A Study on Orientation Programme for Beginning Teachers

Introduction Teacher and teaching quality are the most important elements of students success. It would determine the success of an entire generation of students which can be ensured by providing them with a comprehensive, coherent professional development programme. High teaching quality is defined by content & material, classroom management and student-teacher engagement. It is severely important that student achievement is influenced greatly by assigned teacher than other factors like class size and class composition (Darling-Hammond & Youngs, 2002). Therefore, an effective teacher will be able to produce better achievement regardless of curriculum materials, pedagogical approach, or program selected (Allington, 2003). A

research done by Hanushek, Kain and Rivkin (2001) in Texas found that having an effective teacher instead of numerous of average teacher could possibly close the gap in academic performance between students regardless family income background. Thus, to become an effective teacher requires training, development and necessary guidance to ensure teachers would be able to deliver and create high performance which impact of students achievement. These processes is essential especially for beginning teachers making sure that they would be on smooth track for their career development which in whole will result on students performance as well. For that matter, this article concern on beginning teachers induction programme implemented. Induction is a systemwide, coherent, comprehensive training and support process that continues about 2 years and then becomes part of lifelong professional development programme to keep beginning teachers teaching and improving toward increasing their effectiveness. Figure 1 shows relationship of elements in induction programme.

Professional Development

Induction
Mentoring
Figure 1: Relationship of elements in induction programme Table 1: Differences between Mentoring and Induction Mentoring Focuses on survival and support Promotes Induction career learning and

professional development Relies on a single mentor or shares a mentor with other teachers Treats mentoring as an isolated phase Provides multiple support people and administrators Treats induction as part of a lifelong professional development design Limited resources spent Investment comprehensive in an and extensive, sustained

induction programme Reacts to whatever rises Acculturates a vision and aligns content to academic standards

The Induction Period There is recognition that the induction period is critical in developing teachers capabilities which is very important not to be left out alone either sink or swim (Clement, 2011). A research done by Breaux (2011) found that the most important for the professional development of beginning teachers are the internal support systems and strategies that the school adopt (daily support systems and continual learning opportunities).

However, in general, having to learn by trial and error without support and supervision has been the most common problem faced by beginning teachers. High expectation on beginning teachers to function without support is based on false assumptions that teachers are well prepared for their initial classroom and school experiences, teachers can develop professional expertise on their own and teaching can be mastered in a relatively short period of time (Marzano, 2011). For instance, beginning teachers need the feedback and encouragement from experienced teachers. Peer mentoring is gaining support as an effective supervision tool. It takes place when classroom teachers observe one another to provide feedback concerning their teaching and develop instructional plans together (Burley, 2011). Joyce and Calhoun (2010) summarised that an experienced teacher who acts as a peer coach or mentor teacher for an inexperienced teacher perform five functions as shown in Table 2 below.

Table 2: Functions provided by experienced teacher Functions Companionship Explanation Discussing ideas, problems and successes Tact on lesson plans, classroom observation and classroom management Integrating what happens or what works Analysis of application as part of the beginning teachers repertoire Adaptation Assisting the beginning teacher adapt to particular situations Helping the teacher feel good about self Personal facilitation after trying new strategies (morale support)

Technical feedback

Probably, the most important ingredient for a peer mentor is to allow beginning teachers to reflect rather than react or defend. An integral part of any good programme for helping beginner teachers is for them to observe experienced teachers on a regular basis and vice versa. With both observational formats, there is need to discuss what facilitated or

hindered the teaching-learning process and precisely what steps or actions are needed for improving instruction (Frey, 2011). The peer mentor needs to serve as a friend that is function in a non-evaluative role. The term sharing and caring best describe the spirit of collegial openness and learning advocates here.

Case Study A case study has been done on the issue of competencies of beginning teachers in Maktab Sultan Abu Bakar or widely known as English College (EC) Johor Bahru. The implementation of induction programme for beginning teachers in assisting to adapt new environment and transition especially in terms of their role from being teach to teaching. It may sound as simple as changing role in an act but it comes with greater responsibility. Therefore this case study was done with two main objectives which are:i. To extract detailed information of induction programme that has been done in the school. ii. To analyse the impact of the induction programme.

