ERIC EJ839905: Developing Best Practices of Teacher Induction

2008·0.32 MB·English

by  ERIC

DEVELOPING BEST PRACTICES OF TEACHER INDUCTION

Lori L. Moore, Assistant Professor
Texas A&M University
Benjamin G. Swan, Assistant Professor
University of Idaho

Abstract

Problems and challenges faced by beginning teachers have been well documented in the
literature and have created the need for teacher induction programs in all disciplines, including
agricultural education. This paper used literature from inside and outside the agricultural
education discipline to identify and describe best practices in teacher induction yielding a
framework called the Best Practices of Teacher Induction for Agricultural Education. This
framework is based on the work of Camp and Heath (1988), who identified four contributor
groups responsible for teacher induction, and the work of Stansbury and Zimmerman (2000),
who identified high and low intensity teacher induction activities. Within the framework, the
roles and responsibilities of four contributor groups (local school districts, professional
associations, state department of education, and teacher educators) have been described within
the context of both high and low intensity activities.

Introduction and the Problem transition from student to professional when
beginning teachers are offered supervision
In 1987, Schuman (as cited in Nesbitt & and support as they adjust to their new
Mundt, 1993) went so far as to say that roles‖ (p. 25). Sprinthall, Reiman, and
teaching is perhaps the most difficult of all Thies-Sprinthall (1996) identified four goals
professions to master. Given the fact that of teacher induction programs: (1) to
beginning teachers are expected to perform improve learning and teaching for students,
the same jobs at the same level as veteran (2) to retain and induct novice teachers, (3)
teachers, it is no surprise that the first years to reward and revitalize experienced
of teaching are quite challenging. As early teachers in mentor roles, and (4) to increase
as the 1980s, Scott (1988) saw the issue of professional efficacy.
how to provide an induction program that Problems and challenges faced by first
will reduce the problems and challenges year teachers have been well documented in
faced by beginning vocational teachers as a agricultural education (Joerger, 2002;
critical issue facing the profession. It is still Joerger & Boettcher, 2000; Mundt, 1991;
a problem facing the agricultural education Mundt & Connors, 1999; Myers, Dyer, &
profession. In fact, one of the priority Washburn, 2005; Talbert, Camp, & Heath-
initiatives included in the National Research Camp, 1994) and other teaching disciplines
Agenda: Agricultural Education and (Brock & Grady, 1998; Veenman, 1984).
Communication 2007-2010 was to ―develop Brock and Grady reported the following
and assess effective induction r a n k - o rdered list of problems faced by
models of early career teachers‖ (Osborne, beginning teachers: (1) classroom
2007). management and discipline, (2) working
The concept of teacher induction is well with mainstreamed students, (3) determining
accepted (Camp & Heath, 1988; Fessler & appropriate expectations for students, (4)
Christensen, 1992; Houle, 1980). According dealing with stress, (5) handling angry
to Blair-Larsen and Bercik (1992), ―Teacher parents, (6) keeping up with paperwork, (7)
induction is defined as the period of grading/evaluating student work, (8)
Journal of Agricultural Education 60 Volume 49, Number 4, 2008
Moore & Swan Developing Best Practices…
handling student conflicts, (9) pacing varies (Kelley, 2004). Sprinthall et al.
lessons, (10) varying teaching methods, (11) (1996) noted that, ―Decisions about the
dealing with students of varying abilities, content and character of teacher induction
and (12) feeling inadequate as a teacher. programs are most often based on political
Within agricultural education, Mundt and and legislative mandate rather than sound
Connors (1997) identified categories of educational planning‖ (p. 691). Brock and
problems and challenges faced by beginning Grady (1998) noted that ―although most of
agriculture teachers. In their study, the top the literature on teacher induction has
five ranked categories were: (1) managing focused on the importance of mentors,
the overall activities of the local FFA principals are clearly key figures in the
chapter, (2) balancing professional and induction process‖ (p. 180). Brock and
personal responsibilities and maintaining Grady‘s comment rings true in agricultural
personal motivation and a positive outlook, education. Mentoring has been well
(3) properly managing your time, documented in the literature (Greiman,
completing paperwork and meeting required Walker, & Birkenholz, 2002; Peiter, Terry,
deadlines, (4) building the support of & Cartmell, 2003a, 2003b, 2005). However,
faculty, counselors and administrators despite being identified as key figures in the
within the school system, and (5) using process, studies in agricultural education
proper classroom management strategies and have provided rather negative findings with
dealing with student discipline problems. respect to the level of assistance provided by
More recently, Myers et al. (2005) principals during the induction process.
conducted a Delphi study to identify major Mundt (1991) concluded that principals
issues faced by beginning agriculture were providing little additional help or
teachers. The top five ranked categories in supervisory assistance to beginning
their study were: (1) organizing an effective agriculture teachers. Similarly, Greiman et
alumni chapter, (2) organizing and effective al. (2002) found that beginning teachers
advisory committee, (3) organizing and were receiving very little program
planning FFA chapter events and activities, management assistance from administrators,
(4) management of student discipline in the especially related to some of the major
classroom, and (5) recruiting and retaining categories of need identified by first-year
alumni members. The differences between teachers such as time management,
rank-orders of problems faced by teachers in balancing personal and professional
the Brock and Grady (1998) study and the responsibilities, and in areas unique to
studies in agricultural education are no agricultural education.
