The status of teacher induction in Catholic schools: perspectives from the United States and Canada.

The status of teacher induction in Catholic schools: perspectives from the United States and Canada. Catholic schools struggle with issues of teacher recruitment andretention. The experience of new teachers--both those recently graduatedfrom college as well as those new to the Catholic sector--often impactsretention rates. This article presents a study of induction programs forsuch new teachers in the US and Canada, summarizes current trends, andoffers recommendations for the future. INTRODUCTION Beginning teachers leave the teaching profession at alarming rates.Roughly one third of all beginning teachers leave within the first 3years (DePaul, 2000; Feiman-Nemser, 2001; National Commission onTeaching and America's Future, 2003; Tye & O'Brien, 2002).Approximately 9.3% do not make it through the first year (Weiss &Weiss, 1999) and by the end of 5 years, 50% of beginning teachers willhave left (Ingersoll, 2001). Attrition AttritionThe reduction in staff and employees in a company through normal means, such as retirement and resignation. This is natural in any business and industry.Notes: of beginning teachers is a concern for Catholic schools.In an analysis of the 1999-2000 Schools and Staffing Survey, Ingersoll(2001) found that private schools (Catholic and non-Catholic) had ahigher annual turnover rate (18.9%) than public schools (12.4%); amongprivate schools, Catholic schools had a 17.7% teacher turnover rate.Taymans (2007) reported that Catholic secondary "schools experiencea 25% teacher attrition during the first two years and a 45% turnoverafter three to five years of service" (p. 7). The median attritionrate Noun 1. attrition rate - the rate of shrinkage in size or numberrate of attritionrate - a magnitude or frequency relative to a time unit; "they traveled at a rate of 55 miles per hour"; "the rate of change was faster than expected" reported in Ontario, Canada, for 1993-1999 was 27% during the first3 years of teaching (Government of Ontario The Government of Ontario refers to the provincial government of the province of Ontario. Its powers and structure are set out in the Constitution Act, 1867.In modern Canadian use, the term "government" refers broadly to the cabinet of the day, elected from the Legislative , 2005). According to according toprep.1. As stated or indicated by; on the authority of: according to historians.2. In keeping with: according to instructions.3. estimates by Hussar hussarMember of a European light-cavalry unit used for scouting, modeled on the 15th-century Hungarian light-horse corps. The brilliantly coloured Hungarian hussar's uniform was imitated in other European armies; it consisted of a busby (high cylindrical cloth cap), a (1999), by the end of 2008, therewill be a shortage of 2.2 million teachers, with half of that shortagedue to teacher attrition. In Canada, the estimates of teacher shortagesare not as dramatic as reported in the United States United States,officially United States of America, republic (2005 est. pop. 295,734,000), 3,539,227 sq mi (9,166,598 sq km), North America. The United States is the world's third largest country in population and the fourth largest country in area. . However, therecurrently are and predicted to be significant need for teachers withincertain teaching specialties (e.g., special education, languages, etc.)and in different regions in Canada (Gervais & Thony, 2001; OntarioCollege of Teachers, 2006). The problem lies not simply with aninadequate supply of new teachers, but rather with new teachers leavingthe profession for other careers (Ingersoll, 2001; Ingersoll &Smith, 2003). Major contributors to beginning teacher attrition include lack ofquality induction programs, unfavorable working conditions (Ingersoll& Smith, 2003) and inadequate compensation (Recruiting New Teachers,2000). Research reveals that beginning teachers who experienceinduction, mentoring, and collegial col��le��gi��al?adj.1. a. Characterized by or having power and authority vested equally among colleagues: "He . . . support in their first year are lesslikely to leave teaching (Guarino, Santibanez, & Daley, 2006;Ingersoll & Smith, 2003). In Catholic schools, teachers who areassisted by induction, mentoring, and collegial support in their firstyear are more likely to understand the mission and become a part of theschool community (Cook & Engel, 2006; Taymans, 2007). To beeffective, induction programs in Catholic schools must include supportfor the religious dimension as well as assistance with pedagogical ped��a��gog��ic? also ped��a��gog��i��caladj.1. Of, relating to, or characteristic of pedagogy.2. Characterized by pedantic formality: a haughty, pedagogic manner. andmanagerial issues common to new teachers (Brock brock?n. Chiefly BritishA badger.