T-Chart

· At that conference, I got to meet all of the superintendents and I learned a little bit about the culture and history of the district. I was also introduced to the inter-school mentoring program offered by the CISVA, which involves experienced teachers from various schools mentoring beginning teachers from other schools. Once the school year began, however, I heard very little about this program; I never ended up participating in it. Nobody approached me about participating in it (Teacher Pink #3) · On my first day at the school, I met a fellow colleague and she voluntarily took me for a tour of the school and introduced me to many of the teachers, including her friends. Without her, I don’t think I would have met so many people in the first week or felt as comfortable in the school. (Teacher Pink #3) · They both gave me all of their binders and resources to use at my leisure. (Teacher Pink #3) · What really impresses me is that a colleague of mine came to our school 2 years ago after teaching in another school for 13 years, and she requested a mentor. It proved to be very successful, as she learned the school culture more quickly. ( Teacher Pink # 3) · I wish somebody had let me know that it was alright to be mentored. (Teacher Pink #6a) · The informal conversations, activities, advice, and stories were the most helpful and memorable. (Teacher Pink #6b) · It can help a teacher learn the culture of a school, gain knowledge and expertise, and also network within a teaching community or district. (Teacher Pink #7) · Successful induction or mentoring would see a relationship between mentor and mentee grow over a period of time, and extend past the induction year(s), preferably. (Teacher Pink #8) · -Emotional support; Somebody to help them balance their work and personal life. -Somebody to talk to. -Knowledge of the rules, procedures, and policies utilized in the school. (Teacher Pink #10) · I think new teachers are pushed into the deep end rather than the wading pool. ( ** Teacher Green # ** 3) · My continued connection with my School Advisors. How did this help you? For me it was more social than practical. ( ** Teacher Green # ** 5) · What I appreciated was the connection that I was able to have with my colleagues that made me feel part of the school and educational system and not just 1 person in front of 30 children in a room for a few hours a day. ( ** Teacher Green # ** 5) · ** There should be natural succession built into the program (mentees become the next mentors) ( **** Teacher Green # **** 8) ** · Finding a support network is important for good professional growth. (Teacher Blue #2) · Plus, more experienced teachers have a better understanding of the culture of the school. (Teacher Blue #2) · The mentor teacher also participates in the continuous improvement cycle and can develop more leadership attitudes and skills. (Teacher Blue #2) · First year: My first year of induction was formal… After the first year, I had no formal support (Teacher Blue #3) · Interestingly enough - I am still friends and work consistently with two of my mentors ( Teacher Blue # 3) · These study groups were a great way for me to associate with beginning and veteran teachers. (Teacher Blue #4) · ** Building a network of mentors would build the capacity and leadership skills of the mentor teachers. ( ** Teacher Blue # ** 8) ** |||| (NEW TEACHERS AS LEARNERS) Halford, J. (1998). Easing the Way for New Teahcers. Educational Leadership. 55(5), p. 33-36. (Not in Literature Review)
 * ** Multiple Cultures ** ||
 * * Professional Culture:
 * Can be seen as on that “eats its young”
 * Would like to be seen as “nurturing”
 * Pre-service training/education
 * District Culture:
 * There is a static nature to the induction process
 * These is intended formality which leans towards informality
 * School culture:
 * The culture of a school will influence the experience with induction
 * Teacher Culture:
 * Tradition of “passing on the torch” (“war stories”, First Nations Storytelling) ||
 * ** Evidence ** ||
 * ** Interviews ** |||| ** Literature ** ||
 * · Definitely think teacher induction has value because beginning teachers need so much help learning school culture, gathering resources, and maintaining a healthy balance in their life. (Teacher Pink #2)
 * · **** This is where it is crucial that these teachers are put on the right track to success not only in the ways of teaching, but the ways of the institution of schooling itself. This can only be imparted by those who have been there before i.e. mentors. One of the mantras of teacher preparation is to avoid “reinventing the wheel”. This can be said for the profession itself. If we wish our profession to improve we must receive and heed the warnings of those before us and share a wealth of knowledge with those who follow us. (Teacher Green #2) **
 * · **** In my second year of teaching there was a call by the Board for teachers who would be interested in joining a teaching mentoring program… After this information session I never heard anything from this program again ( **** Teacher Green # **** 3) **
 * · **** The only time in which I did seek out help and advice was with the Special Needs class I was assigned to teach. Having no formal training in this area I have to admit I was quite over my head in this class. Unfortunately the support I did receive from both the school and Board level were quite minimal in trying to cope with the class. ( **** Teacher Green # **** 3) **
 * · **** It would have been nice to have someone at an equal level to say that everything even the things not going well was perfectly natural. I guess my experience has been trial by fire ( **** Teacher Green # **** 3) **
 * · **** I think that my induction experienced was influenced a great deal by the social culture of the schools in which I was part of. ( **** Teacher Green # **** 3) **
 * ** Advantages ( **** Teacher Green # **** 7) **
 * ** quicker connection to profession and institution **
 * ** passing on of best practice and reduction in bad practice **
 * ** may create competition between schools/boards **
 * ** networking vehicle **
 * ** There are teachers who are brilliant teachers for their students in their classrooms, but rarely will they engage in other aspects of "schooling" beyond their own four walls. I feel this extension outside of the classroom would benefit both the teacher and everyone else involved. ** ( ** Teacher Green # ** 8)
 * · **** a culture of informal induction/mentorship should also be encouraged within the district/schoo **** l ( **** Teacher Green # **** 8) **
 * · **** As a mentor, I find it quite rewarding to have the opportunity to share my experiences and advice. ( **** Teacher Green # **** 9b) **
 * · **** It is important to build a strong network of beginning teachers so they can share experiences and support each other. ( ** Teacher Blue # ** 8) **

