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Study of Induction Programs for Beginning Teachers. Volume IV

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Study of Induction Programs for Beginning Teachers. Volume IV DOCUMENT RESUME ED 257 781 SP 025 775 AUTHOR Simon, Rani, Comp. TITLE Study of Induction Programs for Beginning Teachers. Volume IV. Educators Interested and Involved in Programs for Beginning Teachers: A Human Resource Bank. INSTITUTION Educational Testing Service, Princeton, N.J. SPONS AGENCY National Inst. of Education (ED), Washington, DC. PUB DATE 80 CONTRACT 400-78-0069 NOTE 66o.; For related documents, sea SP 025 770-774. PUB TYPE Reference Materials Directories/Catalogs (132) EDRS PRICE MF01/PC03 Plus Postage. DESCRIPTORS *Beginning Teachers; *Demonstration Programs; Higher Education; *Information Sources; Internship Programs; Program Development; Teacher Educators; *Teacher Orientation IDENTIFIERS *Beginning Teacher Induction ABSTRACT The lists presented in this volume include individuals and institutions that may serve as resources toeducators developing or modifying programs to assist beginning teachers.These lists were generated by contracts made in the course of thestudy of induction programs for beginning teachers. The first list isof locations and directors of the four case study sites theEducational Testing Service staff visited. They represent exemplary programs serving beginning teachers and may serve as resources forother educators who are developing or modifying similar programs.The second list is of the locations and directors of the 20exemplary programs described in the study. Thefinal list is of people who provided information, nominations of exemplary programs, and support to the study. They represent a vari4ty ofinstitutions and agencies interested in the problems of beginning teachers. (JD) *********************************************************************** * * Reproductions supplied by EDRS are the best that can be made * * from the original document. *********************************************************************** t- -4 CX) N. STUDY OF INDUCTION PROGRAMS FOR BEGINNINGTEACHERS riLC w Volume IV Educators Interested and Involvedin Programs for Beginning Teachers: A Human ResourceBank Compiled by J S DEPARTMENT OFEDUCATION Rani Simon NATIONAL INSTITUTE OFEDUCATION INFORMATION '1311f AIONA1 FiISo tifiCi S CENTENIEHICI JS urrwrIlt1.45hevrtteptOdurf`d reA rs.ved from the PVIsonW nff4.1,1Zdtln t.St,ties Dt1411 frkide to ,mpt ore! t,to ,),,,)hTv slated fl the cloru Irleflt CI,' riot ,,etess.i111, flip?esent ofTckli NIE Ir Project Co-Directors Frederick J. McDonald Patricia Elias fr CopyrightED 1980. Educational Testing Service. All rights reserved. 3 STUDY OF INDUCTION PROGRAMS FORBEGINNING TEACHERS Volume IV Eduzators Interested and Involved inPrograms for Beginning Teachere: A HumanResource Bank Compiled by Roni Simon the National A project conducted byEducational Testing Service for Institute of Education, Dr. Josephrlughn, Project Officer (Contract No. 400-78-0069). Project Co-Directors Frederick J. McDonald Patricia Elias Educational Testing Service Rosedale Road 1947 Center Street Princeton, yu 08541 Berkeley, CA 94704 PREFACE The Study of Induction Programs for Beginning Teachers began as an investigation of fifth-year post - baccalaureate teacher internship programs in which the intern taught half-time while completing an academic progrbm leading to a master's degree. After the start of the study, it became clear that most teacher "intern" programs in the United States did not fit this model. The focus of the study was expanded to an examination of the problems of beginning teachers. The critical questions in this investiga- tion are: What are the problems of beginning teachers? What kinds of programs have facilitated the solution of these problems? What are the consequences of failing to solve these problems in terms of achieving teacher effectiveness and stimulating a careerof progressive professional development? Three approaches were used to gather informaticn on these issues: a review of the relevant literature, the ident. :stion of and visits to programs designed to cssist beginning teachers, and a reviewof the evalua- tion reports of the prcgrams. Iventy-four programs were examined in depth as part of the study. Of tt.,:se, four were site visits. Educators through- out the nation who are concerned about the problemsof beginning teachers were consulted. The firrl report of this study consists of four volumes. The first volume discusses the problems and issues covered by the study, describes the methodology utilized in the study, and provides a series of recommenda- tions for teacher ecucators and policy makers. Comprehensive descriptions of exemplary programs for beginning teachers are included in the second volume. The digest of programs is intended to assist educators who either