The purpose of the study was to gain a deeper understanding of teacher induction in the state of Colorado. The guiding question for the study was "What components do Colorado school districts include as part of their beginning teacher induction?" The study examined the implementation of nine teacher induction components: orientation,…

To address the training needs of Further Education and Training college (FETC) lecturers, and in the absence of a full professional education qualification, several higher education institutions, FETCs, and other bodies in South Africa formed an alliance to develop a short programme towards a possible future full qualification. In 2010 a…

One of the main policy responses to turnover and inadequate preparation among beginning teachers is supporting them with an induction program. Informal or low-intensity teacher induction programs are prevalent and include pairing each new teacher with another full-time teacher without providing training, supplemental materials, or release time for…

A multi-perspective qualitative study was conducted during the spring 1996 semester to investigate the impact of a mentoring initiative on the performance of ten adjunct instructors, new to the faculty of Indian River Community College (Florida). The study found that all participants derived a significant value from the mentoring initiative, with…

Describes the Ferris State University (Michigan) New Faculty Transition Program, in which incoming faculty members meet every two weeks during the fall and winter semesters and attend an academic retreat. Reports that the program is in its fourth year and has been recognized as an important part of first-year faculty members' transition into the…

Describes a program developed at Hagerstown Junior College to meet the professional development needs of part-time faculty at small institutions with limited resources. Examines recruitment, orientation, effective communications with administration, the provision of an instructional clinic and other support services, and program evaluation. (JP)

Describes a survey of the chief academic officers at each of Illinois' community colleges, conducted to investigate faculty development activities, their evaluation, and their perceived impact on instructional improvement. Found a wide variety of activities--orientation, inservice, professional, individual, and group--available to faculty.…

This document describes a staff development and induction model used at Los Medanos College for the purpose of professionally preparing teachers as community college instructors. The model proposes a campus-based and managed program that involves a four-week, preservice seminar in August and regular meetings throughout the subsequent fall and…

In order to assess the effectiveness of the faculty development program for full-time instructors and the orientation program for part-time instructors at William Rainey Harper College, a questionnaire was mailed to all 67 lead teachers, coordinators, and academic administrators; 23 (34%) responded. Half of the respondents indicated that the…

In 1980, Vista College (a non-campus, public community college where part-time faculty teach 85% of the courses) received funding to develop an effective faculty development model for part-time instructors in postsecondary institutions. The project was designed to break down the isolation of part-time faculty, encourage a sense of college and…

Goals of the Lilly Post-Doctoral Fellowships Program as defined by the Lilly Endowment and as perceived by the Fellows, campus program directors, and participants in the Lilly Conferences are considered. The Endowment offered small grants (a maximum of three years of support at a maximum of $50,000 each year) to institutions willing to examine how…

In Chicago and suburban schools there are many teachers who have not had an opportunity to take part in either induction or orientation programs during their first year of teaching. Exposed to proper and adequate induction programs, beginning teachers may demonstrate higher performance and skill in classroom management, instruction, discipline,…

This quarterly publication serves as a medium for the exchange of ideas regarding the planning, design, implementation, and evaluation of professional development practices at two- and four-year colleges. The four issues in volume 12 feature the following articles: (1) "The Course Syllabus Reexamined," by James O. Hammons and Jackson R. Shock; (2)…