Literaturnachweis - Detailanzeige
| Autor/inn/en | Macisaac, Doug; Brookhart, Linda |
|---|---|
| Titel | A Partnership Approach to New Teacher Induction. |
| Quelle | (1994), (14 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Beginning Teacher Induction; Beginning Teachers; College School Cooperation; Elementary School Teachers; Elementary Secondary Education; Graduate Study; Higher Education; Mentors; Models; Professional Development; Program Development; Reentry Workers; Secondary School Teachers; Staff Role; State Standards; Teacher Persistence; Teacher Role; Colorado |
| Abstract | The Teacher Induction Partnerships program was developed by the University of Northern Colorado and several Colorado school districts. The program represents an approach to teacher induction which serves to support beginning and reentry teachers, foster collaborative relationships between the university and school districts, and increase new teacher retention rates. The program provides the opportunity for the beginning and reentry teacher to assume the responsibilities of a regular staff member while receiving support and assistance, feedback on teaching practice, and graduate-level course work in education. The program model includes: (1) legal contracts between all parties stipulating program policies and procedures in addition to personnel roles and responsibilities; (2) a three-person support team for each partner teacher, consisting of a university field consultant, a school-based mentor teacher, and the building principal; (3) orientations for partner teachers, mentor teachers, and principals; (4) graduate seminars for partner teachers; (5) assistance and training for mentor teachers; and (6) release time for partner teachers to observe other teachers and pursue professional growth activities. This paper describes the roles of the partner teacher and each of the team participants and outlines application and placement procedures. (JDD) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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