(PRESERVICE TRAINING) ** (WORKING CONDITIONS) ** (UNIVERSITY / SCHOOL DISTRICT PARTNERSHIP) ** (UNIVERSITY / SCHOOL DISTRICT PARTNERSHIP) ** (CULTURE OF INDUCTIONS) ** (PRE-SERVICE TRAINING) ** (INFORMAL MENTORING) Tillman, B.A. (2000). Quiet leadership: Informal mentoring of beginning teachers. **// Momentum //**, 31(1), 24-26.
 * Gilles, C., Davis B., & McGlamery, S. (2009). Induction programs that work. // Phi Delta Kappan //, 92(2), 42-27.
 * Ingersoll, R. M., & Smith, T. M. (2003). The wrong solution to the teacher shortage. //Educational Leadership,// 30-33.
 * Kelly, L. M. (2004). Why induction matters. //Journal of Teacher Education,// 55(5), 438-448.
 * Kent, A. M., Feldman, P., Hayes, R. (2009). Mentoring and induction new Teachers into the profession: An innovative approach. // International Journal of Applied Educational Studies //, 5, 73-95.
 * Moir, E. (2009). Acceleration teacher effectiveness: Lessons learned from two decades of new teacher induction. // Phi Delta Kappan //, 91(2), 14-19.
 * Roehrig, G. H., & Luft, J. A. (2006). Does one size fit all? The induction experience of beginning science teachers from different teacher-preparation programs. //Journal of Research in Science Teaching//, 43(9), 963-985.

(INDUCTION CULTURE / LEADERSHIP) Wong, Harry K. (2004). Induction programs that keep new teachers teaching and improving. **// NASSP Bulletin //**, 88(638), 41-58. ||