[Middle English brok, from Old English broc, of Celtic origin.] , 1988; Brock &Grady, 2007; Chatlain, 2002; Chatlain & Brock, in press; Chatlain& Noonan, 2005). The ability of Catholic schools to retain quality teachers is apressing issue. Recruitment and retention of quality teachers arecentral to the ability of Catholic schools to maintain high standards ofexcellence. Teachers in Catholic schools must be faith-filledindividuals who have the ability to infuse in��fusev.1. To steep or soak without boiling in order to extract soluble elements or active principles.2. To introduce a solution into the body through a vein for therapeutic purposes. Catholic values into academiccontent in addition to being skilled teachers. This ability is criticalto accomplishing the mission of Catholic education and it requires thatthe Catholic teacher be well formed in the faith. With the recentdecline in numbers in numbered parts; as, a book published in numbers.See also: Number of clergy and consecrated con��se��crate?tr.v. con��se��crat��ed, con��se��crat��ing, con��se��crates1. To declare or set apart as sacred: consecrate a church.2. Christianitya. people teaching in Catholicschools, increased pressure has been placed on our lay Catholicteachers. As the laity LAITY. Those persons who do not make a part of the clergy. In the United States the division of the people into clergy and laity is not authorized by law, but is, merely conventional. assumes these leadership roles, they feel deeplychallenged by the demands on them given their level of formation. It isa tall order indeed for a Catholic school to find excellent teachers whoare strong and well formed in their faith and ready to bear witness toit as is required. When these teachers are found, it is vital that theybe supported and nurtured as there are few available. The first few years of a teacher's career have profound andlasting effects on teacher retention and teacher effectiveness.Regardless of the quality of their preparation, new teachers are notfully prepared to become master teachers. Research reveals that they areeven less prepared for the religious dimension of a teacher's work(Brock, 1988; Chatlain, 2002). New teachers in Catholic schools requireinduction programs that include the religious, pedagogical, managerial,and socialization socialization/so��cial��iza��tion/ (so?shal-i-za��shun) the process by which society integrates the individual and the individual learns to behave in socially acceptable ways. so��cial��i��za��tionn. components needed for success as a teacher in aCatholic school. In a study by Squillini (2001), 51.6 % of respondentsreported that support for new teachers was a very important factor inteacher retention. According to Taymans (2007), Catholic schools thathave instituted programs for teachers new to their schools have foundthe investment to be well worth the cost. Since the 1980s, research on teacher induction Induction (educator)Induction is the support and guidance provided to novice teachers and school administrators in the early stages of their careers. Induction encompasses orientation to the workplace, socialization, mentoring, and guidance through beginning teacher has proliferated.Growing concern about teacher attrition accompanied by research touting toutingthe making of personal representations by a veterinarian to persons who are not clients in an attempt to solicit their business. the value of induction and mentoring has prompted many schools todevelop induction programs (Goodwin, 1999; Recruiting New Teachers,Inc., 1999; Weiss & Weiss, 1999). In the United States, severalstates are mandating induction programs for new teachers, with somestates and school districts linking new-teacher assessment andcontinuing employment to their induction programs. In Canada, a similarpattern is emerging with the largest province implementing a mandatorynew teacher induction program in 2006. In the absence of provincialdirection, many districts and dioceses have developed their owninduction programs. The degree to which teachers are inducted into Catholic schools isa key component in their retention and development as quality teachers.Abundant research on teacher induction has been conducted in publicschools. However, little research has been conducted on teacherinduction in Catholic schools. PURPOSE OF THE STUDY Given the importance of adequate induction in retaining anddeveloping quality teachers in Catholic schools and the dearth ofresearch on this topic, the researchers initiated a study to explore thestatus of diocesan- or district-sponsored induction for teachers inCatholic schools. The purpose of the study was to explore currentprograms and future needs for new teacher induction in Catholic schools.Knowledge of induction strategies employed by dioceses in the UnitedStates and Canada may be useful to Catholic school superintendents andprincipals as they attempt to design induction programs for theirschools. METHOD DATA COLLECTION A qualitative paradigm, using narrative surveys for datacollection, was selected. One diocese in each of the 50 United Statesand 48 Canadian districts in five provinces was invited to participatein the study. The researchers' interest in exploring the status ofteacher induction on an international basis influenced the selection oflocations in the United States and Canada. The dioceses and districtswere selected to provide a representative geographic sampling of the twocountries. Information was returned by 28 superintendents, 16 in theUnited States, and 12 in Canada. Eight superintendents in the UnitedStates and 1 in Canada declined participation because they did not havediocesan di��oc��e��san?adj.Of or relating to a diocese.n.The bishop of a diocese.diocesanAdjectiveof or relating to a dioceseNoun 1. teacher induction programs. The purposive pur��po��sive?adj.1. Having or serving a purpose.2. Purposeful: purposive behavior.pur sampling proceduresand small number of participants decreased the ability