i 16 I wish to implement or improve induction programs. The third volume provides a review of the literature. The names and locations of educators inter- ested and involvr.d in programs for beginning teachers are provided in the fourth volume. The project was directed by Project Co-Directors, Dr. Frederick J. McDonald, Senior Eesearch Scientist, Division of Educational Research and Evaluation, Educational Testing Service, Princeton, New Jersey, 08541, and Dr. Patricia Elias, Director of Research and Advisory Services, Educational Testing Service, Berkeley, California, 94704. Information about the study and reports are available from either. The study was funded by the National Institute of Education (Contract No. 400-73-0069). Dr. Joseph Vaughn, the Project Officer, deserves major credit for exercising the leadership and having the vision to expand the study. if TABLE OF CONTENTS Page Preface Introduction Exemplary Programs Serving beginning Teachers: Case Study Sites 3 Exemplary Programs Serving Beginning Teachers: Other Sites Described in the Study 5 Educators, Institutions and Agencies Interested in Programs for Beginning Teachers 7 iii INTRODUCTION Volume IV includes lists of people who might serve as resourcesto educators who are developing or modifying programs toassist beginning teachers. The first list presented is the list of thelocations and directors of the four case study sites ETS staff visited.They represent exemplary programs serving beginning teachers. The process for identifying exemplary programs was essentially one of peernomination. That process is described more fully in Volume II of this study. Three of the case study sites are associated withinstitutions of higher education and are in the purview of a schooldistrict. Two are described as "Intern" programs, but in all instancesthe beginning teachers in these programs were functioning as "real" teacherswith sustained responsibility for a given group of pupils as well as theother perquisites and responsibilities of any beginning teacher. The second list is of the locations and directorsof the twenty exemplary sites also described in the study. In these cases, we did not have the opportunity to visit each site.However, the directors supplied ETS staff with a good deal of information by phone andin writing. District, state and university supported programs areincluded. We found all of these people dedicated to whatthey were doing and eager not only to share but to exchangeinformation. We recommend them as vauable human resources to anyone contemplzting a support programfor beginning teachers. Collectively they represent, in our opinion, the beginning of a network of educators with expertise that couldbe tapped to build effective programs anywhere in the nation. 8 2. The last and longest list is that of the persons we contacted during the life of the study. The people provided information, nominationE of exemplary programs and support to the study. The list, then, is that of educators from a variety of institutions and agencies who are interested the problems of beginning teachers. The list is organized geographically to make it easy for program planners to identify and locate people with similar interests in their state or region of this country. 9 3. Exemplary Programs Serving Beginning Teachers: Case Study Sites Stanford University University of Oregon Stanford Intern Program Resident Teacher Master's CERAS Building Degree Program Stanford, CA 94305 Eugene, OR 94703 (415) 497-4891 (503) 686-3530 Dr. Robert Calfee Dr. Calvin Zeigler Jefferson County Public Schools Temple University New Teacher Inservice Program Intern Teaching Program for 1209 Quail Street College Graduates Lakewood, CO80215 Philadephia, PA 19122 (203) 231-2222 (215) 787-8041 Dr. Royce Horning Dr. H. Bernard Miller 10 I 5. Exemplary Programs Serving Beginning Teachers: Other Sites Described in the Study University of Arizona-Tucson, Arizona University of California, Los Angeles State U., & N. Arizona U.-Flagstaff Team L Arizona Universities Consortium School of Education, UCLA Residency Program Los Angeles, CA 90024 Arizona State University (213) 825-1157 Tempe, AZ 85281 Madeline Hunter (602) 626-1116 or -4907 Dr. Paul Allen, U. of Arizona, Director University of Southern California Accelerated Emergency Teacher Certification Program Claremont Craduate School University Perk Teacher Education Internship Program Los Angeles, CA 90007 Harper IS (213) 741-2930 Claremont, CA 91711 Don Wilson ('14) 621-8000 Dr. Dennis S. Tierney University of Northern Colorado Resident Teaching Program College of Ne Dame 29 McKee Nall Intern Program College of Education 80639 Belmont, CA 94002 Greeley, CO 351-2024 (415) 593-1601 (303) Sister Emile Zenner Dr. Ed Fielder Irvine School District Georgia Department of Education Intern Teacher Program Performance Based Certification P. O.
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