Induction: Fostering Career Development at all Stages

Citation

Frick, W.C. (2007), "Induction: Fostering Career Development at all Stages", Journal of Educational Administration, Vol. 45 No. 5, pp. 637-640. https://doi.org/10.1108/09578230710778259

Focusing on policy and practice in education, Janet Draper and Jim O'Brien (2006) provide a robust, thorough, and critical account of teacher induction as an important component of continuous professional development (CPD) in Scotland. The authors take a strong comparative and international perspective – especially focusing on educational systems, policies and practices in operation (p. 27) “in many parts of the developed [English speaking] world”. Considering teacher induction from this larger perspective provides both scholars and practitioners with insights and frameworks for developing, enhancing and institutionalizing policies and practices focused not only on educators new to the profession, but on those teachers in transition at points throughout their entire professional careers.

As part of a series in Policy and Practice in Education, this thin volume (#16) is divided into six concise chapters beginning with definitions and purposes for induction, how induction is logically and practically connected with broader professional development activities and initiatives, and current policies and practices of induction for new teachers from a range of national contexts. In addition, the book also addresses induction standards in the form of teacher policy and related support structures for local implementation, induction for experienced teachers in transition to new forms of work, and the future of induction as a viable practice in elevating teaching as a profession.

Induction can be understood as a concept, experience or process. The authors tend to focus on process issues as a way of defining what good induction might look like. Central to induction is work‐related transition; designed to smooth the passage of teachers into new work roles. The authors assert (p. 8) that “Effective induction clarif[ies] the nature of a post, reduce[s] surprise and enable[s] the new incumbent to adjust and develop”. In many ways induction is an extensive work socialization process under the guidance of more experienced staff. Integration into a new school or new work role, especially considering the complex work of teaching, is necessary in order to build (p. 11) “early success in post” and “sustain confidence and positive attitudes to the work”. It is not surprising that good induction builds commitment to the organization and the profession and increases teacher retention.

Draper and O'Brien intentionally situate induction in a wider context of continuous professional development (CPD). They state (p. 3) that “Good [teacher] induction can lay the basis for future professional development”. In an era of increased school accountability where maximizing teaching effectiveness for increased student learning and measurable achievement has become a paramount concern, induction becomes a springboard for teacher collegiality, collaboration, continuous learning, experimentation, and targeted contributions to student learning. Teaching is difficult and complex work, and to meet the demands of the position, good induction sets the stage for both (p. 12) “proving competence and developing practice”. Understood as an initial form of professional development, induction – being both a supportive and educational experience – can be parlayed into contractual arrangements that consider professional development (p. 25) “as part of the job for all teachers”. The establishment of career‐long professional development, integral to the very nature of the work of teaching as a profession, is established and bolstered by high quality induction.

Induction arrangements for beginning teachers appear to be widespread, but there exists considerable variation in how they function or what they accomplish. A transnational comparison of induction “schemes” by the authors reveal a heavy managerial or centralized policy development process where established professional standards or performance indicators define what new teachers should be able to do over a specified period of time. The often times under‐resourced, instrumental, and bureaucratic focus of induction as proving the competence of a teacher mitigates against substantive opportunities for the teacher's personal development, creativity, innovation, and contribution to the organization or profession. Draper and O'Brien are quick to note that (p. 36) “most induction programs offered have an element of both proving and developing, but it is the balance between these that varies significantly … ”. As the authors state, any teacher induction policy and related guidelines (p. 32) “can be no more effective than [its] implementation in practice”. Induction policy, standards and practice should align to bring about a (p. 40) “joint and shared enterprise between inductor and inductee”.

Induction standards for new teachers are becoming more common. And although the intent of both governments and professional organizations that support such standards (and many others related to teaching) is to re‐culture, professionalize, and elevate the status of teaching, standards, per se, can be a double‐edged sword. Standards for teacher induction can be (p. 42) “controlling, gate‐keeping devices” or alternatively “supportive tools and instruments that encourage teachers to identify strengths and weaknesses … ”. Standards‐based induction arrangements, like that of Scotland, can be high stakes; meaning a teacher who does not satisfy induction standards or competencies within a specified timeframe is ineligible for continued employment as a teacher. Other induction practices appear to be less standards‐based, assessment oriented and geared more toward teacher learning and support, such as induction in the State of Victoria, Australia. In all cases, teaching standards provide guidance and structure for induction programming.

What is unique about this volume is its dedication to the induction process for experienced teachers. The authors make a strong case for induction arrangements that address career transition points for teachers. These job change transition points can be horizontal moves to a new grade level or subject assignment, more dynamic moves to newly created positions such as lead teacher or coach, or vertical moves to the principalship (headship). Draper and O'Brien indicate there is (p. 64) “limited evidence on induction beyond the beginning teacher stage”, but advocate for (p. 71) “a period of handover where existing, departing and new staff work alongside each other”. This kind of transition arrangement is uncommon in schools, and as a result can often times lead to a misunderstanding of the work role and the demands and expectations associated with it. With an increasing recognition of the importance of leadership transition and succession, especially for sustained school improvement over time, induction for key school leadership positions appears to me to be sound advice.

Central to the book Induction: Fostering Career Development at all Stages is the authors' focus on the dynamic interchange between policy and practice and how (p. 73) “thought must be given to the purposes, focus, management, design and process of induction”. The future of induction rests with the implementation of plans that are both realistic and funded. We live in a time where schools are obliged to maximize effective teaching, and induction plays an important part – challenging and supporting teachers to make measurable contributions to student learning while at the same time learning a new work role and navigating all the changes associated with a new position. Overall, the book is informative and thought provoking. Being somewhat removed from the US context, the text offers important comparisons and contrasts with other English speaking countries and regions of the world. There are differences in English prose that make the readability of the book, at points, challenging. With that stated, this reviewer recommends the book to both researchers and practitioners (i.e. teachers, school leaders, school district personnel, staff development officers), alike who are interested in teacher induction policy and/or practices.