to generalize generalize/gen��er��al��ize/ (-iz)1. to spread throughout the body, as when local disease becomes systemic.2. to form a general principle; to reason inductively. thefindings of the study. DEFINITION OF TERMS For the purpose of the study, "new teachers" referred tograduates entering the workforce for the first time, late entrants tothe teaching profession, experienced teachers re-entering teaching, andexperienced teachers in a new school. "Induction programs"referred to institutional procedures established by a Catholic diocesefor the purpose of inducting new teachers. The terms "diocese"and "district," used in the United States and Canadarespectively, describe the political boundary that defines the area ofauthority for a board of education. The terms are used interchangeablyin this paper. ADMINISTRATIVE STRUCTURE The Catholic dioceses and districts in the United States and Canadawere similar in terms of their support and guidance of local parishschools and private schools operated by religious orders. Differencesoccurred, however, in terms of financial support and the administrativeauthority of the diocese. Catholic schools in the United States areadministered by parishes and religious organizations, and funded byparish donations and tuition. Although schools operate by permission ofthe bishop and are subject to diocesan policies regarding the generaloperation of the schools, each school is administered independently andis responsible to the pastor of the parish or religious order to whichit is affiliated. Catholic schools in Canada A List of schools in Canada:By province: List of high schools in Alberta List of schools in New Brunswick List of Nova Scotia schools List of Quebec art schools By region: List of French public schools in Eastern Ontario operate under two distinct structures.First, in 7 of the 10 provinces, Catholic schools operate similarly tothe United States where they are funded at least partially, if notfully, by tuition and parish support. Second, in the remaining 3provinces (which comprise 52% of the country's total population),the situation is quite different. Catholic school districts in theseprovinces receive complete public funding--no tuition is charged.Provincial curriculum is followed; however, flexibility exists thatpermits religion courses as well as the permeation per��me��a��tionn.The process of spreading through or penetrating, as in the extension of a malignant neoplasm by continuous proliferation of the cells along the blood or lymph vessels. of the faith into theprovincial curriculum. School districts hire Catholic teachers and aregoverned by an elected board of Catholic trustees. The elected board, inpartnership with the diocese, administers each school and is accountableto the provincial ministry of education. The proportion of studentsaccessing Catholic education in these provinces is much higher than inthe others. For these provinces, this is a historical right that wasafforded to the minority faith at the time of confederation A union of states in which each member state retains some independent control over internal and external affairs. Thus, for international purposes, there are separate states, not just one state. in the early1900s. This right was an important consideration when they decided tojoin Canada. PROCEDURES Superintendents who participated in the study were mailed anarrative questionnaire, written by the researchers after a review ofthe literature. Participants were asked to describe their currentinduction program, level of satisfaction with the program, andconstraints that impeded im��pede?tr.v. im��ped��ed, im��ped��ing, im��pedesTo retard or obstruct the progress of. See Synonyms at hinder1.[Latin imped additional program development. Respondentsreturned the questionnaire by mail or email. Six of the respondentsincluded printed information about their induction programs. Demographicinformation about the dioceses was gained from an examination of theirwebsites. Narrative responses and documents were coded for content andanalyzed for themes. The qualitative methodology of multiple sources ofinformation, coding, and reviewing data for verification enhanced thevalidity and reliability of data (Creswell, 2003; Fraenkel & Wallen,2006). FINDINGS DEMOGRAPHICS The attributes of people in a particular geographic area. Used for marketing purposes, population, ethnic origins, religion, spoken language, income and age range are examples of demographic data. In the United States, the 16 responding dioceses represented ageographic cross-section. The number of schools per diocese ranged from220 to 14. The diocese with the second smallest geographic area waslocated in a densely populated pop��u��late?tr.v. pop��u��lat��ed, pop��u��lat��ing, pop��u��lates1. To supply with inhabitants, as by colonization; people.2. area and had the largest number ofschools. The diocese with the largest geographic area was located in amore sparsely sparse?adj. spars��er, spars��estOccurring, growing, or settled at widely spaced intervals; not thick or dense.