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Teacher Education Programs; Males; Early Childhood Education; Elementary Education; Foreign Countries; Semi Structured Interviews; Student Teachers; Pilot Projects; Social Support Groups; Peer Acceptance; Faculty; Innovation; Teacher Persistence; Professional Isolation; Social Networks; Teaching Conditions; Parent Teacher Cooperation; Professional Identity; Gender Differences; Cohort Analysis; Beginning Teachers; Teaching Experience; Mentors; Teacher Placement

Abstract:
This paper reports the perspectives of male trainees on mechanisms instituted to support them during their Post-Graduate Certificate of Education in Early Years and Primary Education in England. The male trainees were interviewed towards the end of their training, using semi-structured interviews that provided scope for pursuing several lines of enquiry around their experiences as males on the course. In this paper the authors examine specifically the male trainees' responses to innovations in Faculty support for male trainees, rather than focusing on their broader experiences as males in primary education. The authors are thus concerned to interpret and understand the trainees' perspectives on how support mechanisms did, or did not, ensure a more positive training experience. Most prominent amongst these mechanisms, in this pilot year, was the formation of a male-only support group. The findings support the idea that, for these trainees at least, focused meetings addressing the concerns of men in primary schools can help to support their development and sense of "belonging" on a course where females are overwhelmingly dominant in numerical terms. The reported success of this initiative was, in the view of the trainees, strongly reliant on the active involvement of practising male teachers and the directly relevant foci of the meetings, determined by the trainees and invited teachers. The presence of a designated male member of the Faculty staff was also viewed positively. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Portfolios (Background Materials); Secondary Schools; Supervision; Measures (Individuals); Foreign Countries; Secondary School Teachers; Teaching Experience; Clinical Supervision (of Teachers); Coaching (Performance); Mentors; Supervisory Methods; Portfolio Assessment; Professional Development; Teacher Attitudes; Participant Satisfaction; Educational Practices; Questionnaires; Teacher Education Programs; Cognitive Development; Transformative Learning; Preferences; Instructional Improvement; Instructional Leadership

Abstract:
(Purpose) The purpose of this study is to examine the existing perceptions and preferences of teachers toward instructional supervision, more specifically on the actual and ideal use of selected instructional supervisory approaches (such as clinical supervision, peer coaching, cognitive coaching, mentoring, reflective coaching, teaching portfolios, and professional growth plans) in secondary schools of Addis Ababa, Ethiopia. It also seeks to explore if there are differences between beginning and experienced teachers in their attitudes toward and satisfaction with supervisory practices and (possible) relationships with perceived professional development. (Methodology) The study employed a descriptive survey method. The study was carried out in randomly selected 20 (government and private) secondary schools of Addis Ababa, Ethiopia. The sample included a total of 200 teachers (100 beginner and 100 experienced). Questionnaire was the main instrument of data collection with an overall high Cronbach's alpha reliability of 0.87. (Results) The results reveal that except for peer coaching and portfolios, the selected supervisory approaches were less frequently practiced and beginner teachers prefer the use of mentoring and portfolios more than experienced teachers. No significant differences were found between beginner and experienced teachers in their attitudes and satisfaction toward supervisory processes practiced at their schools. Moreover, significant weak to moderate positive relationships were found of the actual and ideal supervisory approaches, teachers' attitudes and satisfaction with professional development. However, regression analysis showed that teachers' attitudes and teachers' satisfaction are the most important contributors to professional development. (Conclusions) No significant differences were found between beginners and experienced teachers in perception of the actual use of selected supervisory practices, namely clinical supervision, peer coaching, cognitive coaching, mentoring, and professional growth plans. However, it was found that beginner teachers prefer the use of mentoring and portfolios more than experienced teachers. Furthermore, there is no difference between beginner and experienced teachers in their attitudes toward and satisfaction with supervisory processes practiced at their schools. (Recommendations) First, instructional supervision needs to be a priority in schools and given enough time so that improvement in instruction can occur. Second, supervisory practices should be clearly outlined in the school policies, providing (beginner and experienced) teachers with the options of choosing among different types. Third, further research is required to find out the impact of actual supervisory approaches, teachers' attitude and satisfaction on professional development. Appended to this document are the following: (1) Teachers' Survey Form; (2) Respondents According to Gender, Years of Experience and Type of School; (3) Respondents' Perceptions of the Frequency with Which They are Supervised and Evaluated; (4) Individuals Most Frequently Identified as Supervisors and Evaluators; (5) Respondents' Perceptions of the School Policies on Supervision (6) Respondents' Perceptions of the Importance of Supervision (N = 200); (7) Frequency of Supervision for Beginning Teachers and those Experiencing Difficulty; (8) Respondents' Perceptions of the Time a Supervisor Should Spend in the Classroom; (9) Teachers' Perception on the Frequency of Real Supervisory Approaches; (10) Teachers' Perception on the Frequency of Ideal Supervisory Approaches; (11) ANOVA of Teachers' Perceptions of Real Frequency of Supervisory Practices in terms of Teaching Experience; (12) Beginner and Experienced Teachers' Perceptions of the Ideal Use Supervisory Practices; (13) ANOVA of Teachers' Perceptions of Ideal Frequency of Supervisory Practices in terms of Teaching Experience; (14) Scheffe Multiple Comparison Test for Ideal Frequency of Mentoring in Terms of Years of Experience; (15) Male and Female Teachers' Perceptions of the Ideal Use of Selected Supervisory Practices; (16) Government and Private School Respondents' Perceptions of the Ideal Use of Selected Supervisory Practices; (17) Correlation of Real and Ideal Supervisory Approaches with Attitude Scale; (18) Correlation of Real and Ideal Supervisory Approaches with Satisfaction Scale; (19) Respondents' Perceptions of the Relationship between Supervision and Professional Development (N = 200); (20) Correlations between Perceived Professional Development and Each Actual Supervisory Approaches (N = 200); (21) Regression Model of Predicting Professional Development Using Four Predictors while Controlling for Teacher and School Covariates; and (22) Respondents' Suggestions for Improvement of Instructional Supervision. 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Descriptors:
Student Teaching; Teaching Experience; Cooperating Teachers; Professional Development; Mentors; Student Teachers; Student Evaluation of Teacher Performance; Best Practices; Teacher Behavior; Skill Analysis; Teaching Skills; Online Surveys; Teacher Education Programs; Preservice Teacher Education; Teacher Effectiveness; Supervisory Methods

