1. EdConfPrague 2010 Jan Folkert Deinum 01.10.20151 Induction for beginning teachers: an analysis of different solutions Jan Folkert Deinum j.f.deinum@rug.nl

2. 01.10.2015 EdConfPrague 2010 Jan Folkert Deinum 2 Acknowledgement  This project has been funded with support from the European Commission. This presentation reflects the views only of the presenter, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

3. 01.10.2015 EdConfPrague 2010 Jan Folkert Deinum 3 What is induction?  The first years of a beginning teacher. Definitions vary from 1-3 year after initial teacher education  Beginning teachers are called: Newly Qualified Teacher (NQT)  Definition issue is quite difficult in comparative analysis; in some initial teacher education there is so much practice that it can be seen as the beginning of the job  Induction activities can be: Mentoring of NQT Reducing task load of NQT (less lessons, easier class) Courses (theory) Etc.

4. 01.10.2015 EdConfPrague 2010 Jan Folkert Deinum 4 Aim of the INNOTE project  to share knowledge about effective induction programs  to organize seminars and workshop to develop further knowledge about induction  to build a community network

5. 01.10.2015 EdConfPrague 2010 Jan Folkert Deinum 5 Why induction?  Drop-out rates among new recruits 25% during first 5 years, in all EU countries (USA: 50%)  Teacher shortage ahead In EU approx. 1/3 of teachers is above 50 years  NQT’s face many difficulties in their classes How to organize a lesson Disruption of lessons, etc.  New challenges for teachers More complexity of problems of students Higher demand for quality in schools, etc.  EU resolution “Improving the Quality of Teacher Education“: encourages the promotion of continuous and coherent professional development of teachers throughout their careers particular attention should be paid to the initial induction of NQTs

6. 01.10.2015 EdConfPrague 2010 Jan Folkert Deinum 6 What we know from literature:  Difficulties of newly qualified teachers throughout countries are similar (regardless the initial teacher education)  Different solutions and induction systems exist in various countries  No specific induction tool is known as the most effective (e.g.: keeps NQT‘s in their job)  Effectiveness research is yet poor, but a collections of induction activities seems to work the best

7. 01.10.2015 EdConfPrague 2010 Jan Folkert Deinum 7 Research approach within INNOTE  Qualitative approach, explorative  Compare countries via: Document analysis: how is induction organized at national level  Can we say something about the relation between formal induction, initial teacher education and effects? Questionnaire for NQT’s how they are supported during their induction time Collecting “good” practices per country  Countries involved: Czech Republic, Netherlands, Scotland (not similar as England), Slovakia, Hungary, Bavaria (not similar to other German regions), Finland

8. 01.10.2015 ATEE Winter Conference Prague 2010 Jan Folkert Deinum 8 Differences in induction within EU (I)  Official induction vs nonofficial SCO (UK), SK: official BAV (DE): official, but depending on the definition CZ, FI, HU: not official NL: not official, but supported by government via grants/projects

9. 01.10.2015 ATEE Winter Conference Prague 2010 Jan Folkert Deinum 9 Differences in induction within EU (II)  Temporary degrees after initial teacher education SCO (UK), BAV (DE), SK (adaptive phase)

10. 01.10.2015 ATEE Winter Conference Prague 2010 Jan Folkert Deinum 10 Differences in induction within EU (III)  Government pays vs school pays SCO (UK), BAV (DE): government pays separately for induction FI, NL, CZ, SK, HU: schools pay for induction activities of new teachers they hire

11. 01.10.2015 ATEE Winter Conference Prague 2010 Jan Folkert Deinum 11 Differences in induction within EU (IV)  Universities involved vs only schools CZ, SK, FI, HU: universities not involved in general SCO (UK): universities involved (obliged) NL: universities involved sometimes (not obliged) BAV (DE): specialized institutions involved

12. 01.10.2015 ATEE Winter Conference Prague 2010 Jan Folkert Deinum 12 Differences in induction within EU (V)  Effects on school organization NL, SCO (UK): induction more and more incorporated in professional development schools (target of government)

13. 01.10.2015 ATEE Winter Conference Prague 2010 Jan Folkert Deinum 13 Differences in induction within EU (VI)  Directive/Support NL: - / + SCO: + / + BAV: + / - FI: - / - HU: ? / + CZ: + / ? SK: ? / ?