[Latin sparsus, past participle of spargere, to scatter. populated area and had the smallest number of schools. In Canada, the 12 responding districts represented a cross-sectionof school districts from three provinces. These districts ranged fromthe smallest district comprised of 5 schools to the largest districtcomprised of 61 schools. The mean school district size was 18 schools.It is of interest and significance to note that all of the responsesreceived were from school districts in provinces where Catholiceducation is publicly funded. In provinces where no public funding Public funding is money given from tax revenue or other governmental sources to an individual, organization, or entity. See alsoPublic funding of sports venues Research funding Funding body exists, no responses were received. EMERGING THEMES The following themes emerged from the study: * Varied induction program frameworks * Similarity of program goals * Orientation at diocesan level * Importance of mentorship * Importance of religious dimension * Variances in distribution of induction responsibilities * Level of satisfaction with programs * Challenges and constraints in making improvements Each of these themes will be further explored and discussed. Thereader may assume that, in reviewing the results of the survey, theinformation speaks to both the American and Canadian results exceptwhere the data are specifically disaggregated Broken up into parts. . VARIED PROGRAM FRAMEWORKS Program frameworks varied widely in structure andcomprehensiveness, ranging from minimal to highly structured programs.Some superintendents reported programs that entailed a brief orientationat the diocesan level with additional induction activities delegated tolocal schools while others mailed the researchers literature describingcomprehensive programs with multiple components and extensiveassessments. In the American context, 6 of the dioceses reported inductionprograms designed to fulfill state or government mandates, with 3 ofthose dioceses reporting induction programs linked with new teacherlicensure licensure(lī´snsh . Nine of the induction programs were designed to fulfilldiocesan mandates. Two dioceses reported programs in which the diocesehad complete control over the administration, delivery, and assessmentof the induction program. The rest of the dioceses reported establishingprogram frameworks with individual schools responsible for deliveringvarying amounts of the content. Canadian participants reported slightly different results with 8districts designing their programs to fulfill state mandates, and theremaining 4 programs being based on district developed inductionprograms. INDUCTION PROGRAM GOALS Most of the dioceses and districts reported similar goals for theirinduction programs, including: orienting new teachers to the mission andvalues of Catholic education; improving the quality of new teacherperformance; and improving retention of new teachers. Additionally, afew dioceses and districts included the fulfillment of diocesan, state,or government mandates as a goal. ORIENTATION A diocesan orientation was a component of all but one of theinduction programs. The amount of time for orientation varied from 3days to a half day with one third of the induction programs holding aone-day orientation. One program reported a half day diocesanorientation followed by 1 to 3 days at local schools. In Canada, themean reported length of orientation and initial meetings for newteachers was 1.54 days. Most of the orientations included diocesan policies, procedures,and benefits and topics related to the religious dimension of Catholiceducation. The rest of the topics varied widely, but fell intocategories of safe environments, instructional practice, curriculum,diversity, school law, technology, resources, and assessment. Two of thedioceses included explanations of new teacher requirements andassessments related to state mandates. MENTORSHIP The majority of respondents identified mentorship of new teachersas one of the most beneficial components of their induction programs.Only 4 of the responding dioceses did not have a mentorship program, oneof which was in the process of developing one. In the majority of programs, mentors were selected and assigned byprincipals and training was provided by the diocese. Although criteriafor mentor selection varied, qualities most often mentioned included: * Master teacher with teaching degree and certificate and at least5 years' experience * Willingness to serve as a mentor (self-nomination) * Present assignment similar to that of new teacher, if possible * Works well with students and peers * Enthusiastic about the profession with a positive attitude towardthe school * Has knowledge of a variety of effective instructional andclassroom management strategies Most respondents reported training processes that included one ormore of the following: workshops, print materials, demonstrations,conferences, case studies, and videos. One respondent reported atraining program that included a half day review of the mentorshipmanual. Another respondent reported that mentors "are given onefull-day of training in June with three 2-hour follow-up sessionsthroughout the year--Oct. Jan, March." Two additional respondents described their mentor training asfollows: * "[A three day training period that included the following]two days of training in Pathwise [an induction and mentoring programbased on the work of Charlotte Danielson], one day of training onmentoring in a Catholic school; Catholic identity, basics of coaching,and the role of the mentor." * "[Presentations, discussions, and case studies on the]importance of the mentor in induction and retention; the 'lifecycle' of a beginning teacher; issues of new teachers;strength/weaknesses