Building a supportive program for new teachers in Italy - Essay Example

Running Head: BUILDING A SUPPORTIVE PROGRAM FOR NEW TEACHERS IN ITALY Building a supportive program for new teachers in Italy: A suggested plan for communicating and disseminating research findings [Name of writer] [Name of institution] Abstract Novice teachers, as new comers to the real world of teaching, might face challenges and complexes in dealing with classrooms management, curriculum planning, problems solving. The aim of the current paper is to outline the study of building a supportive program for novice teachers in Italy. Qualitative approach and using a case study in which the researcher is integrally involved would be applied, as it might be the appropriate technique in addressing the complexity of the study. Observation as a main ingredient of qualitative approach has been selected to be the main instrument of data collection of two meetings of two groups of teachers. First group contains novice teachers in order to gain their perspective about the program, their demands and concerns. The other group would consist of mentor teachers in order to gain their perspective, developing a strategy to provide help and the best way to support beginning teachers. Also, Questionnaires will be used besides observation and note taking. Using questioners might help to supporting the findings of the case study. Building a supportive program for new teachers in Italy: A suggested plan for communicating and disseminating research findings Introduction In Italy large number of new teachers is hired each year. Each of these new teachers is expected to assume the same responsibilities as veteran teachers on the first day of employment. With limited experience and limited support, they are expected to provide a quality educational experience for the students in their classrooms. Most schools in Italy are traditional in structure, hence each of the new teachers taught in a self-contained classroom. Novice teacher, newly experiencing the problems of teaching, are alone with their students for the majority of the day, trying to identify and satisfy the needs of several students with unique needs. This isolation limited the support and assistance that novices could gain from their more experienced colleagues and could have added to feeling of stress and anxiety. Educational regulations in Italy required non-tenured teachers to be observed in certain time period. Unfortunately, few received any supportive instructions in the classrooms. The principal, the sole administrator of the institution, had not much time available to observe the development of their newly appointed staff. Also, some administrators feel that their presence is threatening and stress provoking so they opt to allow the novice to develop on his/her own. Nowadays people are concerned with the quality of education more than ever. Why then had the supportive program for novice teachers and their concerns not been addressed Kilgore and Kozisek (1998) and Huling-Austin (1998) felt that educators did not view teachers' supportive program as a pressing need and are not familiar with the body of knowledge related to this area. Limited support, isolation and anxiety are realities of induction year (Fuller, 1969, 207-226). As educators, we knew that the emotional well being of a child was an important factor in their ability to learn. Did it not seem reasonable to ensure that same senses of well being to our novice teachers so that they would learn and grow into responsive and effective teachers The aim of the current paper is to outline the study of building a supportive program for novice teachers in Italy, in order to solve the problems faced by novice teachers. Problems Encountered Novice teachers, being new to the problem of teaching become isolated from the institutional environment because of the system prevailed in Italian schools. This surely limits their ability to prosper from the experience of their veteran colleagues and thereby taking lot of stress. This and lack of any supportive program throughout their earlier periods renders the development of their professional growth. Literature about the novice teachers indicates needs particular to new teachers, and mention the difficulties frequently experienced by novice teachers including high levels of anxiety and periods of ineffectiveness (Veeman, 1984, 143-178). To confirm that the problems encountered in the literature are experienced by the teachers in this country, the writer put up questionnaires and interviewed novice teachers from a number of different elementary schools in the country. Questionnaires were comprises of following questions: 1. Do the teachers teach in self-contained classrooms 2. Do the teachers teach in rooms having provision of team teaching 3. Do you (the novice teachers) get instructional support from principal or other professionals 4. How was your (novice teachers') experience of Induction Staff from 35% schools confirmed that the majority of teachers taught in self-contained classrooms. Each of these schools housed only self-contained classrooms. Only 9% are designed with the provision of team teaching. Hence, it was confirmed that the beginning teachers spent their most part of day isolated from veteran colleagues or any supportive source. The writer also concluded from the questionnaire that very little instructional support other than necessary regulations was being provided. Only 20% principals out of ten were reported to provide any support by visiting classrooms. The writer also asked these teachers about experience of their induction into profession. All the teachers firmly referred their feelings of self-doubt and anxiety in relation to interacting with parents, evaluating students and management of class. They also complained about the heavy workload and feeling of fatigue experienced by them during this time. Qualitative Analysis Teaching is a complex profession involving variety of classes of decision. Experiences in the classrooms and with pupils strengthened the quality of these decisions. New teachers, however has little experience and are reluctant upon which to draw. As mentioned, teachers are isolated from their colleagues for the most part of day. The closed doors do not reflect what is going on in these classes. There is no one there to help when difficult situation arises, situations with which they have no background knowledge. Limited time for interactions with experienced colleagues diminished the valuable support and guidance, which could be gained from these