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From Surviving to Thriving: Building Strong New Teacher Induction Programs in Our Schools June 24, 2012 4 Tammuz 5772 © 2012 The Teacher Learning Project.

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Presentation on theme: "From Surviving to Thriving: Building Strong New Teacher Induction Programs in Our Schools June 24, 2012 4 Tammuz 5772 © 2012 The Teacher Learning Project."— Presentation transcript:

1 From Surviving to Thriving: Building Strong New Teacher Induction Programs in Our Schools June 24, Tammuz 5772 © 2012 The Teacher Learning Project

2 If induction is the solution, whats the problem? © 2012 The Teacher Learning Project

3 The Facts Beginning teachers are novices in the practice of teaching and newcomers to the school community Ergo, the early years of teaching are times of intense on-the-job learning and professional socialization. © 2012 The Teacher Learning Project

4 Learning to Teach Continuum Continuing Professional Development PreparationInduction © 2012 The Teacher Learning Project

5 Learning to teach over time Things that can be learned before one starts teaching Things that can only be learned when one starts teaching Things that can best be learned after one has some teaching experience © 2012 The Teacher Learning Project

6 From entry level teaching to accomplished practice years: Entry level years: Mastery 10+ years: Expertise years: Consolidation © 2012 The Teacher Learning Project

7 What happens to new teachers in their early years on the job not only determines whether they stay in teaching, but what kind of teacher they become. © 2012 The Teacher Learning Project

8 Robinson Crusoe syndrome © 2012 The Teacher Learning Project

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10 This book is a study of three young women who began a graduate program at the Jewish Theological Seminary in the hopes of finding an arena where their love of Jewish learning, especially Hebrew language, could be directed and where Jewish rituals could punctuate their professional as well as their personal lives. But they were challenged in their idealism and they failed to pass the test. Within four years of graduation, all three had left teaching in Jewish day schools. (p. 3) © 2012 The Teacher Learning Project

11 A day school leader admits… We had a DeLeT graduate, a new teacher, a really lovely person. We made her teach science, Jewish studies, Hebrew. She got the ADD kids. We were really bad about new teacher assignments. Interview with an induction leader © 2012 The Teacher Learning Project

12 If induction is the answer, whats the question? © 2012 The Teacher Learning Project

13 The question How can Jewish day schools create the conditions to nurture new teachers so that they feel successful, stay in teaching, and grow into accomplished teachers? © 2012 The Teacher Learning Project

14 Defining induction a system of ongoing support, development and professional socialization during their first few years of teaching © 2012 The Teacher Learning Project

15 Key structures Information-rich hiring, appropriate assignments Curriculum guidelines & materials Educative mentoring Regular times for observation & collaboration Transparent assessment and evaluation © 2012 The Teacher Learning Project

16 A professional culture At the very least, one must imagine schools in which teachers are in frequent conversation with each other about their work, have easy and necessary access to each others classrooms, take it for granted that they should comment on each others work, and have the time to develop common standards for student work. Deborah Meier (1992), The Power of Their Ideas © 2012 The Teacher Learning Project

17 Creating the conditions for new teachers to thrive makes day schools good places for all teachers to grow and learn and be more successful. © 2012 The Teacher Learning Project


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