of new teachers; reflective questioning; and acalendar for mentoring." Some respondents reported that responsibilities of mentors wereestablished at the diocesan level, while others reported that mentorresponsibilities were "a local decision" and "varied fromschool to school." Duties of mentors varied among dioceses, butfell within the following general categories: * Maintain regular communication with inductee * Provide guidance, support, and coaching * Assist inductee in prioritizing areas of need * Assist with instruction * Conduct classroom observations; provide feedback * Assist with state or diocesan requirements State and diocesan requirements included: "Completion of theInduction Program Evaluation Program evaluation is a formalized approach to studying and assessing projects, policies and program and determining if they 'work'. Program evaluation is used in government and the private sector and it's taught in numerous universities. Form and give suggestions for improvementto inductee;" "completion of required writtendocumentation;" "attend mentor teacher workshops whenprovided;" "[follow] state guidelines and portfolioassessment." Topics included in mentor training included: "reflectivequestioning;" "strengths and weaknesses of new teachers;""issues new teachers commonly face;" "importance of thementor to induction and retention, and the life cycle of a beginningteacher;" "faith formation for adults;" and"overview and calendar of the mentoring program." Although half of the American respondents reported compensation formentors, only 3 dioceses reported a designated monetary compensation: * Between $400 and $1,000 per year per teacher mentored * A $500 stipend sti��pend?n.A fixed and regular payment, such as a salary for services rendered or an allowance.[Middle English stipendie, from Old French, from Latin st and 4.0 continuing education continuing education:see adult education. continuing educationor adult educationAny form of learning provided for adults. In the U.S. the University of Wisconsin was the first academic institution to offer such programs (1904). units * State compensation Other forms of compensation included: encouraging individualschools to offer "appreciation stipends" or "free time toobserve," and giving mentors "points toward teaching licenserenewal." One respondent reported that compensation occurred"sometimes, depending on the school." Eleven of the Canadian superintendents indicated that they provideno compensation for their mentors. One district provided a $150professional development honorarium HONORARIUM. A recompense for services rendered. It is usually applied only to the recompense given to persons whose business is connected with science; as the fee paid to counsel. 2. . One third of the districts providementor release time that varied from 1 to 3 days. THE CATHOLIC DIMENSION All of the respondents identified the religious dimension ofCatholic education as central to and one of the most beneficialcomponents of their induction programs. The following is a summary ofthe content reportedly included in orienting new teachers to thereligious dimension of Catholic schools: code of Christian conduct andprofessional ethics professional ethics,n the rules governing the conduct, transactions, and relationships within a profession and among its publics.professional ethics liability,n 1. ; modeling Christian behavior; the role andresponsibilities of teachers in Catholic schools; Catholic identity andculture, the mission of Catholic education; the ministry of teaching;the role of prayer; infusion of Catholic values; faith formation; thereligion curriculum; Catholic social teaching; community service; thehistory of Catholic schools; permeation of the faith throughout thecurriculum; and formal formation, a series of diocesan-sponsored classesrelated to faith formation. SOCIALIZATION Most of the respondents reported deferring to local schools forsocialization of new teachers and training in classroom management. Onerespondent explained, "[socialization opportunities] arelimited--they are together once before school begins." Onerespondent in the United States indicated additional opportunities forsocialization, reporting that they held "grade level gatheringsfour times a year" while 4 Canadian districts gather their newteachers for socialization purposes. Two other Canadian superintendentsindicated that some socialization happens through their on-line learningcommunities and other electronic networking opportunities the districtprovides. CLASSROOM MANAGEMENT TRAINING Although half of the respondents in the United States and all ofthe Canadian respondents reported including classroom managementtraining as part of the induction program, most did not describe anannual training process that focused on the classroom management issuesof new teachers. Most described programs that were brief and part of theinitial orientation or optional. Professional development was offered toprincipals with the expectation that they will handle training at thelocal level. Descriptions of the training processes follow: * "We refer specific teachers to training." * "We provide services to principals and expect them toinspire/motivate teachers with local opportunities.... We gatherteachers every three years. On other years, principals plan theseactivities." * "Optional.... Training is offered for two days." SATISFACTION WITH INDUCTION PROGRAM