and examples of pupils work at different levels.
- Examples of each year of completion and various observations at each year of completion, including continuing progress made, continuing goals one wants to follow, and observations made at each level of completion.
- Professional Folder, containing a curriculum vitae, record of the roles and contexts in which one works, record of continuing professional development activities including observation by others, training activities participate in.
- Record of completion date of induction, pass or failure.
This record can prove highly successful in organising material for induction, and future completion of continuing education for the teacher. It may also prove helpful in demonstration student achievement or examples of lesson plans.
The review of the literature demonstrates that most induction programmes carry similar elements. Successful teacher programmes carry elements that include overwhelming support for teachers, acculturation and acclimation to the environment, and ongoing support. The most successful programmes are the educational induction programmes that provide teachers with additional support from seasoned teachers that can model successful teaching habits, coupled with continuing education that addresses new teacher's ongoing needs. Additionally, evidence suggests that longer induction programmes, like those in other countries including China, Japan and Scotland, may benefit teachers in Great Britain. This suggests that teachers may struggle for longer than the first year of teaching. It may be interesting to conduct a case study of teachers well past their first year, to determine whether teachers do benefit from longer induction programmes and continuing tutoring and mentoring. A comprehensive survey of teacher success rates following continuing mentoring for 6 months to one year following induction routine may reveal how effective ongoing support would be in teacher attrition and long-term job satisfaction. A study of student success in the classroom may provide even more information as to the success of this type of programme.
Teacher induction programmes have a beneficial impact on attrition and job satisfaction. Induction programmes are important for teacher success. More research is necessary to determine whether longer induction programmes may affect teachers in a positive manner, and whether longer induction programmes may affect student performance and learning outcomes in a positive way. Induction programmes can help with teacher encouragement based on a survey of the current literature available.
References
Britton, E., et al. Comprehensive Teacher Induction. British Journal of Educational Technology. 35(3): 388-90.
Bubb, Sara. (2007). Successful Induction for New Teachers: A Guide for NQTs and Induction Tutors, Coordinators and Mentors. New York: Sage.
Crawford, R. (2013). The ICT Teacher's Handbook: Teaching, Learning and Managing ICT in the Secondary School. New York: Routledge.
Howe, Edward R. (2006). Exemplary Teacher Induction: An International Review. Educational Philosophy & Theory. 38(3):249-99.
Lomax, Donald E. (1973). The Education of Teachers in Britain. London: Wiley.
Background of Teaching Profession/Requirements
According to Lomax, historically within the profession of teaching, there are very high rates of attrition, particularly during the earliest years of teaching. Many factors may contribute to this, including lack of adequate support and preparation during the earliest years of entry into the profession. Teachers come from many diverse backgrounds. Some teachers enter the profession from another background or profession. The current demand for teachers is high; thus many incentives are offered to entice professionals into the profession. This is promising for those that would transfer to teaching from another profession or background. However, this does not guarantee that anyone entering the teaching profession will find success, or that teachers will find satisfaction once they begin a career in teaching. Many report that despite the need for teaching, teaching is in fact also a lower paying profession, which may result in greater dissatisfaction among teachers later in the course of career development. Among the reasons many cite for entering the profession include a personal interest in providing for the care and welfare of others, and an interest in a new line of work.Given this it may benefit new teachers to learn of the demands placed on teachers during the first year of work, and in the future, especially related to continuing education, special events, extracurricular activities and continuing needs of the educational field. This is not to discourage teachers, but to provide new teachers with perspective related to their chosen profession. Realistic expectations may prove beneficial for teachers with high aspirations, particularly given many fields simply require a student have a degree, making them capable of beginning work in their chosen field immediately. This is not the case for teachers, who require ongoing education and support, along with continuing training throughout their career.
Induction programs can help teachers prepare for the demands of teaching. These programs prepare teachers for the rigors of the classroom, and for the demands of continuing education. During the induction period teachers, or NQTs, learn to balance the demands of the classroom, along with other demands that will come with time. These demands may include continuing education, meetings, extracurricular activities, developing lesson plans, and the ordinary stress of managing a new schedule. Induction also allows classroom administrators, mentors, and support staff evaluation a teacher's efficacy as a classroom mentor, teacher, and professional. While most people pass the induction period, there are some who do not manage the rigors of induction. Induction was not always something that was included as part of the teacher curriculum. Time has demonstrated however, that this additional planning and preparation has provided many teachers with the added support and understanding necessary to succeed in the classroom. Induction is very similar to the transition that students go through when they transition from high school to the workforce. Many high school students struggle to become acclimated to the demands of the real world. Jumping into real life is much different than mitigating and navigating the classroom. In the same way, navigating or teaching a classroom is much different from theory learned about teaching, or developing a curriculum. The practice of induction is a helpful transition, allowing a teachers an opportunity to apply what they have learned about teaching in a practice and supportive environment.