· Finding a support network is important for good professional growth (Teacher Blue #2) · Fortunately, I had good relationships with various people in the school who took me under their wing (Teacher Blue #3) · My first mentor strongly encouraged me to be a lifelong learner…my second mentor quickly identified my leadership skills…This really allowed me to come out of my shell and gave the opportunity to work and learn with more amazing people…My third and final mentor…challenged me to be reflective and realistic (Teacher Blue # 3). · I am still friends and work consistently with two of my mentors (Teacher Blue #3) · These three people made a tremendous impact on my teaching career and it is through their support that I have been successful and still love my profession! (Teacher Blue #3) · The conversations were so inspirational and everyone encouraged each other to go outside of their comfort zones to try something new (Teacher Blue #4) · [The best support received during first five years…] Being able to co=plan and co-teach with a colleague. Despite the fact that we teach with so many people around us, we are often in isolation. It’s great to be able to collaborate – two heads are better than one! (Teacher Blue #5) · It is important to build a strong network of beginning teachers so they can share experiences and support each other (Teacher Blue #8) · Many of the new teachers coming in to the school were my age, and as a result, felt more comfortable having me as a mentor (Teacher Blue #9a) · We also had conversations about extracurricular demands and balancing work and personal life. As a new teacher, I know it is easy to get caught up in the every day demands of the classroom. It can overtake your life! (Teacher Blue #9a) · [Supports beginning teachers need…] Reassurance (Teacher Blue #10) · This allowed me to be part of a fairly social group of staff as we shared the common interest of sport. Attending the athletic functions as well as the informal Friday get-togethers at the local pub did provide me with a sense of belonging (Teacher Green #3) · [Best support received…] My continued connection with my School Advisors (Teacher Green #5) · What I appreciated was the connections that I was able to have with my colleagues that made me feel part of the school and educational system and not just 1 person in front of 30 children in a room for a few hours a day (Teacher Green #5) · Beginning teachers need so much help learning school culture, gathering resources, and maintaining a healthy balance in their life (Teacher Pink #2) · As a new teacher, this made me feel somewhat forgotten about – just another person working from day to day, as opposed to a teacher with goals, worth, and the ability to improve (Teacher Pink #3) · Some of the conversations I found most valuable were the ones about classroom management, encouraging/motivating students in the right ways, dealing with parents, curriculum objectives, resources, when to call in sick, and overall wellness (Teacher Pink #5) · Induction prepares teachers for this whirlwind profession and enables them to lead a more balanced lifestyle (Teacher Pink #7) · I think that beginning teachers should be paired up with somebody who works in close proximity to them, who teaches similar subjects to them, and who is relatively close in age. This way, the mentor and mentee will have the most in common and will most likely have a successful relationship (Teacher Pink #8) · [What supports to beginning teachers need…] Emotional support; somebody to help them balance their work and personal life; somebody to talk to; a “home” or classroom in the school to place their things (Teacher Pink #10) || Halford, J. (1998). Easing the Way for New Teahcers. Educational Leadership. 55(5), p. 33-36. (Not in Literature Review)** ** (EXAMPLE OF PAIRING APPROACH) ** Gilles, C., Davis B., & McGlamery, S. (2009). Induction programs that work. // Phi Delta Kappan //, 92(2), 42-27. ** (PAIRING) **
 * Experiences and Relationships ||
 * * Holistic approach towards the individual: Reassurance, balance, and healthy living.
 * Affective Experience: Belonging to the school community.
 * Positive Experience: **Informal supports more beneficial than formal supports.**
 * Pairing Process: Certain criteria need to be considered ||
 * Evidence ||
 * Interviews || Literature ||
 * (POWER OF MENTORING)
 * Gonzales, F. & Sosa, A. S. (1993). How do we keep teachers in our classrooms? The **** TNT **** Response. **// IDRA, Newsletter //**, **** 1, 6-9. **

** ( **** MENTOR **** MENTEE RELATIONSHIP) ** National Center for Research on Teacher Learning. (1992). Mentoring in context: A comparison of two U.S. programs for beginning teachers. East Lansing, Michigan: Feiman-Nemser, S. & Parker, M.B. ** (HOLISTIC SUPPORT) **
 * Odell, S. J & Ferraro, D. P. (1992). Teacher mentoring and teacher retention. **// Journal of Teacher Education //**, 43(3), 200-204. **

