Mentoring vs. Induction Programs AED/201 April 10‚ 2011 Audrey E. Lane Mentoring vs. Induction Programs Many new teachers are not prepared when they enter the system as an educator. Some did not anticipate the heavy work load‚ low pay‚ stress or lack of resources that comes with teaching and as a result 15 percent of teachers leave the field after their first year (Kauchak). Some districts and states have come up with plans to help keep new teachers and lower that turnover rate. Two
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The need for mentoring programs for principals has occurred due to the high stakes of accountability for improving schools through student achievement. The idea that new leaders should have mentors to guide them through their career development with skills and managing the stress of their occupation has become increasingly accepted (Mertz‚ 2004). Even veteran leaders can benefit from an opportunity to receive advice‚ support and role modeling from other colleagues. In these types of relationships
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INDUCTION PROGRAMME Hospitality Industry has relatively high employee turnover‚ averaging as much as 200 to 300 percent per year (Woods‚ 2002). Employee turnover in their first 30 days is to blame for such high percentage. New environment‚ overload of information‚ pressure to perform for new bosses and obey new work rules‚ this combination of new things may make a new employee feel insecure and overwhelmed and often are the cause of resigning. Company which invest their money into recruiting process
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Effects of Teacher Induction/Mentoring Programs on Teacher Attrition Karen Pack University of South Carolina Abstract In response to the nation’s call that all teachers be highly qualified‚ many states and school districts have put into place some type of teacher mentor or induction program to assist teachers entering the profession for the first time. Programs typically address areas such as classroom management‚ instructional framework and student assessment. The purpose of this research
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Induction programs are a key to the success of any profession in the work force‚ from the unskilled assembly job‚ to the manager of a business. Such a program outlines the expectations placed on that person‚ and to help achieve the highest rate of success in their career. Nowhere is this more evident in school systems today. In such a fast paced‚ high-pressure atmosphere that is under the scrutiny of the public eye‚ a district employee needs every resource that is available to them to excel. Designing
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There are a number of distinctive HR policies and procedures which elevate DWA as a preferred employer by employees. DWA has several mentoring programs which support the development and training of new staff. The programs are an important way to engage new hires into the DWA culture‚ and this could be their first professional job out of college (DreamWorks Animation‚ n.d.). In a 2010 interview‚ DreamWorks Animation’s Head of HR is Daniel Satterthwaite stated‚ “In a rapidly growing environment
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Induction Induction is the process for introducing a new employee to their work environment. It extends from the moment the prospective employee reads the advertisement for the position and fuses with their training and development as a part of the organisation. Why do we need an induction procedure? A proper induction will give both the employees and the organisation the following benefits: (1) It improves the motivation of new employees by helping them (2) quickly assimilate the
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“Induction is the process by which the new recruit is familiarized with the working environment.” (Maimunah‚ 2008) An induction program is a plan for novices to get used to the working environment and as well as introducing them to their future colleagues. An induction program normally starts with a heartwarming introduction of the company. During this process‚ the novices will be exposed to the company’s history‚ background and also operation. Furthermore‚ novices will also be introduced to
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Mentoring programs are often designed for the benefit of mentees‚ and they carry great potential in enhancing one’s personal and professional growth. The benefits of mentoring‚ however‚ often extend far beyond the relationship’s initial purpose and can yield many reciprocal benefits for all those involved: the mentees‚ the mentors‚ and the community. As such‚ there are a number of tangible benefits that we‚ as mentors‚ can derive from our experiences. Prior to my involvement with the Collaborative
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The purpose of this study was to determine what kind of mentoring strategies are used in video-observation mentoring program at a four-year university teacher training program. This study was conducted with preservice teachers in the second most diverse urban campus in the United States. Carspecken’s critical qualitative research method was adopted for this study as the complex process of mentoring preservice teachers cannot be explained by quantitative methods alone‚ it needs to be thoroughly examined
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