Transition Sink or Swim Induction A transition phase

Transition – Sink or Swim? Induction - A transition phase which can make or break the new professional… IPPN Conference 2009 Mary Burke, Co-ordinator, National Pilot Project on Teacher Induction – Primary Pillar ©

Sources for presentation Bartell, Carol A. 2005. Cultivating High Quality Teaching Through Induction and Mentoring. California: Sage Publications. Britton, E. et al. 2003. Comprehensive Teacher Induction: Systems for Early Career Learning. Netherlands: Kluwer Academic Publishers.

Sources Bubb, Sara. 2000. The Effective Induction of Newly Qualified Teachers. London: David Fulton. Kelly, Sue. 2006. The CPD Co-ordinator’s Toolkit. London: Paul Chapman Publishing. Portner, Hal. , 2005. Teacher Mentoring and Induction, The State of the Art and Beyond’, CA: Corwin Press.

Sources l Achinstein Betty, and Athanases Steven Z. 2006. Mentors in the Making, New York: Teachers College Press l Bubb Sara. 2007. Successful Induction for New Teachers A guide for NQTs & Induction Tutors, Coordinators and Mentors, London: Paul Chapman Publishing

Concept of Induction Transition from being a student of teaching to a teacher of students l Socialization into the norms of the profession l Involving programmes/systems of sustained support and professional development in the early years l ‘Mentors in the Making - Developing New Leaders for Teachers’, Betty Achinstein and Steven Z. Athanases, p. 5, 2006

Sink or Swim? l ‘The beginning teaching phase offers an opportunity to make or break the new professional and, ultimately, the profession. Conditions that shape the first years determine teacher effectiveness, attitudes and behaviours, and decisions to stay in the field. (Bush, 1983) in ‘Mentors in the Making -Developing New Leaders for New Teachers’, Betty Achinstein and Steven Z. Athanases, 2006, p. 4

Defining Induction is defined as ‘a specific phase in the life-time of a teacher that brings with it unique challenges, requirements and needs’ (Britton et al 2003)

Why? l Quote from a male teacher in reference to being part of the Induction project in 2004/5: ‘ For me it was the time when the penny dropped, up to then I was doing things because I was told to do it but having a mentor explain to me why I was doing what I was doing made it very real…’

Understanding the NQT: the transition from student to professional l Where l What does the NQT come from? happens in the transition from one phase on the continuum to the next phase?

Each NQT is different… Different … - teacher education providers - experiences - backgrounds - knowledge base about teaching - perspectives - learning styles - preferred methods in problem-solving - countries - ages

Challenges for beginning teachers l l l Adjustment between TP and real life Personal challenges, leaving home, friends Real problems to be resolved New routines, the demands of routines Isolation “Reality shock” (INTO, 1995, p 94 )

Transition l ‘The transition from the teaching practice arrangements in initial teacher education programmes to the taking of full responsibility for teaching a class is a significant one’ (DES, 2005: 30)

What are the needs of NQTs?

Induction Stage - useful map for predicting and responding l l l Anticipation (idealism) Survival (desire for quick fixes) Disillusionment Rejuvenation Reflection Anticipation Ellen Moir (1999)

Key Skills l What - key skills are needed to make the transition effectively? (Not ranked) Communication Management Organisation Planning Collaboration

Teachers, in general, say that the… Professional Development activities which have had the most impact on classroom practice are: Opportunities to talk with each other, learn from and with other teachers, in their own school in or other schools l Observing colleagues teaching and discussing what they have observed l High-quality focused training on specific areas l Participation in coaching and mentoring partnerships l Kelly, Sue. (2006) ‘The CPD Co-ordinator’s Toolkit, p. 13,

Feedback from NQTs - Phase 6 NPPTI What type of positive contribution did the following elements make to your professional development as an NQT during this year?

Feedback from NQTs Excellent/Good contribution (5 point scale) - - Support of my mentor: 93%. Please note that the Excellent category recorded the highest result at 72% Professional Development Days: 95% Opportunities to observe other teachers: 90% Opportunities to be observed and receive feedback: 76% Opportunities to meet with other NQTs: 95%

NQT - Quotes ‘ I found the in-school induction activities wonderful especially the opportunity to observe other teachers’ l ‘ The release days were fantastic. They were well planned by my mentor and I learned loads on those days. ’ l ‘The mentoring programme has increased and further added to my interest in and enthusiasm for the teaching profession’ l

Feedback from NPPTI Phase 6 – Mentors In what way was the project helpful/unhelpful to you? Building on and developing my mentoring skills: Very helpful/Helpful - 97% Enabling me to support NQTs during their first year in teaching: Very helpful/Helpful - 98%

Quotes from Mentor l ‘This school year the programme worked much better. It was a whole school project and the NQT was given far more opportunities to observe other teachers and network with other NQTs. ’ l The project has developed a more collaborative culture within the school, facilitated shared teaching and opened classroom doors’

Benefits for the school – mind-map exercise with P. O. s at end of Phase 6 l l l l l Opportunities for other teachers to reflect on their own teaching Enhances communication, encourages collaboration Facilitates a culture of sharing and professional dialogue e. g. sharing of good practice, observing in other classes, being observed by other teachers, feedback Opens up the whole school as a community of learning, benefits the pupils Gets rid of the sense of isolation Affirms more experienced teachers Shares responsibility, shares leadership Improves confidence of staff Deprivatises practice

Reflecting l l l ‘Reflective practice is encouraged in a community that fosters shared norms and values reflective dialogue deprivatization of practice a collective focus on student learning collaboration. Kruse, Louis, and Bryk (1995) Bartell, Carol. 2005. ‘Cultivating High-Quality Teaching Through Induction and Mentoring’ p. 138 &139

Go raibh maith agaibh! Thank you!