** (PAIRING) (Reference to Kilcher?) **
 * Scott, Neil H. (2000). Four years later: Issues in teacher induction. **

** (INFORMAL MENTORING BENEFITS TO EXPERIENCE) ** ** (RELATIONSHIP INFLUENCE ON EXPEREINCE) ** Youngs, P. (2007). District induction policy and new teachers' experiences: An examination of local policy implementation in Connecticut. //Teachers College Record//, 109(4), 797-836. ||
 * Tillman, B.A. (2000). Quiet leadership: Informal mentoring of beginning teachers. ** **// Momentum //****, **** 31(1), 24-26. **

>> >> ||
 * ** Supports ** ||
 * * Need for Support
 * Time
 * Practical Skills/Information
 * Networking/Affective/Socio-emotional well being
 * Teaching Load
 * Curriculum Content
 * ** Evidence ** ||
 * ** Interviews ** || ** Literature ** ||
 * ** __General: (Retention?)__ **

· I feel that if newer teachers were better supported in their beginning years, their willingness/comfortableness to participate in other aspects would also increase. (Teacher Green #1) · When beginning teachers are paired up with mentor teachers it improves the curriculum and pedagogy of both participants. The mentor teacher also participates in the continuous improvement cycle and can develop more leadership attitudes and skills. (Teacher Blue #2) – not sure where to put it · ** if you invest into "new" teachers, it is more likely that they will stay in the profession (Teacher Blue #7) ** · Successful induction or mentoring would see a relationship between mentor and mentee grow over a period of time, and extend past the induction year(s), preferably. (Teacher Pink #8) · I wish I had more time to spend with the teacher I’ve been mentoring (Teacher Pink #9b) · Any time spent together is in addition to any work I am already doing. It would be valuable to share a block with the other teacher so that we could have more structured time to work and talk together. (Teacher Pink #9b) · It would be beneficial to have the time and money allocated to a mentoring program. (Teacher Pink #11) · Extra blocks, shared time …(Teacher Pink #11) · ** An extension to this support I would think that if time were provided where this communication between new and experienced teacher could take place would go a long way in facilitating this form of support. (Teacher Green 6a) ** · ** Time to reflect on their practice (Teacher Green #10) ** · There were opportunities to to co-plan and co-teach. I was also able to observe veteran teachers. (Teacher Blue #4) · ** TIME - to prep, collaborate, attend workshops, etc. (Teacher Blue #10) **
 * · **** One of the mantras of teacher preparation is to avoid “reinventing the wheel”. (Teacher Green #2) **
 * __Time__ ** :
 * · **** Time to prepare for the courses they’re teaching (Teacher Green #10) **
 * ** Reduced teaching load **
 * ** Increases prep time **
 * ** Reduced number of preps **
 * · **** Time to discuss their practice with others (Teacher Green #10) **
 * · **** Time for mentor/mentee interactions to occur (Teacher Green #11) **
 * · **** more time during school hours to have conversations, co-plan and co-teach - not an add on after school when we are tired (Teacher Blue #6a) **
 * · **** Co-planning and co-teaching - two heads are better than one. New teachers should teach/plan with veteran teachers.(Teacher Blue #6a) **
 * · **** regular release time and opportunities for beginning teachers and mentors to collaborate - every other month? This could include co-planning and co-teaching opportunities or even time to attend workshops together (Teacher Blue #8) **

