Teacher Induction as a Means of Building and Sustaining a Professional Learning Community in Schools Chan, Raymond Mow-chiu Department of Education Studies, Hong Kong Baptist University rmcchan@hkbu.edu.hk

Some Thoughts about Teacher Induction Effect of “teacher induction” on the school environment at school / group / individual level? Teacher induction - Practice in the past and at present The Reality – Transition from college to working environment - New teachers’ perceptions

Individual Level, e.g., Sense of belongings Support from others Consolidation of knowledge Adjustment problems Teaching competence Group Level, e.g., Learning atmosphere Supportive relationship Peer learning group School Level, e.g., Learning culture Supportive environment

What is “professional learning community”? Nine basic assumptions of school as “Learning Organization” (Leithwood, Jantzi & Steinbach (1995)) Is “Teacher Induction” serve as a means of building up a professional learning community?

Basic assumptions of school as “Learning Organization” Sources of motivation Emphasize both intrinsic and extrinsic sources Focus on meeting esteem and self actualization needs Nature of the learning process Active learner Constructivist explanations Mission and goals Quality Clear, evolving

Basic assumptions of school as “Learning Organization” Culture Collaborative Norms of continuous Problem solving Management and leadership Self management Transformational Facilitative power Structure and organization Depends on task and contexts

Basic assumptions of school as “Learning Organization” Decision making Team centered Post rational Policies and Procedures Minimal Designed to enhance learning and avoid limiting the use of talent Relations with community Formal Partnership Highly responsive

Induction Support Scheme (ISS) School-based Teacher Induction Vs Non School-based Teacher Induction Insights from a non school-base teacher induction scheme Induction Support Scheme (ISS)

Induction Support Scheme (ISS) Collaboration and support from a teacher training institution (HKBU) Fresh graduates who work as school teachers will engage in collaborative learning and professional development activities with more experienced teachers Two major components in ISS Home-coming sharing group Large group learning activities

non school-based teacher induction Limitations of non school-based teacher induction Limited interactive activities – E.g., class observation Supporting the development of school culture? Unable to provide “First Hand” support A lack of opportunity to interact with working partners Mentor’s attitude towards mentee’s working environment Logistic arrangement

Concerns All parties’ involvement CPD for mentor / mentee Support from leaders Workload issue Documentation Evaluation School-based vs Non school-based?

End of presentation Thank you