doubt due to the additional responsibilities A United States Department of
agriculture teachers face with respect to Education report titled, From Students of
SAE and FFA program supervision. It is the Teaching to Teachers of Students: Teacher
common problems faced by all teachers Induction Around the Pacific Rim
coupled with the additional responsibilities (Moskowitz & Stephens, 1996), noted that
of agriculture teachers that justify the need successful teacher induction programs, no
for teacher induction programs in matter the country or discipline, have six
agricultural education. characteristics in common: (1) new teachers
Although numerous studies in are viewed as professionals on a continuum,
agricultural education have examined with increasing levels of experience and
various components of the induction responsibility and that novice teachers are
process, such as needs of first-year teachers not expected to perform the same job as
and the role of mentors, few have focused veteran teachers without significant support,
on the program as a whole. There are (2) new teachers are nurtured, including
various types of teacher induction programs maximum interaction with other teachers,
ranging from those that are state mandated (3) teacher induction is a purposive and
and state funded to those that are completely valued activity, (4) schools possess a culture
voluntary and not state funded (Gold, 1996). of shared responsibility and support such
However, the quality and substance of these that most staff members contribute to the
existing programs for teacher induction development of the new teacher, (5)
Journal of Agricultural Education 61 Volume 49, Number 4, 2008
Moore & Swan Developing Best Practices…
assessment is downplayed, and (6) political, education should provide direction,
financial, and time commitments are sought teacher education faculty members
from relevant authorities. The report went should provide a theoretical and research
on to describe how the United States differs, base, the local school administrators
and in many cases is lacking, in each of should provide support and direct
these areas from the teacher induction assistance on a day-to-day basis, and
programs studied, including programs in members of the profession through
Japan, New Zealand, and the Northern professional organizations should
Territory of Australia. provide subject-specific assistance. (p.
The major criticism faced by teacher 109-110)
induction programs is the lack of a
comprehensive theoretical or conceptual The Camp and Heath collaborative
framework for teacher induction (Gold, approach to teacher induction was the first
1996; Little, 1990; Sprinthall et al., 1996). approach to identify the various contributor
This is especially evident when synthesizing groups that should be involved in teacher
the literature related to various contributors induction programs specifically designed for
and activities that have been, or should be, vocational teachers. However, within the
included in teacher induction programs. description of their approach, the authors
Stansbury and Zimmerman (2000) did mentioned only broad roles and
describe specific support strategies that responsibilities of each group, not the
should be included in new teacher programs. specific activities each group should be
They classified the strategies as either low responsible for.
intensity, those that make minimal demands In reference to beginning teachers and
on district and school resources, or high induction program activities, Stansbury and
intensity, those that are more taxing but at Zimmerman (2000) posit, ―What lifelines
the same time more effective (Stansbury & can we offer so they will remain in the
Zimmerman). Although the authors did profession and develop into highly effective
describe specific support strategies, they classroom educators?‖ (p. 2). According to
focused solely on those offered by the Stansbury and Zimmerman, these lifelines
school district without mention of other come as either high intensity or low
contributor groups and the activities that intensity teacher induction activities. They
they should offer within the program. identified specific activities, both high and
Within agricultural education, Nesbitt and low intensity, that should be implemented in
Mundt (1993) described the three beginning teacher induction programs
components of a program housed within the (Figure 1). High intensity activities are those
Agricultural and Extension Education that require substantial funding and effort to
Department at the University of Idaho. In develop and support beginning teachers
their programs, beginning teachers received including selecting and training effective
support by way of individual on-site mentors, providing release time, roving
consultations, seminars, and assignments substitute(s) releasing beginning and mentor
that could be completed for university teachers, mini-courses addressing common
credit. The majority of the other studies challenges, examining evidence and
found within agricultural education focused developing reflective practice, and
on a particular aspect of the program, rather networking new teachers into reflective
than the overall program itself. practice groups (Stansbury & Zimmerman).
Although they require more money and
Theoretical/Conceptual Framework effort, higher intensity activities have shown
improved teacher effectiveness (Stansbury
Camp and Heath (1988) identified four & Zimmerman). Low intensity activities are
contributor groups that should be involved those that require little funding and less
in teacher induction programs for vocational effort by all involved compared with high
teachers. According to Camp and Heath, intensity activities, including orienting new
teachers, matching beginning and veteran
Officials of the state department of teachers, adjusting working conditions, and
Journal of Agricultural Education 62 Volume 49, Number 4, 2008
Moore & Swan Developing Best Practices…
promoting collegial collaboration (Stansbury satisfaction (Stansbury & Zimmerman).
& Zimmerman). Such low intensity efforts Low intensity efforts do not appear to
suggest that participating beginning teachers develop teacher effectiveness, but address
have higher retention rates and job retention issues

