THE CONTEXT No readily available generic or replicable teacher induction programmes Lack of effective inductions lead to low teacher retention and high staff turnover After learner characteristics it is teacher characteristics that have the greatest influence on learning outcomes Hattie 2009 ID: 595826
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Slide1
TEACHER INDUCTIONSlide2
THE CONTEXT
No readily available generic or replicable teacher induction programmes
Lack of effective inductions lead to low teacher retention and high staff turnover
After learner characteristics, it is teacher characteristics that have the greatest influence on learning outcomes (Hattie, 2009)Slide3
INDUCTIONS PROGRAMMES ARE SCHOOL SPECIFIC
New teachers introduced to systems and procedures – staff handbook
Mentor or buddy appointed to new teacher
Head of Department mentors new teacher
Forms part of Deputy, Chaplain or management member’s job profileSlide4
PURPOSE OF INDUCTION
Integrate new staff – ethos, school culture, profession
Develop skills and attributes for a successful career
Develop well-functioning teachersSlide5
PSYCHOLOGICAL MEANINGFULNESS AT WORK
Work – role fit
Job enrichment
Supportive co-worker relationships
Facilitative supervisor relationship
(
Manik
& Rothman, 2015)Slide6
Work-role fit
Identify own educational philosophy
Establish teaching style – own voice
Personal aspirations (personal, professional and financial goals)
Recognise how frame of reference informs behaviour and expectationsSlide7
Job enrichment
Develop innovative teaching styles
Develop effective classroom management style
Develop content knowledge and ways to create new content
Map a career pathSlide8
Supportive co-worker relationships
Model desired behaviour
Cope with low sense of general well-being
Negotiate scarcity of resources
Manage politics in the staffroomSlide9
Facilitative supervisor relationship
Make expectations very clear
Make sense of complex, stressful environment
Counter the hidden curriculum
Find activities congruent with values and strengths
Reach
for intrinsic motivationSlide10
SUGGESTIONS
Integrated staff development programme/IQMS
Implemented by management staff
Current; in line with the “real” systems and procedures
Help new teachers find meaningfulness in their work
Embody school ethos, culture and teaching professionSlide11
REFERENCES
Hattie,
J. C
. (2009). Visible learning: A synthesis of 800+ meta-analyses on achievement. Abingdon: Routledge.
Janik
, M., &
Rothmann
, S. (2015). Meaningful work and secondary school teachers' intention to leave.
South African Journal of Education, 35(2), 01-13.