Limitation of Study The implementation of the study is bounded to limitation that the study only been done in one particular school which is EC in Johor Bahru. There were only three teachers involved in this study due to in-depth interview of data collection. The teachers were teaching in the school during the period of interview. The full scale of data collection activity involved interview with teachers and document analysis on induction programme.

Importance of Study The importance of the study is to analyse detailed information of the induction programme implement in the school. The data could be justified on the basis of assisting the school to tact on problems and any ways of improvement. This is to enhance the quality of the programme for future implementation.

Methodology The case study was conducted qualitatively which the procedures findings does not involving statistical procedures or other means of quantification. The methodology of the study were consists of in-depth interview and document analysis. This is because the

relations towards phenomena in context-specific settings that are unique and which are at times idiosyncratic and pervasive nature, thus qualitative approach was deemed most appropriate for the purpose. Qualitative methods can be used to better understand any phenomenon about which little is yet known or to gain in-depth information that may be difficult to convey quantitatively, the latter examining only the surface features. In addition, qualitative data analysis has one major feature which is that it focuses on natural occurring, ordinary events in natural settings so that researchers are able to develop robust conceptualisations of what real life is like. This feature extend further note the richness of such data provide thick description that are vividly nested in real context. The data brought a ring of truth along that has a strong impact on the reader. This study adopted integration between document analysis study and structured interview approach in data collection process. The written documents regarding the induction programme were analysed in detailed. In-depth interview were adopted to gain insight from teachers perception on the implementation of the induction programme. The judgement of the importance of teachers perception is basis on teachers experience that has gone thru the induction programme. In depth interview was done to three senior teachers that have experience more than five years of teaching which consists of two female and one male teacher. Document analysis was used in extracting important information of induction programme. These two methods were chosen because researcher found that it is the best method in getting information about the programmes.

Data Analysis The induction programme is designed to give teachers recently recruited to the school a solid grounding in their new roles. The Programme provides new teachers with an

opportunity to establish professional networks and to learn more about the Malaysian education sector, resources, support services and strategic initiatives. The Programme was managed by school counsellor where he holds the responsibility to design, implement and improve with advice from principal and other schools management board. Main objectives of induction programme as listed below:i. ii. To introduce an insight on school environment e.g. the system, networks, rules To provide ongoing support and guidance for the purpose of developing teaching quality iii. To grant opportunity to reconnect and share the highlights and the challenges they may have experienced iv. v. To incorporate a strong sense of administration support To integrate a mentoring component into the induction process

The induction programme was started with one-day programme to introduce the teachers with school environment followed by two-year ongoing induction programme including mentorship. The one-day programme consists of explanation of rules and regulation of the school which involving Malaysian Education Act and also internal rules and regulation around the school. This is very important to draw clear line on how things work around the school. Beginning teachers will be brought to school visit which to show assembly point during emergency, location of classroom, labs, library and other amnesties in the school. During the visit, beginning teachers will be introduced closely to other teachers. This process is essential to create bonding between their colleagues for future cooperation especially for peer observation and visit demonstration classroom. Teachers are encouraged to run peer review process in upgrading their skills and competencies of teaching. Internal supervision is solely with basis of peer-to-peer review which has no restriction and based on sharing knowledge and experience. However, external supervision would be done by external parties such as officers from District Education Office or Nazir. Beginning teachers will be appointed to a mentor. Mentors are responsible to assists and support beginning teachers competencies. Mentor teachers are increasingly sought to provide more effective school-based support for beginning teachers. Successful

mentorship depends upon clarity of participant roles and responsibilities. Table 3 below explain role and responsibilities of the mentor.