High Intensity Activities

 Mini courses

 Networking new teachers
Increased
 On-site visitation Teacher
 Selecting & training effective mentors
Effectiveness
 Mentoring
 College credit

 Providing release time

Beginning  Roving substitute
Teacher  Group observation and advice
Induction
Program
Low Intensity Activities

 Orienting new teachers Increased
 Promoting collegial collaboration Teacher
 Adjusting working conditions Retention
 Matching beginning and veteran teachers

Figure 1. High and low intensity activities in beginning teacher induction.

Purpose the creation of the Best Practices of Teacher
Induction for Agricultural Education
Combining the work of Camp and Heath framework, referred to as Best Practices
(1988) with the work of Stansbury and (Figure 2). The contributors‘ involvements
Zimmerman (2000) provided the basis for with specific activities are described.

Journal of Agricultural Education 63 Volume 49, Number 4, 2008
Moore & Swan Developing Best Practices…
BEST PRACTICES OF TEACHER INDUCTION FOR AGRICULTURAL EDUCATION
CONTRIBUTORS
Local Professional State Dept. of Teacher
ACTIVITY District Association Education Education
High Intensity
 Selecting & training effective
  
mentors
 Mentoring  
 College credit 
 Providing release time 
 Roving substitute 
 Mini-Courses addressing
   
common challenges
 Networking new teachers    
 Group observation & advice 
 On-site visitation    
Low Intensity
 Orienting new teachers   
 Matching beginning &
 
veteran teachers
 Adjusting working conditions 
 Promoting collegial
 
collaboration

Figure 2. Best practices of teacher induction for agricultural education.

