The Importance of Principals: Site Administrators' Roles in Novice Teacher Induction

This study explores principals' roles in a large, urban, standards-based induction program. Principals from eight high schools, four middle schools, and 42 elementary schools were surveyed. Five case study schools were investigated using interviews of principals and novice teachers and focus gr...

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Bibliographic Details
Published in:American secondary education 2005-04, Vol.33 (2), p.39-62
Main Author: Wood, Ann L.
Format: Article
Language:English
Subjects:
Administrator education
Beginning Teacher Induction
Beginning Teachers
Educational Change
Educational Research
Educational Strategies
Employee orientation
Focus Groups
Instructional Leadership
Leadership
Logical Thinking
Mentors
Middle Schools
Principals
Professional development
Professional responsibilities
School principals
Secondary education
Secondary schools
Student Participation
Teacher Orientation
Teacher Persistence
Teachers
Teaching Methods
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Summary:This study explores principals' roles in a large, urban, standards-based induction program. Principals from eight high schools, four middle schools, and 42 elementary schools were surveyed. Five case study schools were investigated using interviews of principals and novice teachers and focus groups for mentors and site induction coordinators. Findings show that principals have five leadership roles in induction: (a) culture builder, (b) instructional leader, (c) coordinator/facilitator of mentors, (d) novice teacher recruiter, and (e) novice teacher advocate/retainer. These urban principals demonstrate high levels of induction leadership and offer others, especially secondary principals, insights into quality administrative support of novice teachers.
ISSN:0003-1003
2326-9618