Further+Areas+of+Study


 * Further Areas of Study

1. Mentor/Mentee - different definitions 2. Structure of our process - variations may produce varied results

The findings and conclusion drawn from our research provided the group with a deep understanding of induction. It was interesting to research and examine the influences and effects of mentoring on our own practice. It also provided us with an opportunity to be reflective about how and why we teach. **** The scope of this research project needed to be limited for the purposes of this course ** and as a result, we had to forgo several avenues of exploration. This paper is by no means a complete or authoritative picture of what induction is and should be, but it certainly gives a worthwhile compilation of experiences. Given additional opportunities to extend and further this research, the following could potentially be further areas of extending the research. These include** sample size, methodology, study duration, retention, finances, and other influences. **

__Sample Size__ **

Given the limited scope of this research, the sample size for this study was three. Increasing the sample size would definitely be an area that we want to expand. In furthering this research we would increase the sample size at least ten-fold. This would include both elementary and secondary school teachers across both the private and public systems. This would allow for a more complete picture of teachers' experiences with induction. This is not to say that the entire picture would be complete, but it would allow for greater validity as the sample size would be larger. It would also decrease, not eliminate, bias as more responses could be collated. Going beyond the Greater Vancouver area would also give valuable information, as it would be interesting to see if induction programs in different regional areas had similar effects. **** For example, juxtaposing Canadian and American systems might peak the interest of many. **


 * __Methodology__ ****

Next, the approach to our methodology could have been varied. ** Changing or adding to the way in which we collected the experiential data may have enabled us to derive more broader or perhaps deeper conclusions. However, after considering each option, we felt that we would still be able to achieve authenticity and meaning in our findings while trying to stay within the scope of this project. ** For example, ** it may have been beneficial to look at a wider definition of "mentee." Perhaps mentees are not simply beginning teachers; maybe any teacher who begins at a new school - no matter how much experience or expertise - needs a mentor to help adjust to the school culture and customs. This wider scope of the term may have even been present in the literature, but we were not focused on it at the time. ** Another example of how our research process could have been different is the means of data collection. For instance, with additional phases of questioning and clarification of each other's interview responses, our answers may have changed or been more pliable. We could have changed the interview format to face-to-face rather than online. This may have given deeper thought and clarity to responses, but depending on the interviewee this may have created the opposite effect. Furthermore, we could have chosen a completely different means of exploring induction through a the case study lens as opposed to conducting interviews through the ethnographic lens which could have also led to different conclusions and reflection. ** One more direction that we entertained was the use of a survey either online or on paper to collect data on particular aspects of interests. This would enabling us to track and analyze larger scale trends within a larger sample size. We decided to not choose route for this particular assignment because of the the aforementioned time restraints, but also BREB review requirements adding another layer of challenge.

__**Study Duration:**__

Given that one of the major findings of our research was that learning is a lifelong process, an extensive look into the professional growth of a teacher throughout their career may provide greater insight into the influence of induction. A longitudinal study of the effects of induction on a teacher's career could give us additional information. Perceptions about induction may change throughout a teacher's career. Therefore, tracking these potential changes could give us more insight into how to best support beginning and mentor teachers ( ** Scott, 2000; Gonzales & Sosa, 1993; Doerger, 2001). ** Perhaps perspectives change with greater knowledge and experience. More importantly, perhaps there are changes as teachers gain more experiences as mentors.

__**Retention**__

Stepping back and looking at the bigger picture makes us think that this study could branch off and explore the effects of induction programs on retention (Ingersoll, 2003; Kelly, 2004; Smith & Ingersoll, 2004; Wang, 2008; Wong, 2001; Youngs, 2007). There is a large body of research in education around teacher retention. From our literature review, we found that a lot of the research is done at the school level. The focus is on what is being done in and by schools to retain teachers. An extension to our research could look more at teacher preparation at the university level and investigating the correlation between mentor preparation and national retention rates. One could ask about the cultivation of a proper mentoring culture in teacher education programs or about the expectations that beginning teachers have as they begin the profession.