Description of Best Practices for Teacher Practices framework provides a structure for
Induction Using Supporting Research induction activities, provided there is
support from various contributors.
The Best Practices framework includes
engaged contributors that organize and High Intensity Activities
provide teacher induction activities. The In looking at the Best Practices
four engaged contributors are the local framework, it is evident that the local district
district, professional association, state should bear primary responsibility in
department of education, and teacher conducting high intensity activities.
education (Camp & Heath, 1988). Each However, all four contributor groups should
contributor plays a significant role in share responsibility for conducting many of
preparing, supporting, and developing the high intensity activities.
beginning teachers. The Best Practices
identifies which contributor is involved with Selecting & Training Effective Mentors.
which activity. Perhaps Talbert et al. (1994) Stansbury and Zimmerman (2000) shared
stated it best when they said, ―Teacher that the minimum criteria for selecting a
educators, local educational leaders, state mentor are that the mentor is a successful
department of education leaders, and leaders classroom teacher, can articulate their
of the professional organizations must all practice, and has a level of understanding of
accept some responsibility for guiding and how long it takes to get to the teaching level
nurturing novices‖ (p. 35). The Best that they themselves are at. Veteran teachers
Journal of Agricultural Education 64 Volume 49, Number 4, 2008
Moore & Swan Developing Best Practices…
identified as potential mentors need to meet received assistance from another agricultural
the criteria set forth by Stansbury and teacher from another school and found the
Zimmerman. In essence, two mentor pools support rather helpful. These subject matter
should be identified: one established by the mentors are the responsibility of the
local district consisting of on-site teachers professional association. In single teacher
and the other by the professional association departments and some multiple teacher
consisting of agriculture teachers within the departments, beginning agriculture teachers
school, local FFA district, or nearby schools might need to locate subject matter mentors
who can serve as subject matter mentors. outside the school as well as an in-school
Simon (1989) recommended that ―beginning mentor. However, in multiple teacher
teachers should be allowed to select their departments, a fellow agriculture teacher
own mentor(s)‖ (p. 223). might fulfill both roles. Darling-Hammond
It is not enough to simply identify (2006) found that expert mentors within the
potential mentors who meet the set criteria. same field as the beginning teacher had the
Once the potential mentors have been greatest effect on retention and student
identified, they must then be trained to serve learning.
as effective mentors. This training must College Credit. Mundt and Connors
consist of several elements such as (1997) recommended that beginning teacher
observation skills, strategies for working assignments be aligned with state mandated
with adults, cognitive coaching, how to reports and embedded within graduate
collect evidence of teaching to improve courses for credit to provide recent bachelor
effective teaching, how to identify and degree awardees an opportunity to jumpstart
communicate beginning teacher strengths, their graduate degree while participating in
and how to build on those strengths an induction program. Kelley (2004) found
(Stansbury & Zimmerman, 2000). that beginning teachers from six school
Furthermore, mentors should not be districts ―expressed appreciation for the
supervisors and/or in an evaluation role. graduate activities embedded in the
Peiter et al. (2003a) found that i n d u c t i o n experience‖ (p. 445). Beginning
mentoring was viewed by some beginning teachers agreed (92%) that the assignments
agriculture teachers as an evaluation given within their graduate courses were
program, rather than mentoring. The r e l e v a n t ( Nesbitt & Mundt, 1993). Franklin
local district, professional association, and and Haverland (2007) reported that 42.8%
teacher education should prepare o f agricultural teacher preparation programs
mentors. in the Western Region offer college courses
Mentoring. Careful mentor selection as primarily designed for beginning teachers.
outlined above combined with mentor Teacher education is responsible for
training that stresses assessment, as opposed providing opportunities for beginning
to evaluation, would help ensure that teachers to enroll for graduate credit.
mentoring is helpful to beginning teachers. Providing Release Time. Simon (1989)
Beginning agriculture teachers ―valued the found that ―subject matter mentors were
experiences of current teachers and wished frustrated with the lack of time they had for
to learn from them‖… and sought …―more communication, observation, and for sharing
advice and ideas on how to engage students teaching materials with beginning teachers‖
in learning, and how to create more (p. 223) and proposed that one period per
experiential activities‖ (Greiman, Walker, & day be reserved for the mentor and
Birkenholz, 2005, p. 99). Beginning teachers beginning teacher to accomplish such tasks.
ranked an informal mentor from the local Though recommended, there is a lack of
school as being most helpful, but only 67% literature in agricultural education
of respondents received this assistance describing the incorporation of such
(Greiman et al., 2002). Mentors from within activities in an induction program. Release
