Discuss How Induction, Staff Development, And
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Transcript of Discuss How Induction, Staff Development, And
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8/9/2019 Discuss How Induction, Staff Development, And
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DISCUSS HOW INDUCTION,STAFF DEVELOPMENT, AND
PERFORMANCE APPRAISALAFFECT TEACHER MOTIVATION.
Prepared By:
MOHD ROZAIRI BIN MOHAMED ZAIN (803430)
MARZAIDIN BIN YAACOB (803427)
SEMESTER 1 2009
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Induction (educator)
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Induction (educator)
Every company, every nonprofit organization,every locally run store or restaurant has acontinuous training program. Teachers are no
different.
Even the best educated of new employees needon-the-job training. Despite completing college
and medical school, doctors spend years workingas hospital residents before entering privatepractice.
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why new teachers fail?
Thirty-three percent of newteachers are hired after theschool year has alreadystarted, and 62 percent arehired within thirty days of
when they start teaching(Kardos and Liu, 2003).
Fifty-six percent of newteachers report that no extraassistance is available to them
as new teachers (Kardos andLiu, 2003).
While 87 percent of the newteachers in a particular statesaid they had a mentor, only17 percent said their mentorsever observed them teach
(Kardos and Liu, 2003).
Only 1% of beginning teacherscurrently receive the ongoingsupport that constitutescomprehensive induction
when they enter theprofession (Alliance forExcellent Education, 2004a).
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components that induction programs
provide:
demonstration classes ;where they can see otherteachers model goodteaching, Britton et al.
(2003)
Collaboration;
it has been found thatteachers remain with adistrict when they feel
strong bonds ofconnection to aprofessional learningcommunity that has, at itsheart, high-quality
interpersonalrelationships founded ontrust and respect (Wong& Asquith, 2002).
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effective induction programs have three basic
parts (Wong, 2002a)
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STRATEGIES USED BY EXEMPLARY
INDUCTION PROGRAMS
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Staff development
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The fundamental purpose of staff
developments are:
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activities to contribute to staff
development.
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How can staff development be put
into effective practice?
school need to work out ways of helping
individuals to identify accurately their own
needs.
staff development and school development
will support each other, grow from each other
and together enable the school to move
forward effectively.
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Performance appraisal
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aims of a performance appraisal
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Induction, staff development, and performance
appraisal affect teacher motivation
A motivated teacher is one who not only feels satisfiedwith his or her job, but also is empowered to strive forexcellence and growth in instructional practice.
The research also shows that many good teachers leaveteaching in the first three years (Frase 1992). Clearly,education leaders need to find ways to keep teachersin the profession and keep them motivated.
staff development, new teacher induction andperformance appraisal are currently creatingopportunities for more effective teacher motivation.
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New Directions Shaping Teacher
Motivation (induction)
New teachers face new and difficult
challenges: classroom management and
discipline, adjustment to the physical
demands of teaching, managing instructional
tasks, and sacrificing leisure time. Without
proper support and aid, a new teachers
problems can grow worse.
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New Directions Shaping Teacher Motivation
(Performance Appraisal)
Place the teacher at the center of the evaluation
activity. Ask the teacher to consider his or her
duties, responsibilities, contributions and
outcomes, and direct the evaluation from that
point. Use the results of a teacher evaluation to
encourage personal professional dossiers,publicize aggregated results, and support
teacher promotion systems. Peterson (1995)
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A Final Word
new directions in participatory school
improvement, comprehensive and meaningful
staff development, and supportive teacher
evaluation hold great promise for improving
teachers professional motivation.
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