1. 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

2. 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

3. 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

4. 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?

5. 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

6. 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

7. 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

8. 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)

9. 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

10. 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

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

12. End of presentation
Thank you