Table 3: Role and Responsibilities of Mentor Role Continue to teach while serving as mentors Responsibilities Encourage and support the acculturation of the protg

Understand the typical needs and challenges Prepare and implement a joint mentorship of the beginning teachers Develop and use a variety of strategies to assist the beginning teachers growth plan with the protg Maintain a relationship with the protg consistent with the Code of Professional Conduct

Prepare themselves for effective one-on-one Model and demonstrate effective teaching consultation with individual teachers. Initially focus their efforts in areas known to be difficult for novice teachers Make the accumulated wisdom of other experienced teachers accessible to beginning teachers strategies Observe and provide feedback to the protg Assist the protg in identifying personal strengths and planning

Mentorship programme which is part of induction programme will be on-going up to two years of service. Mentor and protg is expected to work closely and develop their competencies and skills. Feedback from senior teachers on the induction programme is basically positive and most of teachers are very supportive towards the programme. Teacher A quoted that ...This is very good programme...aaaa...being implemented nowadays...aaa...Back in my days, there were no such programme to assists us...eerr...when we started. In addition, all teachers agreed that from the induction programme, it could boost up beginner teachers motivation and morale support to start their career. In result of these, they

will be able to perform above average level and create self-satisfaction in their job. Teacher C added, ...beginner teachers could increase students performance in academic and nonacademic activity when they take extra initiative in doing their job because they are happy doing it... However, Teacher B mentioned that there were bummers during the programme where conflicts between mentor and protg occurred. There was slight misunderstood between them that almost affected on classroom session. Luckily the problem was solved professionally by the Principal and counsellor. Unfortunately, the protg was assigned with another teacher and she was happy about it. Precise decision making was really important at times especially when dealing with problems. Problem solving may not be able to learn in textbooks nor classroom session alone. But it requires experience and tactful minded. Experience could take months or years to gain. Nevertheless, through sharing process, it could help beginning teachers to learn from others experience especially veteran teachers. It would be very useful for them in dealing with problems especially in the classroom daily. Sharing session would benefit the beginning teachers to gain more knowledge and experience at quick beats. To achieve this, the beginning teachers must take the first step to approach and ask senior teachers about it. Teacher A stated that ...one who should seek knowledge must take extra miles to come and seek for it. They should not expect to be spoonfed anymore. Their time for that moment has officially ended once they reported in to the school as teacher.

Conclusion Through this case study, researcher found that it is severely important for teachers to work together especially between new teachers and senior teachers. Sharing knowledge and experience could boost teachers competencies and skills in teaching and classroom management. In addition, motivation and self-confidence is another important element to ensure that beginning teachers going through smooth development track.

Morale support from senior teachers could increase beginning teachers development graph exponentially. Thus sessions and discussion to improve beginning teachers teaching quality is necessary to gain feedback and suggestions from senior. Mentorship programme which part of the induction programme, is core entity in helping beginning teachers career. Long term programme, up to two years, give chances for teachers to gain and learn more knowledge out of classroom. Observation of senior teachers teaching session is another step that beginning teachers could take part in to learn from practical situation especially in classroom management other than teaching and learning process. Overall, beginning teachers could enjoy their smooth ride since at the beginning of their career development with induction programme. This programme will bring more advantages in future to increase teachers confidence level, competencies and skills

Recommendation Based on findings of the research, researcher would like to make a few recommendations on induction programme for beginning teachers. These recommendations are on the basis of the findings in this report. A detailed booklet or manual should be created. The documentation will help teachers to prepare themselves and get clearer expectation from the schools towards beginning teachers. This will avoid any misunderstanding and misjudgement towards the school. A pre-mentor period should be implemented for mentor protg to get to know each other. Flexibility should be offered to change one another if theres conflict of personality or any other problems to avoid bigger exertions.

Reference
Darling-Hammond, L., & Youngs, P. (2002). Defining highly qualified teachers: What does scientifically based research actually tell us? Educational Researcher, 31(9), 1325 Allington, R. (2003). The six ts of effective elementary literacy instruction. Retrieved from www.readingrockets.org/article.php?ID=413 Hanushek, E. A., Kain, J. F., & Rivkin, S. G. (2001). Why public schools lose teachers (NBER Working Paper No. 8599). Cambridge, MA: National Bureau of Economic Research

Clement, M. C. (2011). The induction connection: Facilitating new teacher success. Indianapolis, IN: Kappa Delta Pi. Marzano, R. J. (2011). Effective supervision: Supporting the art and science of teaching . Alexandria, VA: Association for Supervision and Curriculum Development. Burley, S. (2011). Mentoring and coaching in schools: Professional learning through collaborative inquiry. New York, NY: Routledge