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Teaching in the Early Years of Practice: a Five-Year Longitudinal

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Teaching in the Early Years of Practice: a Five-Year Longitudinal Teaching in the Early Years of Practice: A Five-Year Longitudinal Study www.teachers.ab.ca AN ATA RESEARCH UPDATE: JUNE 2013 RESEARCH UPDATE: ATA AN © Copyright 2013 Unauthorized use or duplication without prior approval is strictly prohibited. ISBN 978-1-927074-17-6 The Alberta Teachers’ Association 11010 142 Street NW, Edmonton, AB T5N 2R1 Telephone 780-447-9400 or 1-800-232-7208 www.teachers.ab.ca Table of Contents Preface ................................................................................................................................................ 1 Executive Summary ........................................................................................................................... 3 Purpose of the Study ....................................................................................................................... 3 Study Design .................................................................................................................................. 3 Literature Review ............................................................................................................................ 3 Key Findings ................................................................................................................................... 4 What It’s Like to Be a New Teacher ........................................................................................... 4 Supports Available at the School Level ..................................................................................... 4 Supports Available at the District Level ..................................................................................... 5 Underemployment and Insecure Employment ............................................................................ 5 A Cycle of Overwork ................................................................................................................ 5 Importance of Collaboration ..................................................................................................... 5 Challenges Facing Remote Schools .......................................................................................... 5 Conclusions .................................................................................................................................... 6 Future Directions ............................................................................................................................. 6 Background ........................................................................................................................................ 7 Why Study Beginning Teachers? ...................................................................................................... 7 Teacher Supply, Demand and Attrition in Alberta ............................................................................... 8 Characteristics of Beginning Teachers .............................................................................................. 8 Effective Teacher Induction .............................................................................................................. 9 Study Design .................................................................................................................................... 11 Pilot Study .................................................................................................................................... 11 Longitudinal Study ........................................................................................................................ 11 Study Sample ....................................................................................................................... 11 Data Collection ..................................................................................................................... 12 Data Analysis ........................................................................................................................ 12 Sample Attrition ..................................................................................................................... 13 Findings ............................................................................................................................................ 15 Working Conditions ....................................................................................................................... 15 Changes in Working Conditions Over Time .............................................................................. 16 Working Conditions and Relationships .................................................................................... 16 Attractiveness of Teaching as a Career ................................................................................... 17 Development of a Professional Identity .................................................................................... 18 The Role of Feedback in Teacher Growth ........................................................................................ 19 Feedback from Administrators ................................................................................................ 20 Evaluations ........................................................................................................................... 21 The Importance of Setting Boundaries ............................................................................................ 21 i Relating to Veteran Teachers .......................................................................................................... 22 Gaining Acceptance as a Professional .................................................................................... 23 Developing Respect for Veteran Teachers ............................................................................... 24 Mastering the Art of Teaching ......................................................................................................... 24 Developing a Style of Practice ................................................................................................ 25 Learning to Set Priorities ........................................................................................................ 26 Learning Organizational and Time-Management Skills ............................................................. 26 What New Teachers Value Most ...................................................................................................... 27 Synthesis and Analysis: Key Themes ........................................................................................... 28 Achieving a Work–Life Balance ...................................................................................................... 28 Value of Preservice Preparation ...................................................................................................... 30 Employment Stability ..................................................................................................................... 30 Leaves of Absence ................................................................................................................ 31 Mobility ................................................................................................................................. 32 Impact of Employment Instability on Professional Growth .......................................................... 33 Difficulty Attaining a Continuing Contract ................................................................................. 35 Effective Induction Practices .......................................................................................................... 37 Importance of a Multifaceted Approach .................................................................................. 37 Most Effective Induction Practices .......................................................................................... 38 School-Level Support ............................................................................................................ 40 District-Level Support ............................................................................................................ 41 Conferences and Off-Site Professional Development ................................................................ 43 Ongoing Professional Development ........................................................................................ 44 A Hierarchy of Needs ............................................................................................................ 44 Navigating School Politics .............................................................................................................. 47 Status Hierarchies in Schools ................................................................................................. 47 The Role of Administrators ............................................................................................................. 50 Conclusion ........................................................................................................................................ 52 Induction from a Systems Perspective ............................................................................................ 52 Improving Induction Practices at the System Level ................................................................... 53 Breaking the Cycle .......................................................................................................................
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