Although most respondents reported being somewhat satisfied withtheir induction program, they were also seeking ways to improve. Theircomments included the following: * "On a scale of 1-10, probably a 7." * "Could do more." * "Needs improvement." * "We are always looking to improve, [but] at least we havesomething!" * "Yes, but it is always open for improvement." * "Moderately. We are working to increase the substance." Two respondents indicated total satisfaction, reporting that theprogram is reviewed each year by mentors and entry-year teachers. Goodfeedback is received and adjustments are made if necessary. They werevery pleased with the progress of the program. Those who were workingwith a new program were cautiously optimistic op��ti��mist?n.1. One who usually expects a favorable outcome.2. A believer in philosophical optimism.op as early indications werepositive. Asked to consider how they would like to improve their inductionprogram, most respondents said they wanted more opportunities forinteraction between teacher-mentor pairs. One respondent wanted to add amentor component but lacked personnel to implement it. Anotherrespondent wanted to eliminate the Praxis prax��is?n. pl. prax��es1. Practical application or exercise of a branch of learning.2. Habitual or established practice; custom. III--a state-trained observerwho observes new teachers for licensure. Others reported struggling withfinding the correct balance of the roles and responsibilities for eachgroup: the diocese, the principal, the mentor, and the new teacher.Participants felt the tension between how much of the program should bedistrict/provincially directed and how much should be directed by thementor or new teacher. Their sense was that a clinical, prescribed, onesize fits all program would not be the best, yet they also knew thatwith no direction, nothing would happen and this support for newteachers was too important to leave to chance. CONSTRAINTS The challenges and constraints that hampered respondents frommaking desired improvements to their induction programs included: time(away from the classroom and after school hours), money, distancebetween schools, and the multiple commitments of the Catholic schooloffice staff and new teachers. In Canada, an additional challengesurfaced around a differing viewpoint between the teachers' unionand the district about hosting some of the orientation prior to theopening of school. SUMMARY OF FINDINGS The findings of the study are summarized as follow: * Teacher induction programs were uneven in terms ofcomprehensiveness * Goals of teacher induction programs included: orienting newteachers to the mission and values of Catholic education; improving thequality of new teacher performance; and improving retention of newteachers * Wide variance occurred in induction program delivery * The Catholic dimension was regarded as important and wassubstantial in content * Mentor programs were regarded as important and widely used * Little structured training in classroom management was reported * Superintendents with established induction programs were somewhatsatisfied but looking for ways to improve their programs * Superintendents who sought to improve teacher induction programswere constrained con��strain?tr.v. con��strained, con��strain��ing, con��strains1. To compel by physical, moral, or circumstantial force; oblige: felt constrained to object.See Synonyms at force.2. by time, money, and number of schools to serve and/orvast distances between schools LIMITATIONS OF THE STUDY Several factors limited the findings of this study. First, datawere collected from a relatively small sample of superintendents anddioceses. Additional participants would be needed to saturate sat��u��ratev. Abbr. sat.1. To imbue or impregnate thoroughly.2. To soak, fill, or load to capacity.3. To cause a substance to unite with the greatest possible amount of another substance. the dataand develop additional support for the themes. Second, the data gatheredwere based on the objectivity and reliability of the researchers.Typical of narrative data gathering, informant informantHistorian Medtalk A person who provides a medical history integrity becomes anissue of rigor rigor/rig��or/ (rig��er) [L.] chill; rigidity.rigor mor��tis? the stiffening of a dead body accompanying depletion of adenosine triphosphate in the muscle fibers. . Despite these limitations the results of the study revealed thestructure and components of a variety of induction programs used inCatholic schools. The paucity pau��ci��ty?n.1. Smallness of number; fewness.2. Scarcity; dearth: a paucity of natural resources. of research on teacher induction programsfor Catholic schools and the importance of induction to the retention ofhigh quality teachers for Catholic education suggest a need foradditional research on this topic. DISCUSSION AND RECOMMENDATIONS Research reveals that beginning teachers who experience formalinduction have higher retention rates (Guarino et al., 2006; Ingersoll& Smith, 2003) and are more likely to understand the mission ofCatholic schools and become a part of the school community (Taymans,2007). Additionally, the growing number of state mandates requiringand/or linking teacher induction with licensure, is impacting Catholicschools in both the United States and Canada. Given the importance ofeach of these factors, the researchers assumed a high response rate forthe study with