First-year induction experiences of University of Arizona secondary education graduates and the potential role of the college in providing inductive support

Abstract

The purpose of this study was to collect from University of Arizona secondary education graduates information regarding first-year employment and retention, perceived professional preparedness, perceived effectiveness as first-year teachers, types and perceived effectiveness of district induction support, and interest in receiving induction support from the university in the first year of teaching. This information would shed light on the potential role of the university in providing inductive support to graduates. Eighty-three percent of respondents entered teaching, and 93% were still teaching at the time of the study. However, 35% either planned to leave or contemplated leaving the profession in the future. Many experienced challenging first-year assignments. For respondents in their first-year of teaching, the decision to remain in teaching was linked to perceptions of teaching effectiveness and the effectiveness of induction received. Graduates felt "somewhat prepared" to teach upon graduation, except for master's program graduates who felt significantly better prepared. They felt "somewhat effective" as first-year teachers. There was a positive correlation between perceived preparedness and first-year teaching effectiveness. Respondents recommended modifications to preservice programs, including more coursework in classroom management and planning, extended time in schools, and increased relevance of coursework. The quality of district inductive support varied tremendously, with many receiving insufficient support, particularly from rural or charter schools. The most common support included administrative observations and orientations. Far fewer were mentored, provided with professional training or support sessions, observed by staff development specialists, or given release time to observe others. Respondents felt their district induction was "not very effective." There was a positive correlation between perceived first-year teaching effectiveness and effectiveness of induction. Finally, 79% would have been interested in receiving assistance from the university during their first year, requesting training in classroom management, planning, and content-specific methods. They also recommended support sessions for new teachers, observations, and on-line support. It was concluded that the university could play a valuable role in providing inductive support to graduates.