According to Howe, research among educational facilities carried out among programmes in Australia, Britain, France, Germany and related countries demonstrates that having "exemplary induction programmes" can improve teacher satisfaction and performance (249). However, what qualifies a programme as exceptional? An exceptional induction programme may be best described as one that provides first year teachers with support, collaborative opportunities, reflection and is one that helps teachers acclimate to their profession (Howe, 2006). According to Howe other features are highlighted among the best induction programmes; these include opportunities for extended internships, the opportunity to work with seasoned mentors and in-service training sessions with a focus on helping teachers succeed in the classroom during their first years as a teacher, rather than highlighting assessments.
The Basics of Induction
Most induction programmes follow basic features. By understanding the basic features of induction, one can better understand why induction is important, and how induction can better assist new teachers, and their students in the long-term. The basics of induction are similar regardless of whether one reviews induction programmes in the UK, in Scotland or in other parts of the country, with the exception being that in England the induction period is shorter than it is in some other regions of the world. The basic features of a British induction programme are as follows, according to the Department for Education in England:
- A personalised, independent programme allowing professional development and support.
- A personal assessment comparing achievement against the Teacher Standards.
- As an NQT, 10 per cent reduction on the allowable timetable for professional development of teaching ability, away from classroom time.
- 10 per cent planning, preparation and assessment (PPA) time.
- Support from an individual induction tutor.
- Reviews of progress and discussions post-term with tutor and head teacher.
These basic elements are common to each induction programme to ensure the success of the NQT. In addition to these common elements, it is vital to understand that some programs may be more successful than others in reducing teacher attrition rates, and helping teachers to acculturate to the teacher environment than others. What determines how successful an induction programme is? It is worthwhile to explore the literature in determining what quantifies a programme as superior in terms of induction success vs. induction failure. In the next section, superiority in induction training is reviewed and elaborated on.
Qualities of Superior Teacher Induction Programmes
Quality induction programmes appear to have many common features. According to Howe, these include opportunities for seasoned teachers to work alongside beginning teachers in a collaborative environment. Seasoned teachers carry with them years of expertise that include highs and low points of the classroom. There is no better education than that which comes from experience; by pairing experts with new teachers, the induction process allows teachers to share expectations, insights and the growth process. New teachers may then have an opportunity to join with other teachers at a future date, after they have gained experience several years later in their teaching careers, and give back to their community. While most basic elements of an induction programme require mentoring, it appears more critical that beginning teachers have an opportunity to work alongside experts in their field. This element of a successful programme may allow teachers the opportunity to model good habits and incorporate these habits into their own teaching repertoire.
A new teacher first entering the field would not have the skills or curriculum development plans needed to understand the expert skills an experienced teacher would. Thus, good induction programmes enabling beginning teachers the opportunity to work with seasoned teachers would allow just this opportunity. In addition, newer teachers have opportunities to gradually become acculturated to the teaching profession alongside experts in the field. This is of particular importance in regions of the world where a pool of quality teachers has been steadily declining; expert teachers have the potential to demonstrate expertise in subject area content knowledge, along with common knowledge in areas that include communication skills, solid ethics, and strong basic teaching skills. Beginning teachers that are not quite certain about their ability may have the opportunity to work with teachers that are established professionals that can identify weaknesses in teachers that are not yet capable of identifying their own. This partnership can prove highly successful in the field of academia.
Many successful teacher induction programmes also highlight the benefits of continuing education for teachers, which is vital for continuing success within the profession according to Howe (2006). Expert teachers regulate some teacher induction programme; this is the case in British Columbia, Ontario and other regions within Canada for example, according to Howe. Continuing education can come in many different forms. When working with expert teachers, a seasoned professional can identify areas where a new teacher may require ongoing education or added education. A new teacher may require further studies in content areas, or may require further education in the way of communication skills, or conflict negotiation. Working with experts in the field, it is much more feasible that a beginning teacher will have an opportunity to identify areas for continuing education successfully, and pursue these areas competently and with confidence. Expert teachers may also be familiar with areas of continuing education, having had to complete these areas of continuing education after having worked in the field for many years. Thus, working in collaboration with one another proves mutually beneficial for teachers, students, new teachers and administrative professionals on all aspects of the field of education.