14. 01.10.2015 EdConfPrague 2010 Jan Folkert Deinum 14 Some preliminary conclusions  The existence of formal induction in some countries does not seem to be related to the way how teacher education is organized  There seems to be no relation between the length of initial teacher education and the existence of formal induction  There seems to be no relation between the amount of practice during initial teacher education and the existence of formal induction  No formal induction does not mean that there is no induction: in some countries there seems to be done a lot on informal level  There seems to be no relation between the length of initial teacher education + induction and learning results (PISA)  There seems to be no relation between length and importance of induction in a country and the number of drop outs

15. 01.10.2015 EdConfPrague 2010 Jan Folkert Deinum 15 Concluding remarks  Further Information: www.jomite.eu/innote Next event: Seminar in Regensburg 29.9. – 1.10.2010) ( see homepage for detailed information)  Comments, Questions, Criticism

16. 01.10.2015 EdConfPrague 2010 Jan Folkert Deinum 16

17. 01.10.2015 EdConfPrague 2010 Jan Folkert Deinum 17 INNOTE Induction web portal (plan)  provide good practices of induction arrangements and support NQTs  forum for an online community of NQT's and their mentors  online courses and course materials for NQT's and mentors  dissemination purposes

18. 01.10.2015 EdConfPrague 2010 Jan Folkert Deinum 18 Annual reports  The first report will focus on the current induction situation in the different countries.  The second report will focus on good practices of induction and an update of the literature analysis.  The third report will focus on induction strategies and policies for schools and universities. This will derived from a second national document analysis and by interviewing stakeholders in each country.

19. 01.10.2015 EdConfPrague 2010 Jan Folkert Deinum 19 Seminars  INNOTE will organize three international seminars about Induction, each with a different topic. The seminars are open for non-partners. Tentative dates are:  Seminar 1: What is known about induction and how can it be done. 29 September – 01 October 2010 in Regensburg (DE).  Seminar 2: Good practices in induction. 10- 11 October 2011 in Prague (CZ)  Seminar 3: Induction as part of school/university strategy. 24-26 September 2012 in Groningen (NL)

20. 01.10.2015 EdConfPrague 2010 Jan Folkert Deinum 20 National workshops  In each of the participating countries there will be 3 workshops organized around induction. These workshops will have a similar appearance in all countries. The workshops are related to the  Workshop 1: How to organize induction?  Workshop 2: Good practices  Workshop 3: Induction as part of school/university strategy and professional development strategy

21. 01.10.2015 EdConfPrague 2010 Jan Folkert Deinum 21 Courses  Within INNOTE we will design courses for newly qualified teachers and their school mentors. Focus of these courses is on the intercultural dimension of teaching. The courses are also open for none-partners of the project. Tentative dates are:  07-11 February 2011 in Regensburg (DE) for Newly Qualified Teachers  21-15 May 2012 in Bratislava(SK) for Newly Qualified Teachers  12-14 October 2011 in Prague (CZ) for Mentors

22. 01.10.2015 EdConfPrague 2010 Jan Folkert Deinum 22 Project partners  University of Groningen, Groningen, The Netherlands (coordinator)  Dr. Nassau College, Assen, The Netherlands  Charles University, Prague, Czech Republic  Gymnázium Jiřího Gutha-Jarkovského, Prague, Czech Republic  University of Joensuu, Joensuu, Finland  Joensuun lyseon peruskoulu, Joensuu, Finland  Comenius University, Bratislava, Slovakia  School Dr. Milana Hodžu, Bratislava, Slovakia  University of Regensburg, Regensburg, Germany  St. Mariengymnasium, Regensburg, Germany  University of Edinburgh, Edinburgh, United Kingdom  Eszterházy Károly College, Eger, Hungary