professionals. I reckon education is the only profession in which new employees are given the same responsibilities as veterans on the first day of employment. To be worse they are to perform their duties isolated from their colleagues. To add to the problems sometimes randomly (not deliberately) difficult students are given to these teacher making the workload even more difficult than that of experienced teachers. Pre-service programmes are unable to conditions of a teacher with full classroom responsibility. It is probable that novice teachers had never established a classroom management plan or had established a classroom management plan or had experience communicating it to children and parents. Pre-service teachers enter classroom that are already functional and they are bound to follow the rules set by others. The children knew that their "real" teacher are not far away and are ever present if the need arises. Also, as students, novices did not assume responsibility for parent interaction or student assessment. Case Study During the survey, the writer encountered with a teacher fearful of appearing incompetent and as such was hesitant to ask for assistance. He was keenly aware that he was being evaluated and if he was not competent he may not be rehired. When the writer asked the experienced teacher to help him, they feared that they were intruding and because of this were hesitant to assist without being asked. Some teachers offered suggestions earlier to him but those were not acted upon and the teachers stopped suggesting, admitting that they felt like they were being aggressive and intrusive. Surprisingly none of the teacher felt that it was not their role. Comments from parents and the observation of his students had made this problem very real to the writer. This experience, more than anything else, had made the writer want to address this problem. The children, who were in his class, were ill prepared to enter the next grade. Additionally, children with special needs had not been identified their problems. The writer believed we owe our children quality education and to offer it, we must have quality instruction. Finally, many novice teachers are experiencing adult responsibilities and roles for the first time. Prior to this, they have been students. This might have been their first experience with adult responsibilities. Adding, yet another, new and challenging life change to an already stressful time. Goals and Expectations The following goal is projected for this paper: Novice teachers will experience professional growth and personal well being during their induction year so as to become affective teachers. This goal is demonstrated by three objectives. 1. Beginning teachers will be provided with opportunities for regular contact with experienced teachers or other professionals through out the implementation period as evidenced by a log 2. Beginning teachers will demonstrate positive perceptions of themselves as professional as evidenced by a survey administered at the end of the implementation period. Discussion and Evaluation of Possible Programs The goal of this paper is to ensure that novice teachers experienced professional growth and personal well being during their induction year so as to become effective teacher. The Conant Report (1963) was among the first in the literature to call attention to the need for support for beginning teachers. Teacher induction was a current focus of efforts to improve the quality of the teaching force. Research suggested that effective induction practices had been found to reduce the incidence of new teachers leaving the profession during these early years. Huling-Austin and Murphy (1987) stated that the existence of a formalized induction program had a positive influence on the induction experience. Supportive programs improve teaching, improve teachers' self-confidence, and increase teacher retention. In fact, data from a study by Huling-Austin and Murphy (1987) suggested that the existence of an induction program, even a modest one, influenced how teachers perceived their own effectiveness and the desirability of the profession. Fifty-two percent of the beginning teachers involved in a formal induction program were found to develop new teaching strategies (Warring and Lindquist, 1989, 302-328). Brooks (1986) found that a formalized induction program increased feelings of competence, motivation, belonging, support, and attention. Summers (1987) and Huling-Austin & Murphy (1987) found that beginning teachers who participated in formal induction program had significantly healthier attitudes and perceptions about their teaching and their own effectiveness. Induction programs are also found to be effective in diminishing the exodus of new teachers during the early years. Only 4 out of 100 teachers who participated in Alabam's First Year Teacher Pilot Program left compared to 20 out of 100 who received no support (Ishler, 1988, 57-78). Blackburn (1977, 768) also found that teachers who participated in formalized induction program were less likely to leave the profession. Most of the studies identified the role of the experienced teacher as central to the success of the beginning teachers' induction into the profession (Huling-Austin & Murphy, 1987). Marshall (1988, 104) found that 90% of the beginning teachers surveyed considered their teaching experience positively affected by having had a mentor and perceived themselves as having improved significantly in all the defined competency areas. Marshall (1988) found that for many beginning teachers, the mentor was the most significant positive force during the induction experience. Edgar & Brod (1970) and Mahan & Lacefield (1978, 41-55) believed that as new teachers were strongly influenced by the people in the school setting, it is therefore reasonable to conjecture that linking new teachers with the best professionals in the setting may result in creating quality performance in the new teacher. Most of the induction programs noted in the literature included the involvement of a support teacher. This teacher may be called a mentor, teacher consultant, or clinical support teacher. The role of the mentor varies as does the degree of interaction between the novice and the experienced teacher. Some mentor programs were informal. In these, a buddy teacher was usually assigned but there was no criterion for interaction or provision for interaction. In other programs, mentors received release time from their teaching or a full time mentor position was established. The mentor's role could be one of support