Systemic Professional Development and its Effect on Novice Teacher Dissertation

Systemic Professional Development and its Effect on Novice Teacher Retention Rates, A Qualitative Research Case Study - Dissertation Example The model of systematic professional development is also discussed vis-a-vis various parameters that influence teaching capabilities with significant impact on retention of novice teacher. Finally, possible remedies that have been suggested to date, with particular attention to mentorship, and systemic professional development were included in this review. To introduce newcomers to the professional culture of the school, induction and mentoring is often used, but with mixed success. For one thing, the time the assistance is offered is usually quite short, and often, if not always, the teacher is expected to be carrying an almost-full or full load. When compared with effective systemic professional development, induction and mentoring do not seem to be as successful. In the following section, the case study research methodology design will be established as a viable way to conduct a qualitative study. The specific qualitative research approach adopted for this study will be explored i n complete detail. Keywords: systematic professional development, K-12 education, retention/ attrition Section 2: Literature Review Introduction The study addresses the problem of low rate of retention among new teachers in the K-12 education system of the United States. The purpose of this study is to identify effective systemic professional development learning opportunities, if any, which aid in the retention of apprentice teachers in the teaching profession. The focus will be in answering the sub question: Why systemic professional development learning opportunities are beneficial to novice teachers? Systemic professional development is one of several possible strategies to deal with low retention amongst novice teachers. It has been credited with success in supporting apprentice teachers (Kent, 2004; Langraf, 2004; Wong et al., 1998). However, its possible influence on new teacher attrition rates is less studied. Siedentop (2006) suggests, that â€Å"what is really missing is systematic evidence to support that the approaches being advocated (work); there is some evidence to support the different positions, but it is spotty at best, flawed at worst† (p. 14). The literature to be reviewed consists primarily of books and scholarly journals from the last 15 years, though a few earlier studies are included to broaden the historical context. It concentrates on the situation in the United States, though studies of similar issues in Canada, the United Kingdom, Australia, and Europe will be consulted. The material for the review was gathered by library catalog and electronic database searches, using keywords relevant to each of its topics. The bibliographies found in nearly all source materials were critical in locating and identifying relevant studies, and the studies themselves sometimes cited valuable content from works that remained inaccessible. The gathering of material thus proceeded in a series of waves, where the last items discovered provided inf ormation on what would be most useful to access next. Literature examined in this section is closely associated with the most pertinent work available to address teacher attrition rates. Due consideration is given to the influence, if any, of professional development on novice teacher attrition rates. Included in this review is an investigation of the following:

Using an Ofsted report for an establishment not known to you, identify Essay

Using an Ofsted report for an establishment not known to you, identify possible future actions to be taken by the school to improve performance - Essay Example Where these were good they contributed to a high level of ICT capability, which pupils developed as they progressed through the school and which they could apply progressively in a range of subject contexts. 13 The layout of computer rooms at Elfed was found to be unsatisfactory, usually because there was no room for pupils to undertake work away from machines. Where there was a flexible and spacious arrangement, this enabled a greater variety of teaching and learning styles in lessons and facilitated better lesson planning in line with the ICT strand of the Key Stage 3 Strategy. 16 Elfed had some provision for technical support. In some cases a permanent member of the support staff had been specifically trained and could assist with both technical and curriculum requirements. Teachers who lacked confidence found this level of support invaluable and were reluctant to use ICT without it. Such support also enabled the ICT coordinator to remain focussed on curriculum and staff training as opposed to non-curricular matters 16 ICT generally impinged on standards in other subjects in indirect ways, for example through improved opportunities for pupils to work collaboratively, creatively and to solve problems. Pupils were interested, enthusiastic and curious about ICT and this contributed to their engagement and motivation, including some who were otherwise reluctant learners. This drove them to explore the potential of ICT, sustained their concentration and promoted their independent learning. However, this was dependent on being part of a well-planned broader context such as appropriate teacher input and support to enable them to use ICT independently and successfully. 17 As the business world continues to reel from the effects brought about by technological change, the UK educational community is now experiencing the challenges associated with the transition to a more learner-personalized, ICT-enabled education. Some