ABSTRACT

An Analysis of the Experiences of Teacher Induction Programs in   Three Different Districts: Insights into Beginning Teacher and Mentor Experiences By Darren Gock, Agata Kroondyk, and Rosalind Poon Abstract: The teaching profession can be seen as one which is under constant reform in an effort to develop both vision and proficiency. Upon beginning our group study, we wondered what determines a teacher’s professional, personal, and educational success, which led us to our guiding research question, “What are teachers’ experiences with induction?” The purpose of our research is to gain a better understanding of the results of mentor and beginning teacher experiences from professional opportunities that are offered through induction. We will look at evidence provided by the experiences of several high school teachers to observe how induction contributes to the overall health and sustainability of the teaching profession. Furthermore we will deduce from these results the potential benefits and limitations of induction. WORK BELOW​

Abstract - Due Saturday, March 6th

Here is my version of all of our thoughts put together:

** An Analysis of the Experiences of Teacher Induction Programs in **
 * Three Different Districts: **
 * Insights into Beginning Teacher and Mentor Experiences **

By Darren Gock, Agata Kroondyk, and Rosalind Poon

The teaching profession can be seen as one which is under constant reform in an effort to develop both vision and proficiency. Upon beginning our group study, we wondered what determines a teacher’s professional, personal, and educational success, which led us to our guiding research question, “What are teachers’ experiences with induction?”. The purpose of our research is to gain a better understanding of the results of mentor and beginning teacher experiences from professional opportunities that are offered through induction. We will look at evidence provided by the experiences of several high school teachers to observe how induction contributes to the overall health and sustainability of the teaching profession. Furthermore we will deduce from these results the potential benefits and limitations of induction.

**An Analysis of the Experiences of Teacher Induction Programs in** By Darren Gock, Agata Kroondyk, and Rosalind Poon** I made mine in isoloation so we can chunk the best (or worst) of us together tomorrow. I tried to keep most of what Agata wrote and I like some of the stuff that Roz has said. So probably a discussion best saved for tomorrow together. I hope you are feeling better Agata. See you all tomorrow? I'm giving myself permission to get some sleep | -)
 * Three Different Districts:**
 * Insights into Beginning Teacher and Mentor Experiences

The teaching profession can be seen as one which is under constant reform in an effort to develop both vision and proficiency. What determines a teacher’s professional, personal, and educational success? The question, “What are teachers’ experiences with induction?” has guided this group study. The purpose of the research is to gain a better understanding of the results of mentor and beginning teacher experiences from professional opportunities that are offered through induction. We will look at evidence provided by the experiences of several teachers to observe how induction contributes to the overall health and sustainability of the teaching profession. Furthermore we will deduce from these results the potential benefits and limitations of induction.

I really like Darren's version! I think we should go with that one! I highlighted three sections of it, though, and I am proposing the following changes: Either take out the first question or put it into a statement; change "the" to "our"; and change "several" to "three" -- what do you guys think?? Maybe we can also add Roz's bit about the ethnographic study performed with three high school teachers.

The question, “What are teachers’ experiences with induction?” has guided the group study. The purpose of the research is to gain a better understanding of how induction affects mentors and beginning teachers. (mentors and beginning teachers can benefit from professional opportunities that are offered through induction). This small ethnographic study was performed with three high school teachers with the goal of trying to understand how induction can affect the professional, personal, and educational experience.

Making a difference in teachers’ experiences with induction is a crucial component of professional, personal, and educational experience ( success ), as teachers’ experiences with induction are significant to the reform, proficiency, and vision of education.

Supporting teachers in their first few years of teaching will not only be beneficial for the teachers themselves but for the overall health and sustainability of the teaching profession. We recognize that all teachers experience the challenges of the beginning years, but lifelong learning takes place at any phase of one’s career.

The question, “What are teachers’ experiences with induction?” has guided the group study. The purpose of our ( the ) research is to gain a better understanding of how mentors and beginning teachers can benefit from professional opportunities that are offered through induction. Making a difference in teachers’ experiences with induction is a crucial component of professional, personal, and educational success, as teachers’ experiences with induction are significant to the reform, proficiency, and vision of education. Supporting teachers in their first few years of teaching will not only be beneficial for the teachers themselves but for the overall health and sustainability of the teaching profession. We recognize that all teachers experience the challenges of the beginning years. Regardless of how prepared beginning teachers are, they still experience the thrills and spills of being a novice.
 * Purpose**

This first paragraph may be enough - the abstract should be short and sweet. I'm wondering if we should add a comment about how we did the interviewing and why we felt that it would be so valuable.

I do think we need to add something more about the learning not being just for the beginning teachers, but a significant amount of the learning takes place as a mentor.

Hypothesis
 * In our work, we hoped to find that, although teachers struggle to find access to induction support, they find some value in the resources provided. We believe that teacher induction does not only involve the beginning teachers, but can also involve a mentor. We hypothesized that both mentors and beginning teachers can benefit from the professional development offered through induction.

Summary** The main goal of this project was to explore and better understand teachers’ experiences with teacher induction. Although there has been much research conducted in the areas of teacher induction, mentoring, and retention, we wanted to clearly examine our personal experiences in relation to district support and academic literature. The personal experiences of our group are extremely valuable and have given authenticity to the project as we had hoped to support patterns, concepts, and ideas with real lived examples and experiences.

Teaching is a noble career dedicated to the support of life-long learners. Given the rigors of the profession, beginning teachers find their first years challenging. They enter the system with an optimistic view on particular educational values. However, as they struggle to navigate the day-to-day obstacles of the classroom, they find that they have to abandon many of their pre-conceived notions to survive. This is why our research into teacher induction is invaluable. This support can help beginning teachers survive their first few years while fortifying and sustaining their educational beliefs that originally cultivated their entry into the profession.