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New Teachers Are Receiving Support, Orientation, And Formal Training
As teacher shortages become more of a problem, schools in the country are struggling to hire well-prepared new teachers and prevent them from leaving the profession. Many schools, especially those in urban areas, have turned to formal training and support programs for beginning teachers as a way to improve what for many is a first year of preparation or rest, according to a new study. The study argues that the scope and quality of these training programs have assumed unprecedented importance given the nation’s need for teachers.
The dropout rate of new teachers raises the need for schools to hire. Nationally, more than 19 percent of new teachers leave the classroom within three years. Almost 11 percent leave in the first year of teaching alone. This is part of the reason for the projected need for 198,000 new teachers per year over the next decade, with the need being highest in urban districts.
School districts responding to the new survey reported an average 89 percent retention rate for teachers who participate in their orientation programs. The data clearly shows the importance of induction programs in helping to reduce the high rate of teacher turnover and closing the gap between teacher preparation and the reality of the classroom.
Although many new teachers receive support, familiarization, and formal training during their critical first year in the classroom, the way their teaching experiences are described varies widely, according to the study. Despite the wide acceptance of the concept of formal admission, the quality and scope of the programs “from comprehensive to cursory.”
The study found, for example, that mentoring by veteran teachers is one of the most common activities cited by school districts as part of their induction programs. But the roles, responsibilities, training, and deployment of counselors vary greatly in different school systems. Additionally, not all districts offer time off, stipends, scholarships, scholarships, or other incentives for counselors. While 88 percent of school districts described their programs as “structured, thorough and sustainable,” more than a quarter said their programs do not support all new teachers.
In education, teachers making the transition from novice to seasoned professional often do so by navigating uncharted waters alone. What new teachers do is very different from the experiences of medical residents, paralegals, and rookie basketball players, who must go through extensive training, development, and conditioning during their training sessions. Few areas of continuing professional development are as important as years of training.
Nationally, more than 49 percent of first-year public school teachers participate in some form of induction program, while the participation rate rises to 58 percent for new teachers hired to work in urban schools.
The study found that induction programs improve the knowledge, skills and performance of new teachers, provide individual support, introduce new teachers to the regulations and procedures of the school system, and acquaint them with the values of the school system. While states have grown more in enforcing teacher quality, school districts have taken the lead in establishing and coordinating training programs, with or without government funding. The study found that 79 percent of programs are managed by school district employees, usually without higher education (or other) partners.
Among the recommendations for state, federal and local policy makers and school leaders to consider as they develop policies and strategies to meet the needs of early adopters:
– View the launch as a multi-year development process. Employees have different needs as they move through the stages of their career development, from basic life to teacher leadership.
– To train principals so that they understand how to orientate and support passengers. Principals need training in effective ways to create supportive work environments, develop mentoring and informal support relationships, assign classrooms, and recognize and address professional training needs.
– Establish a first-class training program supported by adequate funding to provide service to all eligible employees. A formal process should be established to identify and train highly skilled classroom teachers to work with counselors on a regular basis. Consultants should be given time off to observe, train, and present lessons, and attend meetings. They should be given stipends to cover their time and materials, assistance from district coordinators, and annual evaluations.
– Linking new teacher assessments to district and state standards. Employee performance appraisals should be both informative (for improvement) and summative (for decisions about employment status).
– Invest in technology to facilitate communication between teachers. Electronic mail, online forums, and bulletin boards are easy and inexpensive ways for students to share ideas, concerns, and motivation, and to communicate with counselors, program administrators, and university faculty.
– Evaluate the effectiveness of the practice in addressing deficiencies and building teacher capacity. Effective programs require regular evaluation of all program components and desired outcomes.
The new study is based on 209 usable responses to a survey of 985 school districts in major cities and towns. The districts were in 36 states and the District of Columbia. As part of their research, the researchers conducted a review of existing literature on admissions and visiting programs in 16 major cities. Those cities were: Albuquerque; Cincinnati; Chicago; Clark County (Las Vegas); Jefferson County (Louisville); Los angeles; Minneapolis; Norfolk; Rochester; and San Diego.
Our challenge, as a nation, is to prepare and retain the best teachers in the world. All teachers must participate in ongoing and comprehensive collaborative efforts to improve their teaching skills and increase the success of their students.
The new law will create a new funding formula for skills and leadership training for counselors, to ensure that counselors have the necessary skills to help our new teachers, in addition to team teaching, peer supervision and coaching, curriculum content training and commitment. time for collaborative lesson planning. The law also provides teachers with opportunities to visit other classrooms to demonstrate effective teaching methods; training to integrate technology into the classroom, address the specific needs of diverse students and involve parents; and collaboration between primary and secondary schools and higher education institutions to provide higher education opportunities.
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