Tapping the Potential - Alliance for Excellent Education

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TA P P I N G T H E P O T E N T I A L : R E TA I N I N G A N D D E V E L O P I N G H I G H - Q U A L I T Y N E W T E A C H E R Sharder to evaluate experienced peers who are not new to the profession. In addition,Dal Lawrence acknowledges that a program like Toledo’s might be more difficult toroll out in larger or smaller districts. An induction program for hundreds of new teachersin a large district may be very difficult to manage, especially in the beginning years.Similarly, administrators could find it very difficult to terminate the contracts of strugglingveteran teachers in small communities where teachers, school personnel, andcommunity members are more likely to be well acquainted.Overall, the Toledo Plan has several strengths. The district recognizes teaching as alearning process and allows new teachers time to develop their skills and techniqueswith the support of a trained professional. Cooperation between labor and managementis also a major factor in the program’s success. Because of the cooperationbetween the two—often opposing—groups, induction is an essential part of the teachingculture. Toledo’s comprehensive induction not only builds an individual teacher’sskills but also contributes to the development of a community of teachers who arelearners themselves. In the end, induction creates teachers who work in cooperationtoward two common goals: the establishment and maintenance of high-quality educatorsand the success of the students they teach.For more informationDal LawrenceToledo Federation of TeachersPhone: (419) 535-3013Craig CotnerChief Academic OfficerToledo Public School DistrictPhone: (419) 729-842253
A L L I A N C E F O R E X C E L L E N T E D U C AT I O NAPPENDIX B: ANNOTATED BIBLIOGRAPHYAchinstein, Betty. “Politics of the Mentoring Process for Novices: NegotiatingProfessional Relationships and New Teacher Learning.” Journal of EducationalChange, forthcoming.Drawing on cases from an induction study in California, this paper addresses theimplications for new teacher learning and fostering learner-centered teaching associatedwith differing mentoring relationships. It explores the interactions between beginningteachers and mentors to understand professional roles, power dynamics, and conversationalexchanges that influence teacher learning.American Federation of Teachers. “Beginning Teacher Induction: The EssentialBridge.” Policy brief number 13. Washington, D.C.: American Federation ofTeachers, 2001.This brief provides the underlying research-based rationale for AFT’s policy onbeginning teacher induction—that is, why induction matters. It then focuses on statestatutes and regulations on induction, outlining the attributes of effective statutes andreporting on the results of a fifty-state AFT analysis of induction policies. The briefends with a set of recommendations.Berry, Barnett. “Recruiting and Retaining ‘Highly Qualified Teachers’ for Hard-to-Staff Schools.” NASSPBulletin 87:638 (March 2004).The author asserts that what is known about recruiting and retaining teachers forhard-to-staff schools runs counter to many of the assumptions undergirding theteacher-quality provisions of the No Child Left Behind Act. Evidence regarding incentives,recruitment pathways, new teacher induction programs, and alternative routessheds considerable light on what needs to be done to ensure a “highly qualified”teacher for every student. Armed with the right knowledge, educators can play animportant role in getting both the funding and the politics in place to create and supportthe policies and programs that promote teacher quality.With respect to induction, the author argues that comprehensive induction programsoffer support to new teachers that can lower teacher attrition and improve the54
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Tapping the Potential - Alliance for Excellent Education

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