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

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