New Teacher Induction : How to Train, Support, and Retain New Teachers,9780962936043

New Teacher Induction : How to Train, Support, and Retain New Teachers

by
ISBN13: 9780962936043
ISBN10: 0962936049
Format: Paperback
Pub. Date: 2003-01-01
Publisher(s): Harry K Wong Pubn
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Summary

New Teacher Induction: How to Train, Support, and Retain New Teachers is the leading book on how to structure a New Teacher Induction Program. Co-authored by Annette L. Breaux, whose own district!&s program was adopted by Louisiana for state implementation and Harry K. Wong, the nation!&s foremost new teacher advocate, this book blends first hand knowledge into workable solutions for easy implementation. Written for school and district administrators, principals, school board members, and anyone in a decision making capacity, New Teacher Induction will show you how to set up a support program step-by-step. Extensive research is provided that is both historical and practical. Over 30 induction programs are featured with their contact information listed. The 80-page Reference section contains schedules and handouts from 3 of the most effective induction programs in the country. New Teacher Induction is the ultimate source book for training new teachers and keeping them.

Table of Contents

Dedication i
What We Believe v
Why We Wrote This Book vi
Highlights of This Book viii
The Case for Induction
Prepping the soil
Sources and Notes for Chapter 1
1(2)
It's the Very Effective Who Are Leaving
3(1)
Induction: Preparing, Supporting, and Retaining New Teachers
4(1)
Teacher Quality, the Top Ten States
5(3)
The Expectations Are Frightening
8(1)
Retention and Support: A Critical Link
8(3)
Induction: A Necessary Investment
11(1)
A Typical First-Year Experience
12(2)
Induction: The Key to Helping New Teachers Succeed
14(1)
What Induction IS and IS NOT
14(2)
Summary and Implementation
16(2)
There Is Only One Way to Improve Student Learning
Planting the seed
Sources and Notes for Chapter 2
18(2)
Student Achievement and Teaching Experience
20(2)
Student Achievement At a Fraction of the Cost
22(1)
Student Achievement and Teacher Effectiveness
23(2)
Teacher Quality---It Is THE ISSUE
25(2)
How an Induction Program Can Help
27(1)
Summary and Implementation
28(2)
How to Structure an Induction Program
Nurturing the seed
Sources and Notes for Chapter 3
30(2)
An Exemplary On-Site Induction Program
32(1)
Elements of Successful Induction Programs
33(1)
What New Teachers Are Taught
34(1)
First Day of School Script
35(1)
How to Start Your Own Induction Program
36(1)
The Components of Induction
36(1)
The Induction Process
37(1)
How to Structure an Induction Program
38(13)
Why There Must Be Structure
51(1)
Summary and Implementation
52(2)
Mentoring the New Teacher
Supporting the fruits
Sources and Notes for Chapter 4
54(1)
No Research to Support Mentoring Alone
55(4)
Mentoring---One Component of Induction
59(2)
The Real Needs of New Teachers
61(2)
The Original Mentor---a Teacher, Not a ``Mentor''
63(3)
How Lafourche Parish Trains Its Mentors
66(1)
Mentor Roles and Responsibilities
66(2)
How to Develop a Mentoring Component for Your Induction Program
68(1)
A Final Word on Mentoring
69(1)
Summary and Implementation
70(2)
Exemplary Induction Programs
Sprouting
Sources and Notes for Chapter 5
72(2)
The Induction Process
74(1)
The Port Huron Program---Typical Yet Elegantly Effective
74(3)
Induction and Culture
77(1)
Results of an Effective Induction Program
78(1)
Three Highly Effective Induction Programs
79(1)
Framework for Inducting, Retaining, and Supporting Teachers (FIRST) Lafourche Parish Public Schools
79(6)
Teacher Induction Program for Success (TIPS) Flowing Wells School District
85(4)
Professional Educator Induction Program Prince George's County Public Schools
89(3)
Comparison of Induction Programs
92(2)
Summary and Implementation
94(2)
More Induction Programs
Blossoming
Sources and Notes for Chapter 6
96(3)
List of Induction Programs
99(16)
Principals Need to Be Inducted Too!
115(4)
Do You Have a Success Story to Share?
119(1)
Summary and Implementation
120(2)
Frequently Asked Questions
Collecting the fruits
Sources and Notes for Chapter 7
122(1)
What is ``induction''?
123(1)
Who should attend induction?
123(1)
What is the difference between ``orientation'' and ``induction''?
123(1)
What is the difference between ``mentoring'' and ``induction''?
124(1)
When should induction begin and how long should it last?
124(1)
Who should be included on the induction team?
125(1)
Who should do the actual presenting and modeling for new teachers?
125(1)
What is a ``demonstration classroom''?
125(1)
What topics should be covered during the initial induction week?
125(1)
Where can I find information to help me get started with my own induction program?
126(1)
Can an individual school have its own induction program even if there is no districtwide program for all new teachers?
126(1)
Should participation in induction be mandatory?
126(1)
How do schools or school districts typically fund induction programs?
126(1)
How much does an induction program cost?
127(1)
How do we induct a teacher who is hired after the first day of school?
127(1)
Summary and Implementation
128(2)
An Investment in Our Future
Treasuring the harvest
Sources and Notes for Chapter 8
130(1)
This Matters Most
131(3)
Summary and Implementation
134(2)
Epilogue Beyond Induction
Sources and Notes for the Epilogue
136(1)
Our Responsibility to the Next Generation of Teachers
137(2)
Implications of the Research
139(3)
References 142(1)
``Beginning Teacher Induction'' 142(4)
``Induction: The Best Form of Professional Development'' 146(4)
``Teacher Mentoring: A Critical Review'' 150(4)
Lafourche Parish Schools Three-Year Induction Structure 154(15)
Flowing Wells School District Information Packet 169(31)
Homewood-Flossmoor New Teacher Induction Packet 200(16)
Stanislaus County Retention Data Table 216(1)
``Play for Keeps'' 217(4)
About the Authors 221(1)
Index 222(6)
``Which Way?'' 228

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