Induction in Challenging Schools

High turnover schools often have the weakest induction programs for new teachers but need the strongest according to Kate Walsh. In a recent article titled New Teacher Induction in Challenging Schools: How We Get It Wrong and How We Make It Right, she suggests that in order to solve the problems of high turnover in struggling schools the issue of why beginning teachers struggle must be addressed first.

Induction programs must be most sensitive to teachers serving in the most challenging schools. This generally means that these schools will require more costly programs than other schools. Walsh believes that money should be spent one of two ways while preparing these teachers of challenging students: mentoring or part-time teaching.

Mentoring should not be the teacher down the hall but rather someone highly trained who does not have "other" duties and can co-teach. Mentoring should also start before the school year starts to better prepare the teacher and avoid a potential loss of control.

Part-time teaching is another option and is practiced in many other countries. It often significantly reduces stress for a new teacher. In this induction model teachers begin the school year teaching fewer hours each day. Having fewer hours of student contact allows for more time to plan fewer lessons.

To read the entire article by Kate Walsh please refer to Winter 2008 edition of Reflections from the New Teacher Center at UC Santa Cruz or go to -

http://www.newteachercenter.org/newsletters/ReflectionsW08.pdf