The Significance of Acculturation
Teacher acculturation is often more important than many administrators give attention the subject. Teacher culture and familiarity with environment can sometimes make or break a teacher's success in the learning environment. Teachers often encounter difficulty during their first year or two of their field of expertise, much of which teachers can relate to the burden of understanding the learning environment. Establishing oneself as an expert in the field, and learning to adapt to the art of teaching and the art of communicating with one's peers can prove equally challenging. Collaborating with peers and gaining assistance with acculturation can prove invaluable during the induction process. This can help reduce rates of turnover and help teachers work longer and become more dedicated to the teaching profession, according to Howe (2006) and Britton (2004). Howe refers to this process as the "rite of passage" that all teachers must endure as they become familiar with the profession of teaching (251). Novice teachers must also endure extracurricular activities associated with becoming the new kid on the block in many school systems. Learning to accept and adopt this process may prove a hardship for some teachers that move out of an environment where a job is strictly the job written in stone or associated with one's job description. Further, some teachers may feel at a loss having to work on their induction programme, and classroom, and having to work on extracurricular activities, and at special events held outside of the classroom. Working with the support of mentors, tutors and support staff to acculturate to the teaching environment may dramatically improve a teacher's success in this circumstance, improving attrition rates, leading to improved success, job satisfaction, and overall happiness with the teaching environment. Mentorship and induction can help teachers navigate these waters with greater success.
In some global regions, more emphasis is given to mentorship and induction related to acculturation. Teacher participation in some acculturation programmes, however is not mandatory; rather, teachers are required to participate in training that helps them succeed with regard to skill's acquisition. However, according to Howes (2006) teachers participating in acculturation programmes and diversity training voluntarily demonstrate benefits immediately because of their participation. These programmes are typically designed one-to-one to allow teachers to understand the culture and environment within the organisations they work within.
Britton suggests that teacher induction in Britain suggests that induction take place for more than a short period of caring support for novices. Comparing teacher induction in Britain with programmes in China, France Japan and New Zealand, the researcher suggests that programmes in other countries generally are twice as long as those in Britain, and thus make much greater progress in helping the novice "become a better teacher" (389).
Basics of Effective Induction
Bubb describes induction as a period of mentoring and learning. The regulations covering the first year of teaching vary in Great Britain depending on the part of the country a teacher works in. While teachers in Great Britain only experience on year of induction, in other parts of the world teachers may be subject to one to three years of induction. In Scotland, the first year of work is referred to as a probationary period rather than induction, but the principles are much the same. In Britain and individual entering induction is referred to as an "NQT" and is led by the General Teaching Council for England (Bubb, 2007). The "General Teaching Council for England" directs new teachers through induction, pairing their skills against Core Standards.
According to Bubb, Great Britain has among the largest and most deeply ingrained induction standards throughout Europe, brought about in May of 1999. Part of the goal of the programme is to encourage good habits in teaching. Statistics from the General Teaching Council for England (Bubb 2007) note that more than 28,000 teachers have been awarded their teacher training, and nearly 5,000 teachers have graduated from the programme since its inception. Some primary features of the programme include:
- Individualised programme of support.
- Tutor to monitor new teacher from the start of the programme.
- Assessment meetings.
- Objectives established during early term.
- Ongoing support.
It is important for teachers to pass the programme; if a teacher does not or fails induction, they may not teach in schools in the future. These are severe consequences, but nonetheless the requirements of the programme. Induction is meant to provide individualised support while also providing for a teacher's understanding of the skills necessary for the country core knowledge standards.
Induction Standards
England provides many methods of carrying out induction. Most inductions are carried out from the period of September through July within a school period. Some individuals begin induction in the spring. Teachers undergoing induction generally have a lighter workload than ordinary teachers, so there is time to complete the requirements of induction and professional development along with providing for the needs of the classroom. According to Bubb, NQTs have approximately 10 percent less course load than traditional classroom teachers, improving their risk of passing the induction period.
Tutoring / Mentoring
Induction includes tutoring or mentoring of NQTs or teachers that are part of the induction process. Induction tutors spend time monitoring or reviewing the work of NQTs, supporting new teachers in their roles and assessing the work of new teachers. Most have regular or daily contact with new teachers. According to Crawford (2013), a tutor may have the role of a head teacher or a coordinator within a school. There may be two tutors interacting with an NQT. For example, the head of a department the NQT works in may interact with an NQT, as may a senior administrator. It is vital that an NQT understands each of the roles that an NQT carries out. Crawford (2013) states that the primary role of each tutor is support and collaboration to ensure the success of the NQT. Colleagues and tutors take on many roles, including partnering, assisting with planning, supporting, advising and at times, disciplining a new teacher to ensure that work tasks as carried out.
