New-teacher Induction Programs involves those practices used to help new and beginning teachers become competent and effective professionals in the classroom.
The intent of all induction programs is to transform a new teacher into a competent career teacher.
- Observing Effective Techniques – Opportunities to observe classrooms taught by successful veteran teachers.
Most new-teacher induction programs in public schools are under-developed and lack funding and support. Effective induction programs includes all the activities that train and support new-teachers. Most new-teachers do pre-service preparation programs in college.
Several assumptions have guided this evaluation of induction programs and recommendations for additional teacher support systems: 1. The use of teacher inductions has had some positive results and “lack of support and inexperience accounts for most new-teacher’s problems.” Supported teachers:
Schools must make extensive use of new-teacher assessments to improve new-teacher performance.
Build an effective teacher support system that focuses on new teachers. By emphasizing the key elements of the induction program, this new-teacher support system can be effective tools for helping new teachers succeed.
Mentoring
Every new teacher has access to an experienced teacher mentor who is capable of providing professional support, instruction and guidance. Mentoring programs have been in place for decades and more than half the states require mentoring for entry level teacher. Mentoring provides new teachers with support and also helps build long-term relationships that lead to classroom success.
- A Coach —Mentors help new teachers improve their classroom teaching, by offering assistance with classroom management and discipline strategies.
- A Facilitator — Mentors help new teachers access a broad variety of professional experiences, by arranging meetings with other new teachers and observations of master teachers in action.
- A Trainer — Mentors conduct workshops and other professional development training for new teachers, other mentor teachers, and building administrators.
Matching mentors with new teachers is critical to the success of every teacher support system.
New-teacher Assessments for Improvement
New teachers will sometimes meet the challenge, usually in schools committed to helping new teachers. Administrators should not assess new teachers as they would veteran teachers. Performance-based assessments of new teachers need to be linked directly to induction and new-teacher support, so that assessment drives teacher development and the demonstrated needs of new teachers help shape assessment of their performance. The weakest programs simply orient new teachers to their schools, providing little in-depth assessment or ongoing support. “Given the importance of teacher quality for improving student achievement, teacher assessment has emerged as an important tool in improving education.” This New-teacher Support System focuses on mentorship and new-teacher assessment as the key elements within a well-developed induction program.
Delisio E. R. (2003) Induction Programs Helps Keep Better Teachers. Survival guide for new teachers: How new teachers can work effectively with veteran teachers, parents, principals, and teacher educators. ERIC Clearinghouse on Teacher Education Washington DC (1986). Components of Good Teacher Induction Programs. ERIC Clearinghouse on Teacher Education Washington DC (1986). Components of Good Teacher Induction Programs.Retrieved February 21, 2004. (2003) A Better Beginning: Helping new teachers survive and thrive. Teacher Assessment and Professional Development.
February 18th, 2012 
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