Abstract:
Every year teacher preparation programs invest considerable time and energy in selecting and supporting cooperating teachers who serve as mentors for their student teachers. Given the weight and importance educators place on the student teaching experience and the powerful role it can play in shaping future teachers, it makes sense for teacher preparation programs to identify those practices of cooperating teachers that contribute to quality student teaching experiences. Further, knowledge of highly valued practices can be used to create professional development designed to enhance the mentoring skills of those teachers who serve as cooperating teachers. In this article, the authors present analysis of data from 389 student teachers' evaluations of cooperating teachers. From this data set, the authors identified those practices that student teachers acknowledged as having a positive influence on their professional development. The focus of this article is to codify specific cooperating teacher behaviors that were identified repeatedly in the data set as contributing value to student teacher development. The authors then provide suggestion for how these practices can be addressed in the professional development of cooperating teachers. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Student Teacher Attitudes; Teaching Methods; Teacher Education Programs; Foreign Countries; Mentors; Student Teachers; Semi Structured Interviews; Sexual Harassment; Administrator Role; Qualitative Research; Teaching Experience; Incidence; Aggression; Figurative Language; Language Usage; Workshops; Gender Differences

Abstract:
Mentors and school heads play cardinal roles in teacher education programmes in most countries, including Zimbabwe. The side-effects of such symbiosis have not yet been investigated fully. This article used a qualitative methodological approach to investigate the perceptions of some Zimbabwean student teachers regarding their teaching practice experiences. A sample of 10 ex-teaching practice students from a teacher education college was selected and interviewed during data collection using a semi-structured interview schedule. The participants reported a high prevalence of sexual harassment/aggression of the students by the host schools' heads and mentors, irrespective of student gender. The form of aggression included seeking sexual favours and intimidation. Most perpetrators used metaphors and satirical or sarcastic language to convey their intentions. The female student teachers reported higher incidences than did the male students. Constant workshopping is imperative to remind mentors and school heads of their professional and social obligations regarding teacher education. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Student Teaching; Teaching Experience; Novices; Mentors; Student Teachers; Preservice Teachers; Black Colleges; Higher Education; Teacher Education; Teacher Education Programs; Instructional Leadership; Action Research; Beginning Teachers