the school district are the responsibility of time should be provided by local school
the local district. districts and/or administrators.
In their study, Greiman et al. (2002) Roving Substitute. A roving substitute
reported that 87% of beginning teachers teacher can provide release time for a
Journal of Agricultural Education 65 Volume 49, Number 4, 2008
Moore & Swan Developing Best Practices…
beginning teacher and on-site mentor to work out issues with a highly trained
meet by the substitute teaching the educator with no report back to the home
beginning teacher‘s class during the district (Stansbury & Zimmerman, 2000).
mentor‘s preparation period. The frequency Such networking between teachers
of this occurrence needs to be determined addressed some of the challenges of
and provided by the local district if normally isolation and socialization issues
scheduled release time does not occur. experienced by beginning agriculture
Mini-Courses Addressing Common teachers (Greiman et al, 2005). The four
Challenges. Mini-courses need to be contributors should coordinate opportunities
incorporated into the beginning teacher for beginning agriculture teachers to meet
induction program to meet specific within districts at least once a month with
challenges within the topics of FFA, SAE, two mentors, one provided by the
varying agriculture content, and emerging professional association for program issues,
technologies. Mundt (1991) found it and one from teacher education to address
―imperative that the teacher possess pedagogical issues.
management and organizational skills‖ (p. Group Observation & Advice. Some
23). Mundt and Connors (1999) schools in Japan have all beginning teachers
recommended that ―time and organizational present their ―best possible lesson‖ in a real
strategies be incorporated as components of class observed by their colleagues
courses and workshops for‖ … ―beginning (Stansbury & Zimmerman, 2000). Most
teachers‖ and that ―ideas for building beginning teachers found the critique and
community, parental, faculty, counselor, and advice quite helpful for their development as
administrator support for the program a teacher (Stansbury & Zimmerman). There
continue to be important components of is a void in the literature related to this
courses and inservice workshops for‖… activity in the majority of induction
―beginning teachers‖ (p.75). Greiman et al. programs including those in agricultural
(2002) found that first-year teachers education. This form of high intensity
received very little district assistance activity should be explored and coordinated
regarding managing time, balancing by the local school district.
responsibilities, and in areas unique to On-Site Visitation. All four contributors
agricultural education. Franklin and should make efforts to visit beginning
Haverland (2007) reported that 66.6% of teachers. Anderson, Barrick, and Hughes
teacher preparation programs in the Western (1992) found that teacher educators were
Region conduct workshops targeted for primarily responsible for coordinating and
beginning teachers. Franklin and Molina delivering supervision of first year teachers.
(2006) found that nearly 73% of agricultural Nearly 60% of the teacher education
teacher education programs across the programs in the Franklin and Molina (2006)
country conduct workshops targeted for study reported supervising beginning
beginning teachers, yet these mini-courses teachers in the field. However, only 42.8%
need to be supported and conducted by the of agriculture teacher programs in the
local district and between the state Western Region reported providing on-site
department of education, teacher education, supervision of beginning teachers (Franklin
and the professional association (Greiman et & Haverland, 2007). Following their on-site
al., 2005). Furthermore, Mundt and Connors visits, Nesbitt and Mundt (1993) reported
(1997) recommended that ―those involved in they provided beginning teachers with a
providing the leadership for the State and written narrative of their visit. The
National FFA organizations provide authors went on to report that 84% of the
guidelines to new teachers for effectively beginning agriculture teachers in
managing the local FFA chapter during the their study found these narratives to be of
first years of teaching‖ (p. 75). benefit.
Networking New Teachers. Some Mundt (1991) found that ―beginning
schools in Switzerland have partnered with teachers would have preferred more in-
neighboring schools to create a network of classroom supervision from the principal‖
beginning teachers able to freely discuss and (p. 22). Joerger and Boettscher (2000)
Journal of Agricultural Education 66 Volume 49, Number 4, 2008
Moore & Swan Developing Best Practices…
found that those beginning teachers who topics, including, but not limited to,
received feedback from their principal made classroom management, teacher and student
a high impact on the beginning teachers. handbooks, paper work required of
This provides more evidence that principals educators, expectations of teacher
are key players in teacher induction and that performance, and reviewing teacher
they should increase their efforts to visit developed classroom expectations and
beginning teachers. syllabi.
There is a lack of literature related to the Although much of what has been
on-site supervision of beginning agriculture reported in the literature related to
teachers from state departments of education orientation of new teachers focused on the
and professional organizations. Despite this role of the local school district, this is one
lack of research, these two groups can, and low intensity activity in which other
should, play a significant role in visiting contributor groups should also be involved,