· I think it would have been helpful to have some time with the principal and other new teachers to ask questions about school policies and procedures. The meeting would have been a positive mentoring experience. Instead, I was given a binder full of school policies that I was expected to learn and memorize. (Teacher Green #3) · It can help a teacher learn the culture of a school…(Teacher Pink #7) · Knowledge of the rules, procedures, and policies utilized in the school. (Teacher PInk #10) · ** I was given a tour of the Board office as well as some brief information on various departments. This was also when my picture for my ID badge was taken. ** Did you find this useful? Of course as a beginning teacher ANYTHING is helpful. You only really get a sense of what you need after you've gotten your feet wet. More often than not however I think new teachers are pushed into the deep end rather than the wading pool. (Teacher Green #3) · She helped me with basic school procedures (ie. attendance, finding supplies/textbooks/lab material, etc.) and daily routine. (Teacher Blue #4) · ** an introductory workshop to the district - this should include practical things like how to find a mentor, where to seek help and get resources, mandates of the district, (Teacher Blue #8) ** · On my first day at the school, I met a fellow colleague and she voluntarily took me for a tour of the school and introduced me to many of the teachers, including her friends…..This informal mentoring was invaluable to me. (Teacher PInk #3) · “sharing of stories/resources with experienced teachers…(Teacher Pink #4) · All of the casual conversations, advice, stories, resources, and experiences shared have stayed with me and have helped me learn more than anything else. Some of the conversations I found most valuable were the ones about classroom management, encouraging/motivating students in the right ways, dealing with parents, curriculum objectives, resources, when to call in sick, and overall wellness. (Teacher LInk #5) · The informal supports were the most valuable. The informal conversations, activities, advice, and stories were the most helpful and memorable. (Teacher Pink #6B) · I didn't really know anyone at the event so this was actually more alienating than welcoming. (Teacher Green #4) · Finding a support network is important for good professional growth…can help scaffold the learning and development of beginning teachers (Teacher Blue #2) · I felt embarrassed to ask for help; I did not want to seem incompetent. Looking back now, I see that having a mentor would have made me so much more successful, but this was never explained to me. (Teacher PInk #3) · …alright to be mentored. (Teacher PInk #6a) · Somebody to help them balance their work and personal life (Teacher PInk #10) · Somebody to talk to (Teacher PInk #10) · A “home” or classroom in the school to place their things.(Teacher PInk #10) · It would be nice to learn more about how to mentor appropriately. I mentored based on what I knew I needed when I started teaching; perhaps I could have done a better job with my mentee if I was up to date with current research. (Teacher PInk #11) · My continued connection with my School Advisors….. For me it was more social than practical.( ** Teacher Green ** #5) · ** Reassurance (Teacher Blue #10) ** · ** Understand the cycle of a teacher - we all have our highs and lows! (Teacher Blue #10) **
 * __Practical Skills/Information:__ **
 * · **** A few months into working I was also invited to a Teacher Union reception…. ** ** We were given a similar information package to the Board package with a Union perspective (Teacher Green #3) **
 * __Networking__ ** / ** __Affective/Socio-emoti__onal well-being**
 * · **** regular meetings for beginning teacher (Teacher Blue #8) **
 * · **** regular meetings for mentors (Teacher Blue #8) **
 * · **** I feared an administrator or teacher would look in and see that I wasn't able to do my job. It would have been nice to have someone at an equal level to say that everything even the things not going well was perfectly natural. (Teacher Green #3) **
 * · **** Outside of the classroom, I think that my induction experienced was influenced a great deal by the social culture of the schools in which I was part of. ( **** Teacher Green **** #3) **
 * · **** Invitations to social functions ( **** Teacher Green **** #4) **
 * · **** I find this it is important to remind new teachers to find their own way. ( **** Teacher Green **** #9b) **
 * · **** It would have been nice to have someone like me now to offer their advice on how to approach a situation and yet at the same time allow me to choose my own way. ( **** Teacher Green **** #10) **
 * __Teaching Load:__ **

· ** Reduced teaching load ( **** Teacher Green **** #10) ** · ** Increases prep time ( **** Teacher Green **** #10) ** · We can build timetables that do not "dump" the worst courses (ie. Essential math, Science & Technology) into a beginning teacher's timetable (Teacher Blue #2) · ** teachers should not be given the hardest loads - do not give them six preps!!! (Teacher Blue #10) **
 * · **** In the end the School administration and I sought a course load change for me part way through the year which in retrospect went a far way in maintaining my sanity. ( **** Teacher Green **** #3) – may not fit here **
 * · **** In my first five years of teaching I wish that my teaching load (majority at least) could have been paired/mirrored with a more experienced teachers ( **** Teacher Green **** #6a) **
 * · **** Reduced number of preps ( **** Teacher Green **** #10) **

