Teacher Induction Programs: A Strategy for Improving the Professional Experience of Beginning Career and Technical Education Teachers, activities and processes necessary to successfully induct a teacher into the profession. An effective induction program should include orientation, mentoring, staff development specific to protégé’s needs, observations of experienced teachers at work, and peer support group

1. New Teacher/Faculty Induction
Program Models
Mr. Rohit Sharma, Lecturer
JUIT,solan

2. New Teacher Induction Program
Models
The three characteristics of an effective teacher are:
1. has good classroom management skills 2.
teaches for mastery
3. has positive expectations for student success

3. Program Presenters
Mr. ROHIT SHARMA
Lecturer @ JUIT SOLAN

4. Student Teacher/New Teacher Professional
Development Program
• Rohit sharma – Program Coordinator
• Aim:
• Call (or write) each home before school
begins and again within two weeks.
• Teachers + Parents = Good Students

5. Professional Development Program
The professional development coordinator will
work with student teachers and new teachers to
develop their teaching capacity and
collaborative ability.
Treat students as though they already are what
they can be, and you help
them to be capable of becoming what they will
be

6. Prerequisites of
Effective Teaching
• Work to develop the relationship between
teacher preparation and effective teaching
• Dress in a professional manner to model
success and expect achievement
• Demonstrate the benefits of reflecting
upon experiences

7. The Teacher as a Person
• Use numerous examples that link
personality traits and effective teachers
• Demonstrate how effective teachers
interact with their students

8. Classroom Management and
Organization
•Illustrate the key classroom management skills
of effective teachers
•Provide effective classroom organizational
guidelines

9. Planning
Your long-term planning should include:
• the objectives and learning outcomes for the course
• the strategies you will use to reach those objectives
• the overall strategies for including learning outcomes
• the time to be allocated

10. • • assessment and evaluation strategies to
evaluate student progress
• • what resources you will need
• Short-Term Planning
• Initially, your planning will be very detailed.
Design individual lessons as part of
• the whole unit to increase knowledge, abilities,
and skills based on previously
• learned concepts. This way, you will give your
students the learning opportunities
• they need and avoid gaps and needless
repetition.

11. • Organize and carefully prepare daily lesson
plans. They should include the
• following: Daily Planning
• • student learning outcomes
• • subject matter
• • learning strategies
• • assessment and evaluation processes
• • materials needed

12. Organizing and Orienting for
Instruction
• Demonstrate how to utilize instructional time
effectively
• Demonstrate how to plan effectively for
instruction

13. Implementing Instruction
• Provide guidelines for enhancing instruction
• Demonstrate how to communicate content
and expectations to students

14. Monitoring Student Progress and
Potential
• Illustrate how to monitor student learning
• Utilize the findings to foster progress

15. Organizing and Orienting for
Instruction
• Utilize instructional time effectively
• Plan effectively for instruction

16. Personal Background and Experience

17. Teacher Education
Teacher Preparation
Preservice
Staff Development
Agricultural Education
Secondary
Middle School
Adult
Career and Technical Education
Research
Induction - Forms of Assistance; Models

18. Current Staff Development Efforts
Director of Minnesota Agricultural
Education Teacher Induction Program (TIP)
Director of Minnesota Farm Business
Management Education Professional
Excellence Program (PEP)
Courses & Workshops: Secondary & Adult

19. Rationale for Information
Concerning Teacher Induction

20. The Challenge: Shortages or
Distribution Problems of Teachers
Sources of a Cadre of Quality Teachers
New graduates from colleges of education
Graduates of alternative licensure programs
Career teachers
Re-entry teachers
Emergency or provisionally licensed
Other:________

21. The Challenge: High Turnover Rates of
Novice Teachers
Opinions and research suggest 35-50 percent
of new teachers leave in the first five years in
the profession

22. Teacher Preparation: Processes and
Forces

23. Typical state system of teacher development,
assessment, and certification.
PRESERVICE INDUCTION CONTINUOUS PROFESSIONAL
DEVELOPMENT
University Teacher Initial Teaching Certificate Master Teaching
Standard Teaching Certificate
Education Program Often about a 4-year limit Certificate
No limit. Renewable, often
No limit. Renewable.
every five years on evidence
of professional development
Formative performance
assessment to support beginning
teacher growth standards
Summative assessment points that are related to the Professional Teaching Standards
NCATE INTASC NBPTS
National Council for Interstate New Teacher National Board of
Accreditation of Teacher Assessment & Support Professional Teaching
Education Standards Consortium model Standards certification
standards for beginning
teachers
Connections to National Teaching Standards
Rohit sharma

24. Influences on Teacher Development
Preconceptions
Professional
Development
Experiences Testing
Teaching
Experience Mentoring
Performance Teaching
Appraisals Standards
Formal Pre-
& Continued
Professional
Development Source:
State &
Professional Quality
Local Mentoring for
Growth Plan
Contexts Novice
Teachers Eds.
Sandra J. Odell
and Leslie

25. Stages of Development of Novice
Teacher

26. Major Stages of Development
Survival
Task
Impact

27. Phases of First Year Teachers’ Attitude
Towards Teaching (Moir, 1992)
Anticipation Anticipation
Survival Reflection
Rejuvenation
Disillusionment
Aug Sept Oct Nov Dec Jan Feb Mar Apr May
June July

