The Impact of New Induction on Beginning Teachers in Charlotte-Mecklenburg Schools - Research Proposal Example

One of the researched-based approaches to improving teacher quality is the formation of an induction program that includes a mentoring component. Research shows that induction programs that include mentoring are highly effective in transitioning teachers from university classrooms to elementary, middle and high school classrooms. Well-designed mentoring programs increase retention rates for new teachers by improving skills, attitudes and feelings (Boreen, Niday, Johnson, Potts, 2009).“In presenting his new education plan, President Obama vowed to "treat teachers like the professionals they are while holding them more accountable.

" As part of this process, he said, "new teachers will be mentored by experienced ones (National Journal, 2008).” What does this mean, mentored how and when? On average, the novice teacher sees their mentor one hour per week, a total of four hours per month. What impact do four hours per month have on novice teachers? Mentors and their mentees need to have set times per week to meet during school hours, where the mentor and mentee can have meaningful collegial conversations and able to observe and co-teach together.

If we are to retain quality teachers, we need to provide them with the skills and tools they need to be successful in the classroom.Schools across the nation are challenged by the NCLB legislation to place a highly qualified teacher in every classroom. This challenge has proven to be very difficult in many school settings. Many districts have turned to formal induction programs which include mentoring as a means to retain new teachers. Research suggests that induction programs are effective at reducing teacher retention.

However, there is limited research to suggest that teachers become more effective teachers as a result of participating in induction programs. This qualitative study will explore all facets of an induction program in a large urban school system in an attempt to answer the research questions.Purpose of the StudyThis qualitative study focuses on using elements of the North Carolina Beginning Teacher Support Program (NCBTSP) as guidelines to evaluate whether and to what extent do those elements positively affect new teacher success.

Research Questions It is my hope as the researcher to answer the following questions: How do beginning teachers receive support and what extent to which they develop their decision to stay in the teaching profession? How does support influence the development of the beginning teacher? Is the act of mentoring beneficial to both mentors and mentees? How is the induction program evaluated for the effectiveness in improving teacher practice? These questions have been divided into subsections to answer more appropriately.

Methodological Design Research is often defined as the methodical process of trying to find a solution to a problem using acceptable methodology. Research involves more than just finding a known solution to a problem. It requires a vigilant understanding to find out new information and relationships concerning a solution that is unidentified (Tomal, 2003). It has played a very important position in today’s world. Research provides us with plenty of information to solve and make assumptions about many educational problems that we still question.

The ability to understand how to interpret and examine research is critical in making decisions about leading schools and providing effective instruction for specific needs. It is essential for the researcher to understand action research, and the importance and impact it has concerning research. Participatory Action Research (PAR) begins with the work of Kurt Lewin, who developed PAR in 1944. It is the process of combing theories and practices through change and reflection (Tomal, 2003). The proceeding research is PAR, “which is a form of professional development for educators and community members because it considers both the context and the content of the issues being studied” (James, Margaret, Milenkiewicz & Bucknam, 2008, p. 11). James, Milenkiewicz and Bucknam state that there are three attributes that contribute to the efficacy of PAR for educators are as follows: PAR is a means of professional development that involves a variety of stakeholders in the improvement of educational practice.

The above-mentioned qualities significantly improve the involvement, expertise, and sense of professionalism in PAR practitioners (2008, p. 10). The researcher has chosen to use PAR, which will include qualitative data collection methods of field notes, interviews, and observation methods. According to an analysis by Rory O’Brien (1998), PAR could be summed up into three words specifically, “learning by doing.” The induction programs discussed attempts to teach better practices by the act of doing experiments or studies.

How Beginning Teachers Receive Support The support teachers receive consists of formal and informal approaches to developing skills. For example, a teacher begins with a Standard Professional 1 license. The teacher attempts to advance to a Standard Professional 2 after three years. Planning amongst the principals, mentors (exemplary teachers), and beginners include devising an individual enhancement plan. This plan is to implement goals, strategies, and assess the teacher’s knowledge and skills in his or her professional licensure area.

During the course of the year the teacher’s skills are monitored and durative conferences are held that reflect and seek better research. Skills are addressed in the conferences for improvement. These plans are dubbed as Individual Growth Plans and reviewed as per the NC Title II monitoring process (NC State Board of Education [NCSBE], 2006). Much support begins within the settings of other colleagues. More senior teachers who are designated by the No Child Left Behind Act 2001 as exemplary teachers assist newer teachers.

This allows for enhanced teaching methods and explanation on how to improve his or her skills. These teachers acting as mentors are usually recommended by administrators and other teachers knowledgeable about their performance (Murphy, 2010). Although these plans appear sound, to describe them in scrutiny would be more informative.