Abstract:
Teacher preparation programs across the country have faced criticisms regarding the quality of their programs. Additionally, these programs now compete with non-traditional programs when their graduates seek positions in public schools. As a result of many conversations as well as audits of the degree program at institutions in the state of Texas, the authors were interested in examining dimensions of the student teaching program at one institution. The dimension of the program they were most interested in evaluating was mentoring. Much of the literature on mentoring is on the in-service dimension, i.e., practicing teachers. They were interested in studying the impacts of mentoring with pre-service teachers, i.e., student teachers. This study on mentoring of pre-service teachers focused on the perceptions of the mentoring experiences of HBCU student teachers. This study affirmed that the student teaching program must include a succinct focus and actualization of mentoring with student teachers. The authors found that these programs must be tailored to the actual needs of the student teachers. They also found a need for a pre-student teaching phase where pre-service teachers could be acquire an understanding of the expectations, components, goals, and challenges of the student teaching experience. (Contains 2 tables and 4 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Evidence; Attitude Change; Teaching Methods; Student Teaching; Teacher Education Programs; Educational Change; Elementary Secondary Education; Preservice Teachers; Teaching Experience; Professional Development; Urban Education; Urban Schools; Special Needs Students; At Risk Students; Literature Reviews; Meta Analysis; Journal Articles; Beliefs; Program Effectiveness; Educational Practices; Cultural Context; Ethnic Diversity; Context Effect; Change Strategies; Educational Research; Achievement Gains; Performance Factors

Abstract:
Despite increasing emphasis on preparing more and better teachers and despite the near universal presence of student teaching across teacher education programs (TEPs), numerous questions about what and how student teaching experiences contribute to preservice teachers' development remain unanswered. Indeed, much of the attention focused on student teaching in reform and policy discourses emphasizes student teaching's structural and logistical dimensions--for example, its location, duration, and division of labor--but not its contributions to learning among preservice teachers, nor K-12 students. This article reviews empirical articles published over the past two decades to determine what and how student teaching experiences contribute to preservice teachers' development as future teachers of students in urban and/or high-needs schools specifically. While keeping this central focus, the article also considers the implications of student teaching for the schools that play host to it and for the students who attend those schools. Anchored by sociocultural perspectives on learning and learning to teach, the review highlights a disproportionate emphasis on belief and attitude change, a relatively slim evidence base concerning the development of actual teaching practice, a tendency toward reductive views of culture and context, and a need for more longitudinal analyses that address the situated and mediated nature of preservice teachers' learning in the field. Based on these findings, authors offer direction for future research that will extend and deepen the knowledge base. (Contains 1 table and 6 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Achievement; Attendance; Program Effectiveness; Achievement Gains; Teaching Experience; Alternative Teacher Certification; Teacher Education Programs; Teaching (Occupation); Teacher Shortage; Teacher Qualifications; Diversity (Faculty); Comparative Analysis; Student Behavior; Behavior Problems; Principals; Administrator Attitudes; Teacher Effectiveness; Teacher Placement; Pedagogical Content Knowledge; Teacher Attitudes; Teacher Persistence

Abstract:
The shortage of qualified teachers across the U.S. has contributed to the popularity of alternative certification programs. These programs are designed to attract individuals into the teaching profession by allowing candidates to become certified without having to complete a traditional teacher education program. This Information Capsule reviewed research related to the following seven questions: (1) Have alternative certification programs increased the diversity of the teaching workforce? (2) How do the retention rates of teachers certified through alternative routes compare to those of traditionally prepared teachers? (3) Do the achievement levels of students assigned to teachers certified through alternative routes differ from the achievement levels of students assigned to traditionally trained teachers? (4) Do teachers who enter the classroom through alternative certification programs report more student attendance and behavioral problems than teachers who were traditionally trained? (5) Do alternative certification programs adequately prepare teachers for the classroom? (6) How do principals rate the teachers at their school who were certified through alternative programs? (7) What are the characteristics of effective alternative certification programs? Research indicates that most alternative certification programs provide a viable source of high-quality teachers and even increase the diversity of the teaching workforce. Many studies have found that alternatively certified teachers can produce student achievement gains comparable to teachers certified in traditional programs. In fact, evidence suggests that teachers' years of experience, rather than the manner in which they obtained their certification, is a more reliable indicator of their future ability to positively impact student achievement. Similarly, the school at which a teacher is placed has also been found to play a larger role in their effectiveness than the route through which certification is obtained. There is great variation in the quality of alternative certification programs and comparisons across programs are difficult. In addition, participants tend to experience the same program in dramatically different ways, depending upon their educational backgrounds, past experiences, knowledge, attitudes, and beliefs. In other words, many factors contribute to a teacher's effectiveness, including the school to which they are assigned, their years of teaching experience, and their content area knowledge, attitudes, and beliefs. The route through which certification is obtained is just one of these factors. Examples of noteworthy alternative certification programs operating across the U.S. are provided at the conclusion of this report. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Teaching Experience; Preservice Teacher Education; Second Language Instruction; Foreign Countries; Expertise; Educational Change; Reflection; Professional Development; Teacher Placement; Self Esteem; Cultural Awareness; Professional Identity; Program Effectiveness