28. Personal Background and Experience

29. Teacher Education
Teacher Preparation
Preservice
Staff Development
Agricultural Education
Secondary
Middle School
Adult
Career and Technical Education
Research
Induction - Forms of Assistance; Models

30. Current Staff Development Efforts
Director of Minnesota Agricultural
Education Teacher Induction Program (TIP)
Director of Minnesota Farm Business
Management Education Professional
Excellence Program (PEP)
Courses & Workshops: Secondary & Adult

31. Rationale for Information
Concerning Teacher Induction

32. The Challenge: Shortages or
Distribution Problems of Teachers
Sources of a Cadre of Quality Teachers
New graduates from colleges of education
Graduates of alternative licensure programs
Career teachers
Re-entry teachers
Emergency or provisionally licensed
Other:______________________________

33. The Challenge: High Turnover Rates of
Novice Teachers
Opinions and research suggest 35-50 percent
of new teachers leave in the first five years in
the profession

34. Program
Purpose &
Rationale
School District & Mentor Teacher
University Preparation &
Cultures Development
Circle of Quality
Mentoring
Implement Mentor Selection
& & Mentor/
Evaluate Protégé Matching
Program
Roles
Mentor &
Practices

35. CIRCLE OF QUALITY MENTORING
PROGRAMS AND PRACTICES
© 2011, Amelia M. Hicks,
Ed.D.

36. Mentoring and Learning
Background Research
• No criteria for a quality program
• Difficult to determine successful induction

37. Mentoring and Learning
• Validation Study
• Survey of indicators of quality

38. Mentoring and Learning
Quality Mentoring Programs
• Content of mentoring program
• Teacher retention
• New teacher needs

39. Program Purpose
Dimension 1
• Professional practice aligned with standards
for teaching
• Professional identity through reflection and
inquiry

40. Program Purpose – Dimension I
• Manage the day-to-day challenges of
teaching.
• Prepare, select, and retain quality teachers.
• Provide personal and professional support.

41. Roles/Cultures
Dimension II
School, District, and University Cultures and
Responsibilities
Developing a school community of support
• School and community context
• Time for teacher development
• Opportunities to work with other educators
• Administrator support

42. Roles/Cultures/Partnerships
Dimension II
University engagement
• Pre-service programs
– On-going professional development
– Research-based knowledge related to quality
teaching

43. Roles/Cultures
Dimension II
Mentor role
• Learning to teach: a career-long process
• Teaching diverse learners
• Reflecting with novices
• Receiving recognition and compensation

44. Mentor Selection/Matching
Dimension III
Mentor Selection
• Committed to developing own practice
• Knowledgeable about standards-based teaching
• Competent in working with adults from diverse
backgrounds
• Sensitive to the viewpoints of others

45. Mentor Selection
Dimension III
• Commitment to mentor responsibilities
• Dedication to ethical practices
• Professional and emotional support
• Similar teaching assignments

46. Mentor Preparation
Dimension IV
• Analyze and reflect on classroom teaching and
mentor/novice interactions
• Understand needs/concerns of novices
• Foster productive conversations

47. Mentor Preparation
Dimension IV
• Analyze the learning of diverse students
• Work with novices as adult learners
• Coach and provide feedback on mentoring
practices and problem solving

48. Mentor Preparation
Dimension IV
• Share mentoring practices with other mentors
• Explore strategies to build and strengthen the
mentor/novice relationship
• Receive monetary or other compensation

49. Mentor Roles
Dimension V
• Support and facilitate standards-based
practice
• Facilitate and model self-reflection,
problem-solving, and instructional
improvement

50. Mentor Roles
Dimension V
• Build a professional relationship with
the novice
• Support the novice before and during
the school year

51. Mentor Roles
Dimension V
• Support and challenge the novice on his or her
teaching practices
• Interact both formally and informally
• Offer empathy and assistance to novices
coping with the stresses of teaching

52. Coordinator
Dimension VI
Program Coordination, Implementation and
Evaluation
• Committed to program purposes
• Knowledgeable and experienced in mentoring
initiatives
• Effective in working with people of diverse
backgrounds
• Adept in coordinating professional development
for mentors and novices

53. The Mentoring Framework
• Six dimensions represent the ideal structures
and practices promoting quality mentoring
– Assistance
– Assessment

54. Program
Purpose &
Rationale
School District & Mentor Teacher
University Preparation &
Cultures Development
Circle of Quality
Mentoring
Implement Mentor Selection
& & Mentor/
Evaluate Protégé Matching
Program
Roles
Mentor &
Practices

55. The Mentoring Framework
• Represents a standards-based approach to
Mentoring
• Improves teacher quality to enhance student
learning

56. Benefits of Enrollment in Teacher
Induction Programs
More positive attitudes toward teaching;
and plan to continue in profession longer
Achievement scores of students of highly
skilled and satisfied teachers are higher

57. Challenges and Difficulties of Novice
Teachers
Student management
Student motivation
Locating teaching materials
Room and lesson organization
Understanding complex school systems
Meeting needs of individual students
 (Griffen, 1985; Odell, 1986; Veenman, 1984)

58. Challenges and Difficulties of Novice
Teachers (cont’d)
Insufficient time for preparation
Relationships with parents
Selecting and using alternative teaching
strategies
(Veenman, 1984)

59. Thanking You