Supporting and Retaining Novice Teachers

Autor/inn/en	Huling, Leslie; Resta, Virginia; Yeargain, Pat
Titel	Supporting and Retaining Novice Teachers
Quelle	In: Kappa Delta Pi Record, 48 (2012) 3, S.140-143 (4 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-8958
DOI	10.1080/00228958.2012.707532
Schlagwörter	Educational Change; Teacher Orientation; Mentors; Beginning Teachers; Expertise; Beginning Teacher Induction; Cohort Analysis; Program Effectiveness; Teacher Persistence; Models; Followup Studies; Participant Satisfaction; Graduate Surveys; Program Descriptions; Novices; Texas + Suchen Sie Ihr Suchwort? Bildungsreform; Teacher; Teachers; Orientation; Lehrer; Lehrerin; Lehrende; Orientierung; Junior teacher; Junglehrer; Expert appraisal; Kohortenanalyse; Analogiemodell; Follow-up studies; Kontaktstudium
Abstract	Novice teacher attrition has long been a concern among educators and policy makers who have responded with various types of induction and mentoring programs and increased efforts to recruit more teachers. Yet, these efforts have not created the stable work force needed to implement school reform efforts. The school staffing challenge is further compounded by the fact that more than 50 percent of U.S. teachers and principals are Baby Boomers who are expected to retire soon. These school staffing challenges have been on the horizon for a number of years and, in response, teacher educators in the Texas State University System have implemented and evaluated an innovative induction support model designed to increase teacher retention and to capitalize on the expertise of newly retired master teachers. The Novice Teacher Induction Program (NTIP) was launched in 2002, and researchers have since tracked three cohorts of program participants (a total of 954 new teachers) into their fifth year of teaching. Retention research was completed in 2009, and results indicate that program participants have remained in the profession at higher rates than nonparticipants. Furthermore, reflections from both novice teachers and mentor teachers indicate that they not only greatly valued the experience as it was occurring, but also have continued to recognize its merits in subsequent years. Based on these research findings, NTIP is proving to be a promising induction support model that has great potential for use in other school districts across the nation. (Contains 3 tables and 1 figure.) (ERIC).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10