First-Year Teacher Perceptions of Classroom Experiences and

Teacher Induction in a Midwestern School District

Cheryl Torok Fleming

June, 2004

Purpose of the Study

To discover first-year teacher perceptions of their classroom experiences during their first year in the classroom.

To discover first-year teacher perceptions of the role teacher induction programs play in assisting first-year teachers to deal with the challenges of their first year in the classroom.

Theoretical Frameworks

Phases of First-Year Teacher Development

Assumptions about Adults as Learners

Learner-Centered Principles

Constructivism

Veenman, Moir,

Tetzlaff & Wagstaff

Knowles

American Psychological Association

Bruner

Description of Population

Practicing K-6 classroom teachers in Midwestern City School District.

Completing their first year in the teaching profession following graduation from accredited colleges or universities.

Professionally trained teachers, teaching in a single-grade classroom.

Willing and capable of participating in the study.

Review of Methodology

Interpretive, qualitative methodology

Utilized:Semi-structured interviews

Poetry written by the beginning teachers

Print material directly related to the teacher induction program

Field notes

Review of Methodology

Names of participants obtained from program director

Invitation letters sent: 17 of 21 participated

Consent forms signed

Interview protocol utilized

Interviews audiotaped and transcribed

Data analyzed through open coding for themes and categories

Poems analyzed for themes

Induction program documents reviewed

Review of Methodology

Categories:Development of Self as Teacher

Pre-service Preparation

Interpersonal Relationships

Actions and Tasks Associated with Teaching

Induction into the Teaching Profession

Results 1

1. How do first-year teacher challenges and the nature of the school context affect beginning classroom experiences?

Challenges:

Asserting student discipline

Addressing children’s social issues

Lack of administrative support

Insufficient resources

Unfamiliarity with curriculum

Uncertainty of how to fit into school culture

Difficulty dealing with conflicts

Results 1

Positives: Supportive school culture and proactive principal.

Negatives: Authoritarian pedagogy, lack of care for others, over-concern for physical plant, and veteran-oriented culture.

Results 2

2. How did the teacher induction program under study support first-year teachers?

Need:OrientationMentoringOn-going training or staff developmentBoth human and logistical supportObserve master teachers in actionOpportunity to discuss and problem-solve

Results 2

Concerns:Orientation too rapid, sketchy

Not all first-year teachers received mentor support

Meetings did not offer needed information

No opportunities to visit model classrooms

No opportunities to discuss or share resources

No opportunities for feedback

Results 3

3. How would first-year teachers describe the “ideal” first-year teacher induction program?

Include both orientation and training prior to the start of the school yearProvide visits to model classroomsSupport interactions with other teachers to problem-solve and share resourcesAssign a mentor in the same building as the new teacherEnsure administrative support for new teachers

Results 4

4. Which needs of adult learners were most effectively addressed by the induction program under study?

Ideal:Build on past experiencesShare new ideas with colleaguesQuick and varied paceSafe, comfortable environmentTime for reflection

Results 4

Real:Few opportunities to relate new experiences to past experiences

Meeting topics predetermined by others

Little variety in meeting format

Limited opportunity for input

Feelings of isolation and inadequacy remained

Results 5

5. Which needs of adult learners did the teacher induction program under study fail to address?

Few needs of adult learners metSame pace, same training for allNo opportunity to discuss or network with other new teachersNo reflective componentNo opportunity for input or feedbackOrientation only at start of school yearInconsistent communication with program directorsLack of safe, comfortable learning environment

Conclusions

Participants in this study experienced problems which are common to first-year teachers.

Participants believed they entered the profession with adequate subject area knowledge.

Participants believed they lacked sufficient background in classroom management, children’s social issues, student discipline, and interpersonal skills.

Conclusions

Participants viewed personal qualities of perseverance, flexibility, willingness to work hard, organization, and confidence, as key to success.

Supportive building principal, colleagues, and school culture were viewed as keys to surviving and thriving in the first year in the classroom.

Human as well as logistical support were necessary.

Participants desired to network with others through study or discussion groups.

Conclusions

Induction programs need to be well-organized and planned, based on both the needs of adult learners and those of new teachers.Include:

OrientationMentoringTrainingEmphasis on improving teacher skillsUseful and relevant topicsOpportunities for participant feedback

Recommendations

1. Include all three components of effective induction programs.

2. Provide new teacher study groups.

3. Supply on-going training beyond the first year.

4. Offer orientation in both August and January.

5. Facilitate visits to model classrooms.

6. Establish school-university partnerships or professional development schools.

Implications of the Study: Program Directors

Review current research on adult learners prior to planning programs.Incorporate time for new teachers to form colleague connections.Arrange new teacher visits to model classrooms.Improve communication among new teachers, administrators, and other educators.Assign mentors in the same school as the new teachers.

Implications of the Study: School Administrators

Support new teachers and mentors through non-threatening, open communication. Visit classrooms in a non-evaluative capacity.Establish a supportive, professional school culture.Provide time for new teacher visits to classrooms of teacher colleagues.

Implications of the Study: College and University FacultyStrive to increase realistic pre-service preparation opportunities.

Provide early experiences with actual classrooms.

Include coursework in addressing conflict, working with diverse populations, managing student discipline, and addressing state standards.

Establish school-university partnerships or professional development schools.

Implications of the Study: First-Year Teachers

Be aggressive, outgoing, and persistent in seeking a teaching position.

Be organized from the start of the school year.

Ask questions.

Establish realistic expectations for oneself.

Demonstrate self-confidence.

Find one’s own style.

Seek opportunities to network with colleagues.

Recommendations for Future Research

Conduct a quantitative study on this topic, using survey research.Compare induction programs of several school districts.Compare teacher induction to similar programs used in business/ industry.Study the needs of second-career and veteran teachers returning to teaching.Investigate the effectiveness of professional development schools.Replicate the current study in 5 years.Consider the relationship of pre-service college/ university size to new teacher success.

Cheryl Torok Fleming

June, 2004