Comprehensive Teacher Induction

Based on a three-year study, the authors describe how comprehensive teacher induction systems can both provide teacher support and promote learning more about how to teach. This book calls for re-thinking what teacher induction is about, whom it should serve, what the ‘curriculum’ of induction should be, and the policies, programs, and practices needed to deliver it.

Based on a three-year study, the authors describe how comprehensive teacher induction systems can both provide teacher support and promote learning more about how to teach. This book calls for re-thinking what teacher induction is about, whom it should serve, what the ‘curriculum’ of induction should be, and the policies, programs, and practices needed to deliver it.

Based on a three-year study, the authors describe how comprehensive teacher induction systems can both provide teacher support and promote learning more about how to teach. This book calls for re-thinking what teacher induction is about, whom it should serve, what the ‘curriculum’ of induction should be, and the policies, programs, and practices needed to deliver it.

This anthology on teacher induction research is intended for researchers, policy makers, and practitioners in the field of teacher induction both nationally and internationally. This book is the final and major project of the Association of Teacher Educators' (ATE) Commission on Teacher Induction and Mentoring. Its importance is derived from three sources: (1) careful conceptualization of teacher induction from historical, methodological, and international perspectives; (2) systematic reviews of research literature relevant to various aspects of teacher induction including its social, cultural, and political contexts, program components and forms, and the range of its effects; (3) substantial empirical studies on the important issues of teacher induction with different kinds of methodologies that exemplify future directions and approaches to the research in teacher induction. The content of the book has direct implications for ATE's membership since part of the ATE mission is to provide opportunities for personal and professional growth of the Association membership whether members are researchers, policy makers, or practitioners in teacher learning and/or teacher induction.

Discusses the importance of training, supporting, and retaining new teachers, presents a step-by-step process for structuring an induction program, and features a list of replicable induction programs.

Millions of novice teachers will be entering classrooms over the next few years. Unfortunately, due to feeling overwhelmed, frustrated and unsuccessfulmany of these teachers will not stay in education. If we are to succeed in staffing our schools with effective teachers, educational leaders must do a better job of supporting these teachers early in their careers. One form of support we can improve is the teacher induction process. In combination with the book From First Year to First Rate, this book provides all of the material necessary to provide a comprehensive, systematic multi-year teacher induction program. Through reflective activities, teachers that participate in this program will establish proficiency with classroom management, professionalism, assessment and instruction.

"The author has done an excellent job of highlighting the key aspects of a comprehensive induction program and offers rich examples across urban, rural, and suburban setting. Anyone interested in developing induction programs that both support and accelerate beginning teacher development should read this book. —Ellen Moir, Executive Director New Teacher Center, University of California, Santa Cruz "State level policy makers can take a positive step forward by providing every district and school leader with a copy of this book. Expertly organized and written, Villani′s work provides answers to school leaders′ key questions regarding establishing a comprehensive induction/mentoring program. Readers will keep the book within reach as a most valued resource." —Stephanie Hirsch, Executive Director National Staff Development Council "A significant addition to the literature on mentoring in the education profession. This book provides various models of comprehensive programs implemented in school districts around the country and confirms the importance of mentoring to retain teachers, maintain consistency in academic programming, and develop a culture of continuous improvement in professional practice." —Gail Connelly, Executive Director National Association of Elementary School Principals "Susan Villani presents comprehensive mentoring programs as catalysts for school improvement and reflective practice. With a wealth of tools and models for establishing effective programs, this book addresses cultural competence, peer coaching, and retention of math, science, and special education teachers. Villani′s framework will strengthen professional learning communities and improve the effectiveness of our most valuable resource—teachers." —Mary Forte Hayes, Executive Director Massachusetts Association for Supervision and Curriculum Development Establish a quality comprehensive mentoring program and improve teacher retention rates! This updated edition of Mentoring Programs for New Teachers outlines mentors′ roles, mentor preparation, and the ways comprehensive mentoring programs support new teachers and educators. Readers will find: Descriptions of 18 successful real-world, comprehensive mentoring programs on the state, district, regional, and national level A list of 5 factors to consider when developing a comprehensive mentoring initiative A rubric based on seven components of comprehensive mentoring programs New material for supporting special education, math, and science teachers Resources to use in program development or revision

Larry Cubans How Teachers Taught has been widely acclaimed as a pathbreaking text on the history and evolution of classroom teaching. Now Cuban brings his great experience as a classroom teacher, superintendent, and researcher to this highly anticipated follow-up to his groundbreaking work. Focusing on three diverse school districts (Arlington, Virginia; Denver, Colorado; Oakland, California), Hugging the Middle offers an incisive portrayal of how teachers teach now. It is a revealing look at a range of current, workable pedagogical options educators are using to engage students while satisfying parents and policymakersoptions that succeed by creating hybrid practices that combine both teacher-centered approaches (e.g., mostly direct instruction, textbooks, lectures) with student-centered ones (e.g., team projects on real-world problems, independent learning, small-groupwork). This book serves as a state-of-the-profession assessment in an era of top-down educational policy.