From Surviving to Thriving Building Strong New Teacher

If induction is the solution, what’s the problem? © 2012 The Teacher Learning Project

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

Learning to Teach Continuum Preparation Induction © 2012 The Teacher Learning Project Continuing Professional

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

From entry level teaching to accomplished practice 1 - 3 years: Entry level 4

What happens to new teachers in their early years on the job not only

Robinson Crusoe syndrome © 2012 The Teacher Learning Project

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

A day school leader admits… “We had a De. Le. T 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

If induction is the answer, what’s the question? © 2012 The Teacher Learning Project

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

Defining induction a system of ongoing support, development and professional socialization during their first

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

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 other’s classrooms, take it for granted that they should comment on each other’s 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