Research+Question

The question, “What are teachers’ experiences with induction?” has guided our group study. In our work, we expect to find that, although teachers struggle to find access to induction support, they still find some value in the resources provided. Teacher induction does not only involve the beginning pictures, but can also involve a mentor. We hypothesize that both mentors and beginning teachers can benefit from the professional development offered through induction. In defining our question, we are looking at several terms, namely //Teacher//, //Experience//, //Induction//, and // Mentor //. · **// Teacher //**// – Anyone holding a BC //// College //// of //// Teachers Certificate //. · **// Experience //**// – Involvement which leads to struggles and/or successes in teaching. // · **// Induction //**// – The support and guidance provided to new teachers in the early stages of their careers; induction encompasses orientation to the workplace, socialization, mentoring, and guidance through beginning teacher practice. // · **// Mentor //**// –An experienced educator involved in induction with a less experienced educator. This may take a variety of forms. // The reason we chose this topic is multifold: First of all, we have seen new teachers and student teachers struggle in the profession that is known to “eat its young” (Halford, 1998). Beginning teachers come into our schools and we see that they are challenged with issues even as simple as room location, school policies and procedures, and classroom management; there is little support in place for them. Secondly, as a result of our conversations, we noticed that each of us, representing three different school districts, had varying experiences with teacher induction and mentoring when we entered the profession. This has inspired us to investigate the types of induction programs available to teachers across our districts. Next, we have noticed that educational resources are often squandered on attrition; it would be more efficient for school districts to dedicate money towards mentoring and appropriately retaining teachers in their first few years, rather than condoning a cyclical, revolving door pattern, where teachers leave the profession and districts are forced to spend more money on recruiting. Therefore, we would like to explore the efficiency of teacher induction implementation and its implications. Finally, we are pursuing this question because, as educational leaders, we would like to better understand how to support upcoming new teachers in their careers. Our work will be valuable to many groups, including beginning teachers, veteran teachers, school administrators, and school districts. Firstly, it is important for beginning teachers to understand the support systems that are available or unavailable to them in their first years, so that they can make informed decisions and preparations accordingly. Secondly, this research will be beneficial to veteran teachers, or mentors, so that they can better understand how to support beginning teachers at their schools; however, it will also provide insight into how veteran teachers can receive support, training, and guidance for themselves. Next, our work is advantageous to school administrators, as they will gain a better understanding of their role in best supporting their beginning and veteran teachers involved in the induction process. Finally, school districts will find this research valuable, as they are the benefactors of induction programs. They want to ensure that the teachers they hire are feeling supported, are learning the best skills available, and will remain in their respective school districts. Teachers’ experiences with induction are significant to the reform, proficiency, and vision of education. Making a difference in teachers’ experiences with induction is a crucial component of professional, personal, and educational success. Supporting teachers in their first few years will not only be beneficial for the teachers themselves but the overall health of the teaching profession. Teaching is a noble career dedicated to the support of life-long learners.
 * __ RESEARCH QUESTION __**
 * INTRODUCTION **
 * TERMS OF REFERENCE **
 * WHY WE CHOSE THIS QUESTION **
 * WHO THE RESEARCH IS FOR **
 * CONCLUSION **