first-year teachers. but in slightly different ways. Professional
organizations should ensure that beginning
Low Intensity Activities agriculture teachers are aware of the
As with the high intensity activities, the organization and the benefits of
primary responsibility for conducting many membership. Furthermore, they should
of the low intensity activities falls to the orient new teachers to relevant policies and
local district. However, there are activities in procedures within the association. The same
which other contributor groups should be is true for state departments of education.
involved. Representatives of the state department of
Orienting New Teachers. Prior to the education should orient beginning
school year beginning, districts should agriculture teachers to the expectations of
provide an orientation to new faculty giving the state department prior to the start of the
an overview of policies, procedures, school year.
performance expectations, and site-specific Matching Beginning & Veteran
details. This activity is perhaps one of the Teachers. Simply matching beginning and
most popular low intensity activities and is veteran teachers and encouraging a
currently included in many teacher induction buddy/cheerleader relationship is considered
programs. Of the 56 elementary and high low intensity because of the lack of direction
school principals who participated in a study and planned effort. This pairing of teachers
conducted by Brock and Grady (1998), 61% should occur before the school year begins.
indicated they offered an orientation for new Often, agriculture teachers are paired with
faculty members before school opened. At nonagriculture teachers on site. In essence,
first look, the statistics within agricultural this activity creates an opportunity for a very
education may appear even more informal in-school mentor relationship to
impressive. Ninety percent of the first-year develop. Despite being low intensity, the
teachers included in the Greiman et al. value of in-school mentors for beginning
(2002) study reported receiving an agriculture teachers has been noted. As
orientation to the school before school Simon (1989) stated, ―In-school mentors
opened. However, despite such a high helped beginning teachers understand the
percentage of respondents who received political aspects of the school, including
orientation to the school, only 60% felt the standard operating procedures, school
local administrator clearly communicated policies and practices and the importance of
their expectations for the desired the teacher‘s union‖ (p. 222).
performance of the beginning teacher Adjusting Working Conditions. Although
(Greiman et al., 2002). The study also beginning agriculture teachers may teach the
showed that the beginning teachers wanted same number of periods per day as other
more assistance with required paperwork teachers on campus, including beginning
such as forms, reports, applications, grants, teachers in other disciplines, they often have
etc. Therefore, it is recommended that a higher number of different classes to
meetings and instruction during the prepare for. Couple this with FFA and SAE
orientation should cover a wide range of supervision responsibilities and it is no
Journal of Agricultural Education 67 Volume 49, Number 4, 2008
Moore & Swan Developing Best Practices…
surprise that time management has been teaching career, and expressed a need for
cited in the literature as a major problem socialization within the school‖ (p. 102).
faced by beginning agriculture teachers Other contributor groups, especially
(Mundt & Connors, 1999; Talbert et al., professional associations, should play a role
1994). Reducing the number of classes to in promoting collegial collaboration. It is not
prepare for during the first year would be enough for a new teacher to feel part of the
advantageous. An example of this would be school community; they should also feel as
having two periods of the Agricultural though they are part of the agricultural
Science I, thus providing new teachers less education community as well. At the very
required time preparing and more time least, association members on the local level
improving instruction because of teaching should make sure beginning agriculture
the content more than once. Another teachers are introduced to other agriculture
example of adjusting work conditions would teachers in the area.
be to provide beginning teachers an
additional planning period. Joerger and Conclusions and Recommendations
Boettcher (2000), concluded that ―though it
seldom occurred, beginning agricultural Based on a review of literature, within
education teachers believed that having an and outside agricultural education, lifelines
extra planning period would have had a in the form of low and high intensity
major impact on their teaching experience‖ activities and which of four contributor
(p. 594). Any additional time would also groups should be involved in the
provide the beginning agriculture teacher administration/implementation of each
additional time to focus on other activity has been proposed in the Best
components of their job such as FFA Practices of Teacher Induction for
program responsibilities, another area Agricultural Education creating a framework
identified in the literature as a significant for investigation. As a result, there is still
problem faced by beginning agriculture much work to do.
teachers (Myers et al., 2005; Mundt & If it takes a village to raise a child, then
Connors, 1997). perhaps it takes four contributor groups to
Promoting Collegial Collaboration. ―raise‖ a teacher. Anecdotal evidence
Collegial collaboration is considered a low suggests that not much has changed since