· They both gave me all of their binders and resources to use at my leisure. This was extremely appreciated, as my practicum did not provide me with all the units and lessons necessary for the courses I would be teaching in my first year. (Teacher Pink #3) · Since we are both teaching English 11, I have given her my binders and resources to use at her disposal. (Teacher Pink #9b) · …recent resources would have been much appreciated (Teacher Pink #11) · These allowed me to understand the different aspects of teaching, the district's perspective on these "trends," meet new people and to determine the key ideas I wanted to focus on. (Teacher Blue #4) · These ProD workshops were great to learn for the key concepts and ideas. Beginning teachers should attend as much ProD as possible - it is good exposure! (Teacher Blue #4) · Again these conferences were perfect for networking and learning new content and skills. (Teacher Blue #4) · ** Assessment strategies and Tools ( ** Teacher Blue # ** 10) ** || (PROFESSIONAL PAYOFFS) Halford, J. (1998). Easing the Way for New Teahcers. Educational Leadership. 55(5), p. 33-36. (Not in Literature Review)
 * __Curriculum Content__ ** : (Resources)
 * · **** …I rarely required teaching support in the areas of my specialty. The only time in which I did seek out help and advice was with the Special Needs class I was assigned to teach. (Teacher Green #3) **
 * · **** In the end the School administration and I sought a course load change for me part way through the year which in retrospect went a far way in maintaining my sanity. ( **** Teacher Green **** #3) **
 * · **** Occasional sharing of materials ( **** Teacher Green **** 4) **
 * · **** In my first five years of teaching I wish that my teaching load (majority at least) could have been paired/mirrored with a more experienced teachers. In this way, I could bounce off ideas and at least have an occasional check as to whether I was on the right track. ( **** Teacher Green **** #6a) **
 * · **** attending ProD workshops/conferences with a learning partner and then being able to implement those ideas in the classroom ( ** Teacher Blue ** #5) **

(WEAKNESSES IN INDUCTION PROGRAMS) Doerger, Daniel. (2003). The importance of beginning teacher induction in your School.
 * // International Electronic Journal for Leadership in Learning //**, **// 7 //** . Retrieved from []

(COMPONENTS OF INDUCTION PROGRAM)
 * Gilles, C., Davis B., & McGlamery, S. (2009). Induction programs that work. // Phi Delta Kappan //, 92(2), 42-27. **

(MENTOR SUPPORT) Holloway, John H. (2001). The benefits of mentoring. **// Educational Leadership //**, 58(8), 85-86.

(MENTOR SUPPORT)
 * Huling, L. & Resta, V. (2001). Teacher mentoring for professional development. // ERIC Clearinghouse on Educational Management //. (ERIC Document Service No. ED 460125). **

(COMPONENTS OF INDUCTION PROGRAM) ** (PRACTICAL NEEDS OF BEGINNING TEACHERS) ** (STRUCTURING INDUCTINO PROGRAMS) ** (FINANCIAL IMPLICATIONS) ** (ASPECTS OF TEACHER INDUCTION) ** (MENTOR SUPPORT) ** (INDUCTION PROGRAMS) Wong, Harry K. (2001). Mentoring can’t do it all: New teachers learn best from systematic induction programs. **// Education Week //**, 20(43), 46-50. ** ||
 * Kelly, L. M. (2004). Why induction matters. //Journal of Teacher Education,// 55(5), 438-448.
 * Mandel, S. (2006). What new teachers really need. // Educational Leadership //, 63(6), 66-69.
 * Renard, L. (2003). Setting new teachers up for failure…or success. // Educational Leadership //, 60(8), 62-64.
 * Smith, T.M., & Ingersoll, R. M . (2004). What are the effects of induction and mentoring on beginning teacher turnover? //American Educational Research Journal,// 41(3), 681-714.
 * Wang, J., Odell, S. J., Schwille, S. A. (2008). Effects of teacher induction on beginning teachers' teaching: A critical review of the literature. //Journal of Teacher Education,// 59(2), 132-152.
 * Wollman-Bonilla, J. E. (1997). Mentoring as a two-way street. // Journal of Staff Development //, 18, 50-52.