Meeting the Induction Needs of Beginning Music Teachers: What Can Policy-Makers and Program Designers Do?

N

20

Beginning Teacher Induction; Beginning Teachers; Elementary Secondary Education; Faculty Development; Mentors; Music Teachers; School Districts; Teacher Attitudes

Using data from a longitudinal study of beginning music teachers in Michigan, this paper examines how policy makers and induction program designers can provide for the content-specific induction needs of music teachers. The study examined beginning music teachers' early teaching experiences, how school districts and communities supported their induction, what types of formal new teacher induction and mentor programs the districts provided, how mentors and administrators viewed induction programs, and what beginning music teachers wished had been provided. Respondents' comments focused on difficult teaching schedules, isolation, classroom management, and planning. Music teachers described the district-sponsored mentor and induction programs as varied and inconsistent. Teachers from the most extensive programs were dissatisfied with those programs. Mentors and administrators were aware that the district-sponsored programs did not meet teachers' needs but had no immediate solutions due to funding, scheduling, and logistical issues. Music teachers wished they could have opportunities to interact with other music teachers. They wanted professional development experiences that focused specifically on strategies for music classrooms. They did not want to be required to attend professional development workshops that did not address the context of a music classroom. (Contains 34 references.) (SM)

2004

ED477736