or could include assessment as well as assistance. The support teacher's role was usually to provide direct classroom support through coaching, demonstration lesions, and emotional support in developing or securing appropriate materials. In addition to the on-site support offered by the mentor teacher, seminars and training sessions on curriculum and effective teaching topics were common components of induction programs. Group meetings of beginning teachers were another component of induction program cited in the literature. These meetings were scheduled to provide emotional support, to discuss common interests, and share ideas. Newsletters sharing country information and instructional strategies were also used occasionally in induction program. Another Strategy used occasionally was the reduction of teaching load. Description of Selected Solution The research suggested that the support teacher is a critical element in any induction. In writer's opinion Italy can be supportive of this program. However, the support teacher should not, in the opinion of the writer, be involved in assessment. It will violate the contractual agreement between the state and the professional staff and will sabotage the acceptance and effectiveness of the program. The literature suggested that the function of the mentor teacher is less effective when they have a role in the assessment process. The writer believes that the other ideas mentioned are also both possible and effective strategies, which will benefit new teachers and encourage their development. The writer feels that a developmental induction program will benefit novice teachers. This program will be based on the premise that "each professional entering a system has a set of skills and, as a result of an induction program, the skills would be extended, modified, and refined to meet the needs of the profession and the uniqueness of the system". An Integral part of this induction is to be the clinical support teacher or mentor. The mentor is to facilitate professional development and personal well-being by providing on-going assistance to novice teachers by conferencing and coaching; offering emotional and instructional support; providing demonstration lessons; arranging classroom visitation; and assisting in securing materials. The mentor is to have weekly contact with the novice teacher and address the needs and concerns of the neophyte as jointly identified. The mentor will observe in the beginning teacher's class in the capacity of coach at least one time per month at least one half hour. The mentor is to provide demonstration lessons for the novice teacher when jointly deemed helpful. The mentor will also arrange classroom visitation for novice teacher when jointly deemed helpful. Additionally, the mentor will encourage professional growth by sharing current research on topics of interest in "helpful hints" packs. The mentor will share information concerning future workshops and current literature with the novice teacher on relevant topics in the packets. "Helpful hints" packs will be shared four times during the implementation period. Opportunities will be provided for neophyte teachers to interact in group meetings. The mentor will schedule three sessions where beginning teachers are invited to meet with their colleagues and shared ideas, feelings, and concerns. Topics of joint interest related to instructional strategies or identified concerns will be explored at these sessions. Conclusion This paper was designed to address the problems of limited support, isolation and anxiety, which commonly impact novice teachers, professionals with zero to one year of experience, during the induction year. To address these areas the writer had tried to design a supportive program whereby novice teachers have regular contact with a non-threatening experienced professional; are provided with instructional support through demonstration lesions, classrooms visitations, and information and materials related to enhancing the use of a variety of instructional strategies such as whole language, developmentally appropriate activities, learning styles, and cooperative learning; relevant materials, such as ideas for bulletin boards, management tools, whole language units, science units, parent interaction, books, tape recorders, and art projects, are shared; and information regarding opportunities for professional growth, workshops and relevant journal articles, are also made available. References Blackburn, J. (1977). The first-year teacher: Perceived needs, intervention strategies and results. Paper Presented at the Annual Meeting of the American Educational Research Association, NY. (ERIC Document Reproduction Service No. ED 135, 768). Brooks, D. M. (1986). Richardson New Teacher Induction Program. Final data analysis and report. Richardson, TX: Richardson Independent School District Conant Report. (1963). Available at: http://jte.sagepub.com/content/vol14/issue4/ Fuller, F. F. (1969). Concerns of teachers: A developmental conceptualization. American Education Research Journal, 6, 207-226. Huling-Austin, L. (1988). A synthesis of research on teacher induction programs and practices. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA Huling-Austin, L., & Murphy, S. C. (1987). Assessing the impact of teacher induction programs: Implications for program development. Paper presented at the annual meeting of the American Educational Research Association, Washington, DC. Ishler, P. (1988). Impact of beginning teacher assistance programs. In Huling-Austin, L., Odell, S. J., Ishler, P., Kay, R. S., & Edelfelt, R. A. (Eds.), Assisting the beginning teacher, (p. 57-78). Reston, VA: Association of Teacher Educators. Kilgore, A. M., & Kozisek, J. A. (1989). The effects of a planned induction program on first-year teachers: A research report. In J. Reinhartz (Ed.), Teacher induction. NEA aspects of learning. Washington, DC: National Education Association Mahan, J. M. & Lacefield,W. E. (1978). Educational attitude changes during year-long student teaching. Journal of Experimental Education, 46 41-55. Marshall, James., (1988) Why Go To School, Palmerston North: Dunmore Press, 104pp. Summers, L., (1987)"Fiscal Increasing Returns, Hysteresis, Real Wages and Unemployment", , Euro ER Veeman, S. (1984). Perceived problems of beginning teachers. Review of Educational Research. 54(2), 143-178. Warring, D. F., & Lindquist, L. (February 1989). A collaborative mentor-mentee program based in the Bloomington, Minnesota Public Schools. (ERIC Document Reproduction Service No. ED 302 328). Read More