intensity activity because it generally occurs Nichols and Mundt (1993) stated, "It
rarely and has no cost to it. When teachers appears that more communication and
are grouped across grade level or within dialogue must occur between various
departments to address classroom and positions within education. When this
school challenges, this is considered occurs, beginning teachers will benefit." (p.
collegial collaboration. Beginning teachers 232). Although the proposed Best Practices
can be valuable in these situations as they identified several activities requiring the
bring a fresh perspective and have participation of all four contributor groups,
completed coursework more recently than research efforts need to be conducted to
veterans. The agriculture teacher is often in determine the willingness and agreement of
a small department and should be grouped each to implement the identified activities. It
with other career and technology teachers, would also be beneficial to involve
thus common topics can be worked on beginning teachers themselves in this type of
between the different disciplines. research.
The need for collegial collaboration is The Best Practices described in this
further demonstrated by feelings of isolation paper rely heavily on the participation of
often felt by beginning agriculture teachers local school principals and administrators.
due to the location of the agricultural However, studies in agricultural education
education department or a lack of contact have shown a lack of participation by this
with other teachers (Greiman et al., 2005; important group (Greiman et al., 2002;
Talbert et al., 1994). Greiman et al. (2005) Mundt, 1991). Future studies should identify
noted that ―novice teachers experienced barriers preventing principals from being
feelings of isolation as they began their more involved in the induction activities of
Journal of Agricultural Education 68 Volume 49, Number 4, 2008
Moore & Swan Developing Best Practices…
beginning agriculture teachers. Furthermore, Though it was outside the scope of this
the level of training related to teacher study, research in the area of the impact of
induction included in the preparation the teacher induction activities included in
programs of future principals should be the proposed Best Practices on job stress,
investigated. job satisfaction, and the self-efficacy of
The incorporation of some of the beginning agriculture teachers is also
activities included in the Best Practices warranted.
framework have not been well documented
in the agricultural education literature. References
Future studies should be conducted to
determine the effects of providing release Anderson, T. J., Barrick, R. K., &
time for mentor teachers and beginning Hughes, M. (1992). Responsibilities of
teachers to meet on a regular basis. Studies teacher education for vocational
should also be conducted to assess the value teacher professional development programs.
of on-site supervision by state staff members Journal of Agricultural Education, 33(2),
and representatives of professional 43-50.
organizations as well as peer evaluations by
other teachers within a beginning teacher‘s Blair-Larsen, S. M., & Bercik, J. T.
own school. These studies should describe (1992). A collaborative model for teacher
the perceptions of participants as well as induction. Education, 113(1), 25-31.
investigate the impact of these activities on
both retention of beginning teachers and Brock, B. L., & Grady, M. L. (1998).
factors such as job stress and job Beginning teacher induction: The role of the
satisfaction. principal. The Clearing House, 71(3), 179-
―It is essential that the more focused 183.
questions regarding in-depth studies on the
context, content, process, and consequences Camp, W. G., & Heath, B. (1988).
of providing support be addressed if the Structuring the induction process for
support components of programs are to be beginning vocational teachers. In W. G.
effective‖ (Gold, 1996, p. 587). Gold further Camp and B. Heath (Eds.), On becoming a
noted that ―…factors interact in a myriad of teacher: Vocational education and the
ways to create a total experience‖ and ―to induction process (pp. 105-119). Berkley,
focus on one or only a few of these is CA: National Center for Research in
insufficient‖ (p. 589). As Joerger & Vocational Education.
Boettscher (2000) noted, the agricultural
education profession needs to continue to Darling-Hammond, L. (2006). Powerful
explore the perceptions of beginning teacher education. Jossey-Bass: San
agriculture teachers related to the teacher Francisco, CA.
induction activities they experienced.
In terms of funding beginning teacher Fessler, R., & Christensen, J. C. (1992).
induction, the state department of education The teacher career cycle: Understanding
has traditionally had major responsibility and guiding the professional development of
(Anderson et al., 1992). This study had teachers. Needham Heights, MA: Allyn and
proposed the activities and contributor Bacon.
groups responsible for each activity.
However, no attempt has been made to Franklin, E. A., & Haverland, E. (2007).
mandate the group(s) responsible for Teacher induction programs in agricultural
funding the entire program. Several funding education – Description of the role of
models may be possible and various states Western Region AAAE higher education
may see funding issues differently. In the teacher preparation programs. Proceedings
end, the manner in which the program is of the 26th Western Region Agricultural
funded is not as important as the fact that the Education Research Conference, Cody,
program is funded. WY.

Journal of Agricultural Education 69 Volume 49, Number 4, 2008