Abstract:
This study is an analysis of the impact on students of their experience of an alternative placement. The placement was run with Year 2 students on a three-year undergraduate initial teacher education degree programme (primary, 3-11) in England. The placement enabled students to have a practical teaching experience in any setting outside the age phase they were training to teach. The analysis is based on a cohort evaluation of the placement (170 students). Data were collected in two ways: through students' written reflections and their identification of the standards required for Qualified Teacher Status that they experienced. This approach was selected owing to the strong expectations by the UK Government to meet set criteria to qualify as a teacher. There is one direct reference in the standards to learning outside the classroom, but it was found that the students considered they had benefited from the alternative placement by offering opportunities for their professional and personal development in many more areas. The research study found that these areas included learning from other experts, working with colleagues, gaining confidence to teach, experiencing other cultural settings, working with children in informal settings, the importance of personalising learning and, in some cases, experiencing second language teaching. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Job Applicants; Teaching (Occupation); Higher Education; Role; Internet; Social Networks; Access to Information; Marital Status; Religion; Ethics; Legal Problems; Context Effect; Reputation; Personnel Selection

Abstract:
A month ago, the author wrote about the "official" materials one submits for a tenure-track academic hire, like a statement of one's teaching philosophy and a list of references. But in the Internet age, the "unofficial" part of an application is what exists about a person online. In 2009 the author wrote columns about the role of social media, especially Facebook, in undermining or helping one's job search. But the times and the portals are a-changin'. Social media have become ubiquitous, and new platforms and technologies, like Pinterest and Instagram, have emerged. Social media have also permeated the academic profession, especially among younger scholars, and have become a much more positive factor in hiring. Hiring itself, for almost any profession but certainly in academe, has become, at least in part, online-enabled. Social media in particular are the new background check and for many the new (supplementary) CV. The ethics of "oogling"--what the author calls inquisitive Web searching by a hiring committee--are up for debate, and the legal issues are many: Did a hiring committee use a Web search to uncover information about a candidate's religion or marital status that they were not allowed to ask during the interview? Did a committee seek negative online information about one candidate yet leave another candidate unscanned? In short, it is time for an update and recasting of the role of social media in academic-career advancement. The political consultant Raymond Strother always argues that, "The most important message in any political campaign is the candidate." Indeed. When academic departments make their hires this year, they will not be selecting just CVs, but job candidates and their official and unofficial application materials. In this article, the author discusses what should be posted, and what should (and can) be deleted from an online profile. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Teacher Education Programs; Teaching Experience; Student Diversity; Teacher Persistence; Academic Achievement; Experienced Teachers; Evidence; Program Effectiveness; Graduates; Mentors; Beginning Teachers; Urban Schools; Mathematics Instruction; Program Descriptions

Abstract:
Boston Teacher Residency (BTR) is an innovative practice-based preparation program in which candidates work alongside a mentor teacher for a year before becoming a teacher of record in the Boston Public Schools (BPS). The authors found that BTR graduates are more racially diverse than other BPS novices, more likely to teach math and science, and more likely to remain teaching in the district through Year 5. Initially, BTR graduates for whom value-added performance data are available are no more effective at raising student test scores than other novice teachers in English language arts and less effective in math. The effectiveness of BTR graduates in math improves rapidly over time, however, such that by their 4th and 5th years they outperform veteran teachers. Simulations of the program's overall effect through retention and effectiveness suggest that it is likely to improve student achievement in the district only modestly over the long run. (Contains 22 notes, 3 figures, and 7 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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