Cheryl Torok Fleming June, 2004

1. First-Year Teacher Perceptions of Classroom Experiences and Teacher Induction in a Midwestern School District Cheryl Torok Fleming June, 2004

2. Purpose of the Study • To discover first-year teacher perceptions of their classroom experiences during their first year in the classroom. • To discover first-year teacher perceptions of the role teacher induction programs play in assisting first-year teachers to deal with the challenges of their first year in the classroom.

3. Phases of First-Year Teacher Development Assumptions about Adults as Learners Learner-Centered Principles Constructivism Veenman, Moir, Tetzlaff & Wagstaff Knowles American Psychological Association Bruner Theoretical Frameworks

4. Description of Population • Practicing K-6 classroom teachers in Midwestern City School District. • Completing their first year in the teaching profession following graduation from accredited colleges or universities. • Professionally trained teachers, teaching in a single-grade classroom. • Willing and capable of participating in the study.

5. Review of Methodology • Interpretive, qualitative methodology • Utilized: • Semi-structured interviews • Poetry written by the beginning teachers • Print material directly related to the teacher induction program • Field notes

6. Review of Methodology • Names of participants obtained from program director • Invitation letters sent: 17 of 21 participated • Consent forms signed • Interview protocol utilized • Interviews audiotaped and transcribed • Data analyzed through open coding for themes and categories • Poems analyzed for themes • Induction program documents reviewed

7. Review of Methodology • Categories: • Development of Self as Teacher • Pre-service Preparation • Interpersonal Relationships • Actions and Tasks Associated with Teaching • Induction into the Teaching Profession

8. Results 1 • 1. How do first-year teacher challenges and the nature of the school context affect beginning classroom experiences? • Challenges: • Asserting student discipline • Addressing children’s social issues • Lack of administrative support • Insufficient resources • Unfamiliarity with curriculum • Uncertainty of how to fit into school culture • Difficulty dealing with conflicts

9. Results 1 • Positives: Supportive school culture and proactive principal. • Negatives: Authoritarian pedagogy, lack of care for others, over-concern for physical plant, and veteran-oriented culture.

10. Results 2 • 2. How did the teacher induction program under study support first-year teachers? • Need: • Orientation • Mentoring • On-going training or staff development • Both human and logistical support • Observe master teachers in action • Opportunity to discuss and problem-solve

11. Results 2 • Concerns: • Orientation too rapid, sketchy • Not all first-year teachers received mentor support • Meetings did not offer needed information • No opportunities to visit model classrooms • No opportunities to discuss or share resources • No opportunities for feedback

12. Results 3 • 3. How would first-year teachers describe the “ideal” first-year teacher induction program? • Include both orientation and training prior to the start of the school year • Provide visits to model classrooms • Support interactions with other teachers to problem-solve and share resources • Assign a mentor in the same building as the new teacher • Ensure administrative support for new teachers

13. Results 4 • 4. Which needs of adult learners were most effectively addressed by the induction program under study? • Ideal: • Build on past experiences • Share new ideas with colleagues • Quick and varied pace • Safe, comfortable environment • Time for reflection

14. Results 4 • Real: • Few opportunities to relate new experiences to past experiences • Meeting topics predetermined by others • Little variety in meeting format • Limited opportunity for input • Feelings of isolation and inadequacy remained

15. Results 5 • 5. Which needs of adult learners did the teacher induction program under study fail to address? • Few needs of adult learners met • Same pace, same training for all • No opportunity to discuss or network with other new teachers • No reflective component • No opportunity for input or feedback • Orientation only at start of school year • Inconsistent communication with program directors • Lack of safe, comfortable learning environment

16. Conclusions • Participants in this study experienced problems which are common to first-year teachers. • Participants believed they entered the profession with adequate subject area knowledge. • Participants believed they lacked sufficient background in classroom management, children’s social issues, student discipline, and interpersonal skills.

17. Conclusions • Participants viewed personal qualities of perseverance, flexibility, willingness to work hard, organization, and confidence, as key to success. • Supportive building principal, colleagues, and school culture were viewed as keys to surviving and thriving in the first year in the classroom. • Human as well as logistical support were necessary. • Participants desired to network with others through study or discussion groups.

18. Conclusions • Induction programs need to be well-organized and planned, based on both the needs of adult learners and those of new teachers. • Include: • Orientation • Mentoring • Training • Emphasis on improving teacher skills • Useful and relevant topics • Opportunities for participant feedback

19. Recommendations • 1. Include all three components of effective induction programs. • 2. Provide new teacher study groups. • 3. Supply on-going training beyond the first year. • 4. Offer orientation in both August and January. • 5. Facilitate visits to model classrooms. • 6. Establish school-university partnerships or professional development schools.

20. Implications of the Study: Program Directors • Review current research on adult learners prior to planning programs. • Incorporate time for new teachers to form colleague connections. • Arrange new teacher visits to model classrooms. • Improve communication among new teachers, administrators, and other educators. • Assign mentors in the same school as the new teachers.

21. Implications of the Study: School Administrators • Support new teachers and mentors through non-threatening, open communication. • Visit classrooms in a non-evaluative capacity. • Establish a supportive, professional school culture. • Provide time for new teacher visits to classrooms of teacher colleagues.

22. Implications of the Study: College and University Faculty • Strive to increase realistic pre-service preparation opportunities. • Provide early experiences with actual classrooms. • Include coursework in addressing conflict, working with diverse populations, managing student discipline, and addressing state standards. • Establish school-university partnerships or professional development schools.

23. Implications of the Study: First-Year Teachers • Be aggressive, outgoing, and persistent in seeking a teaching position. • Be organized from the start of the school year. • Ask questions. • Establish realistic expectations for oneself. • Demonstrate self-confidence. • Find one’s own style. • Seek opportunities to network with colleagues.

24. Recommendations for Future Research • Conduct a quantitative study on this topic, using survey research. • Compare induction programs of several school districts. • Compare teacher induction to similar programs used in business/ industry. • Study the needs of second-career and veteran teachers returning to teaching. • Investigate the effectiveness of professional development schools. • Replicate the current study in 5 years. • Consider the relationship of pre-service college/ university size to new teacher success.

25. Cheryl Torok Fleming June, 2004