New teachers and ongoing career development: A document analysis of formalized induction programs Lorraine Godden, Leigha Tregunna, Benjamin Kutsyuruba, and Keith Walker About us Method Key Findings cont. Lorraine Godden is a PhD candidate in the Faculty of Education at Queen’s University where she is working with the Cooperative Education and Workplace Learning group, and as a researcher on a project examining teacher induction programs across Canada. Leigha Tregunna is a recent graduate of the Faculty of Education at Queen’s University, Kingston, Ontario, Canada. Her master’s thesis research focused on illuminating the experiences of beginning teachers in Ontario with regards to the Ontario New Teacher Induction Program. Benjamin Kutsyuruba is an Associate Professor of Educational Policy and Leadership, and Associate Director of Social Program Evaluation Group at the Faculty of Education, Queen's University. Dr. Keith Walker is a professor at the University of Saskatchewan. He believes in the fundamental importance of robust systems of early childhood, K-12, and post-secondary education for the well-being of civil societies, and has a wide-angle focus on lifelong and life-wide education. Researchers (Darling-Hammond, 2003; Huling-Austin & Murphy, 1987; Laitsch, 2005; Strong, 2005) claimed that induction programs with effective mentoring in the early teaching years are capable of positively affecting beginning teacher retention and student achievement, and reducing the waste of resources and human potential associated with early-career attrition. Publicly available handbooks describing mentoring and induction support for beginning teachers were qualitatively analyzed (Berg, 2001; Bowen, 2009; Hodder, 2000; Prior, 2003) using Patton and McMahon’s (1999; 2006) Systems Theory Framework of Career Development, to establish how support was targeted at promoting ongoing career development of beginning teachers. Key Findings “Starting your teaching career is an amazing time; however, it is also a very busy time. In your first few years, you will continually discover who you are as a teacher, as a member of your school community, and the role you play in your union.” (Handbook of Quebec Provincial Association of Teachers, 2012) “Teachers teach. The public trusts professional teachers because they have the qualifications, including specialized knowledge, skills, and judgment, to serve students’ educational needs. In turn, teachers have a responsibility to act at all times in a manner that is worthy of this public trust and consistent with the teaching profession’s expectations.” Handbook from Saskatchewan Teachers’ Federation, 2013) Context and Purpose While some attrition is necessary and healthy, early-career loss of teachers is not sustainable, costly to schools, and detrimental to student learning. The estimated turnover in Canada is 30% in the first five years of teaching (disproportionately greater in some jurisdictions and professional segments). As education in Canada is a provincial/territorial responsibility, with attendant variations in school systems and policies, responses to retention of beginning teachers tend to be compartmentalized and the extent to which the effects of induction vary by setting is unclear. This study sought to identify the following; Which provinces provide a handbook detailing support provision for beginning teachers? At what level (e.g., Ministry, Teacher Federation, District School Board, School) does support originate from? How is provision structured to support teachers ongoing career development? “All teachers new to Ontario’s publically funded schools are required to participate in the NTIP. All new teachers, regardless of experience, must receive an orientation.” (NTIP handbook from Ontario Ministry of Education, 2010) “Teachers also need to be aware of the descriptors for the Teaching Quality Standard Interim Certificate. Both the policy and the descriptors will act as a quasi needs assessment in indicating the instructional areas in which the beginning teacher needs to work.” (Handbook of Alberta’s Teachers Association, nd.) Implications Construct of a career for a beginning teacher is one of survival of early days Performance evaluation is strongly linked to support for professional development Policies and the education market influence professional development for teachers in most jurisdictions Limited attention was focused at supporting teachers embarking on careers in new geographic locations Many jurisdictions acknowledged other educational institutions, focused on supporting practice rather than ongoing career and personal development of the individual Lorraine Godden is a PhD candidate in the Faculty of Education at Queen’s University where she is working both with the Cooperative Education and Workplace Learning group, and as a researcher on a project examining teacher induction programs across Canada. Leigha Covell is a recent graduate of the Faculty of Education at Queen’s University, Kingston, Ontario, Canada. Her master’s thesis research focused on illuminating the experiences of beginning teachers in Ontario with regards to the Ontario New Teacher Induction Program. Dr. Benjamin Kutsyuruba has worked as a teacher, researcher, manager, and professor in the field of education in Ukraine and Canada. Ben completed his PhD in Educational Administration at the University of Saskatchewan, Saskatoon, Saskatchewan, Canada. Dr. Keith Walker is a professor in the Johnson-Shoyama Graduate School of Public Policy and in the Department of Educational Administration in the College of Education. He believes in the fundamental importance of robust systems of early childhood, K-12 education, and post-secondary education for the well-being of civil societies and has a wide-angle focus on lifelong and life-wide education in his work. “If a reporter calls to interview you, please find out what they want to talk to you about and tell them you will call them back. It is recommended that you contact your Administrator or Superintendent for direction on how to respond to an interview request.” (Handbook for Yukon Teachers, 2013-2014) “Schools are sometimes compared to families. Families have personalities: formal/informal; humorous/serious; tolerant/critical; charismatic/negative. They operate within the constraints of a prescribed cast of characters. We all know the saying that you can’t choose your family. You often don’t choose your colleagues either! (Handbook from Newfoundland and Labrador Teacher’s Association, 2006) Acknowledgments This research was generously funded by the Social Sciences and Humanities Research Council.