Tutors are not the only individuals that work to support new teachers during the induction period. The entire staff work together to help new teachers succeed. New teachers can only become acculturated when staff members work as teams to provide NQTs clear outlines of the roles and duties of the teacher in the classroom and as part of the organisation as a whole. The more support a teacher receives, the more likely the teacher is to become successful in the classroom and as part of the organisation. Here are some guidelines for mentoring and tutoring the NQT according to Crawford and Bubb:
- Assisting with curriculum design and planning.
- Helping the NQT understand and learn roles and responsibilities inside and outside of the classroom.
- Providing counselling and support to the NQT.
- Reviewing the NQT progress and measuring this against goals, objectives and mission statements.
- Ensuring that there are assessment activities taking place.
All activities occurring within an induction period must be in accordance to guidelines established by government agencies and by school administrators. This will ensure the success of the NQT and the school. Induction tutors and mentors may need to define their own developmental needs working in conjunction with head teachers or administrators. This can all be easily accomplished with proper pre-training or undergraduate training on the part of the NQT. Bubb states that during this process, most importantly NQTs want to see that they are in an institution that is eager to have them, that will support them and provide the time necessary for the teacher to succeed. Having a mentor and a tutor available is vital for support and recognition. It also provides for honest and open feedback and provides new teachers with a resource for listening and for communication that may not always be available for new teachers that are uncertain of their ideas and environment.
Structure of Induction Programme
Crawford recommends the following structure for teacher induction programmes: that teachers develop an online portfolio, enabling NQTs to track progress throughout the programme. Tracking can be done through digital media or an eportfolio allowing for instant changes and review by administrators and tutors, or by hard folders and files. Electronic file storage can allow new teachers to share information electronically through email and other means. In an age of technology, doing so can allow the teacher to communicate his or her continuing education to the educational facility over time in a streamlined manner. An eportfolio may contain a "Teaching Folder" with the following elements, according to Crawford:
- A Timetable for completion of each element of the induction timetable.
- Record of assessments.
- Lesson plans, including resources for each lesson.
- A record of other's observations for the lesion, including tutor assessment and observation.
- Self-evaluation for each lesson carried out to completion.
- Examples of pupil work at various levels of ability and achievement.
- Second lesion, with resources included for the lesson, and examples of others' observations for the lesson.
- Additional self-evaluation of the lesson and examples of pupils work at different levels.
- Examples of each year of completion and various observations at each year of completion, including continuing progress made, continuing goals one wants to follow, and observations made at each level of completion.
- Professional Folder, containing a curriculum vitae, record of the roles and contexts in which one works, record of continuing professional development activities including observation by others, training activities participate in.
- Record of completion date of induction, pass or failure.
This record can prove highly successful in organising material for induction, and future completion of continuing education for the teacher. It may also prove helpful in demonstration student achievement or examples of lesson plans.
Discussion
The review of the literature demonstrates that most induction programmes carry similar elements. Successful teacher programmes carry elements that include overwhelming support for teachers, acculturation and acclimation to the environment, and ongoing support. The most successful programmes are the educational induction programmes that provide teachers with additional support from seasoned teachers that can model successful teaching habits, coupled with continuing education that addresses new teacher's ongoing needs. Additionally, evidence suggests that longer induction programmes, like those in other countries including China, Japan and Scotland, may benefit teachers in Great Britain. This suggests that teachers may struggle for longer than the first year of teaching. It may be interesting to conduct a case study of teachers well past their first year, to determine whether teachers do benefit from longer induction programmes and continuing tutoring and mentoring. A comprehensive survey of teacher success rates following continuing mentoring for 6 months to one year following induction routine may reveal how effective ongoing support would be in teacher attrition and long-term job satisfaction. A study of student success in the classroom may provide even more information as to the success of this type of programme.
Reflection and Conclusion
Teacher induction programmes have a beneficial impact on attrition and job satisfaction. Induction programmes are important for teacher success. More research is necessary to determine whether longer induction programmes may affect teachers in a positive manner, and whether longer induction programmes may affect student performance and learning outcomes in a positive way. Induction programmes can help with teacher encouragement based on a survey of the current literature available.
References
Britton, E., et al. Comprehensive Teacher Induction. British Journal of Educational Technology. 35(3): 388-90.
Bubb, Sara. (2007). Successful Induction for New Teachers: A Guide for NQTs and Induction Tutors, Coordinators and Mentors. New York: Sage.
Crawford, R. (2013). The ICT Teacher's Handbook: Teaching, Learning and Managing ICT in the Secondary School. New York: Routledge.
Howe, Edward R. (2006). Exemplary Teacher Induction: An International Review. Educational Philosophy & Theory. 38(3):249-99.
Lomax, Donald E. (1973). The Education of Teachers in Britain. London: Wiley.