__**Finances**__

While we focused on the benefits of induction and attempted to look at the district resources for induction programs, we did not have time to delve into the financial considerations and restraints of implementing such a program in a school or district. All programs take time and money; some more than others. Investigating the financial supports and the influences of the supports to the induction program development and the individual teachers would be an interesting area to examine. Does increasing the financial support really make a difference, and if so, how? Perhaps there may be a correlation between induction supports, teacher satisfaction or even retention.

__**Other Influences**__ Our research was based upon the perspective that beginning teacher success is in large part influenced by teacher induction programs. There are of course other perspectives that play a role in the successful preparation of a teacher and may even have a greater influence. For example, a school's culture would be an interesting perspective to take when looking at the beginning years of teachers. Even if this culture does not encompass the ideals of induction, it would still be a contributing factor to a teacher's experience.

Furthermore, what role do administrators have in all of this? Since these are the people in formal leadership positions, it would be interesting to research how administrators view their role in beginning teacher success. Their understanding and expectations of induction influence a teacher's movement from "the survival stage to the mastery stage" (Youngs, 2007). Wong states that induction programs powered by principals are well-supported systems that...encourage lifelong, sustained professional development among teachers (2004).

-We would have more people in our study - increase sample size -Include secondary and elementary perspectives -More time to dedicate to the study -Why is there such a barrier to getting access to induction -Research beyond Vancouver/BC -Explore how students influence the beginning teacher experience - regional (other districts), classroom dynamics (different grade levels), etc. -US training model different from BC - looking at other areas - cross country, Canadian vs. American -Masters programs in other countries- additional mentoring in their teacher education program -How are teacher education programs preparing teachers? - setting up for good mentoring? -How do induction programs affect retention? (Why did we intentionally leave it out?) (Kelly, Ingersoll, Smith and Ingersoll 2004, Wang and Youngs, Wong 2001) -Supports for the mentors as opposed to the mentee. Expand (Holloway, Huling-Resta, Wong, Wollman and Bonilla) -Creating a culture of mentoring within the education programs - students go in seeking it, multiple cultures within the program (Feldman, Hayes, Gillis) -Professional development - how could conferences affect -Does lack of induction create a better teacher? Does culture, for example, affect beginning teachers more? -Administrative support - how can they better help? (Renard, Wong 2004) -Our interview process - several back and forths - would we have ended up manipulating the data a bit -Could make this a longitudinal study (Scott, Gonzalez and Sosa, Doerger) -Financial considerations/restraints of implementing an induction program -Finding a place for retired/laid off teachers - mentoring (suggestion?) -Explore induction through case studies as opposed to interviews (Case Studies Lens) -Mentees being NOT just beginning teachers - maybe just teachers who are new to a school, for example - Would this have shown up in the literature if we had a wider scope?

--2 paragraphs -amount of time it took us to learn how to use the wiki -did the wiki slow us down or help us go faster -using wiki for induction programs and in general for reserach means - need a "Darren" in each group?


 * -**where are we putting our recommendations? **

- ** district wide systematic programs -partnership/link to university programs -regular time with mentors and beginning teachers -adequate training for mentors - -online communication and community forum - Moir - pg. 18

-help with succession planning - the mentors acquire the leadership, communication skills and curriculum knowledge to become school leaders - Moir - pg. 17 - give teachers a mid-year career boast - invigorated

I thought we were putting our recommendations in the Conclusion/Reflection section. That's where we wrote all our point-form notes about that stuff.

This does not preclude that we will not have which could have equally been meaningful. focused and worthwhile

The path of discovery was not linear and we found several avenues of

research that we could have taken along the way.

Unfortunately, the scope of our research needed to be limited for the purposes of this course. Therefore, it was necessary best to dismiss several opportunities of study that could have made our findings even richer. Given another chance, it would be interesting to delve into several further areas of study that reach beyond the breadth of this particular project. These include time, sample size, research lens.... **