most participants describing established teacherinduction programs. That was not the case, however, as only 16 of the 24United States dioceses that responded to an invitation to participate inthe study reported having institutional induction programs. Four of theeight dioceses that reported not having institutional programs relied onindividual schools for teacher induction. In Canada, all of theresponses were from Catholic districts that are publicly funded. Thehigh number of non-respondents left the researchers wondering if thedioceses did not have institutional programs or the superintendents didnot have the time or interest to participate in the study. Only oneinvitee An individual who enters another's premises as a result of an express or implied invitation of the owner or occupant for their mutual gain or benefit.For example, a customer in a restaurant or a depositor entering a bank to cash a check are both invitees. declined the invitation due to a lack of time. The programs varied widely in terms of delivery Terms of DeliveryThe part of a sales contract that indicates the point at which title and risk of loss of merchandise pass from the seller to the buyer. See: Incoterms. and the depth. Someprograms were managed and delivered entirely by the diocese. Otherprograms were developed and managed by the diocese with much of thedelivery delegated to local schools. In the majority of United States dioceses, induction involvementwas limited to providing the format for the induction program anddelivering an orientation in the fall. Other activities, such asmentorship, socialization, and training in classroom management weredelegated to individual schools. The Canadian responses indicated thatinduction programming may be somewhat more formalized for��mal��ize?tr.v. for��mal��ized, for��mal��iz��ing, for��mal��iz��es1. To give a definite form or shape to.2. a. To make formal.b. and developed;however, only those districts that are publicly funded chose to respond.The state of induction programming in the parochial pa��ro��chi��al?adj.1. Of, relating to, supported by, or located in a parish.2. Of or relating to parochial schools.3. Catholic schoolsremains unknown. All of the dioceses reported similar goals for their teacherinduction programs: orienting new teachers to the mission and values ofCatholic education; improving the quality of new teacher performance;and improving retention of new teachers. Topics relating to relating torelate prep → concernantrelating torelate prep → bez��glich +gen, mit Bezug auf +accthe Catholicdimension were identified as important and were evident in substantialnumbers in all of the programs. The religious dimension and support for the ongoing faith formationof new teachers appeared to provide a foundation for the inductionprograms. All of the respondents reported sponsoring an orientation fornew teachers that mingled topics related to an overview of the dioceseand the religious, pedagogical, and managerial dimensions of teaching.In certain cases, this was reportedly accomplished through a deliverymodel that exemplified a Catholic Christian lifestyle: time for personalprayer and reflection, discussion, celebration of the Eucharist, andsharing meals. New teachers in Catholic schools face the complexity of learningthe art and craft of teaching, with the added challenge of the religiousdimension, which increases the importance of having a mentor to guidethem. Respondents reported that mentor programs were regarded asimportant and widely used. All of the dioceses reported criteria formentor selection and training for mentors. Compensation for mentorsvaried widely. Although half of the United States respondents reportedcompensation for mentors, only 3 dioceses reported a designated monetarycompensation that included $500 stipends, between $400 and $1,000 peryear per teacher mentored, and state compensation for mentors. In mostdioceses, compensation was the responsibility of individual schools andtook the form of appreciation stipends, free time, and points towardlicense renewal. This is in contrast to the Canadian context where,apart from a little release time, virtually no districts compensatedmentors. Although a major contributor to new teacher attrition stems fromclassroom management problems, none of the dioceses required annualclassroom management training for new teachers. Although most of therespondents reported including classroom management training, thetraining described was either optional or offered on an occasional orindividual basis. Given the importance of student discipline as a factorin satisfaction (Squillini, 2001) and retention (Ingersoll & Smith,2003), the inclusion of classroom management might serve to meetinduction program goals by improving the performance of new teachers andtheir retention rate. Superintendents reported being somewhat satisfied with theirinduction programs, but looking for ways to improve them. Improvementswere hampered by a lack of finances and time, many of them citingdemands that were disproportionate dis��pro��por��tion��ate?adj.Out of proportion, as in size, shape, or amount.dispro��por to the number of available officepersonnel. Some superintendents struggled with the density of thepopulation, having a large number of schools within a small area. Othersuperintendents struggled with distance, having a small number ofschools scattered over a wide geographic area. Although technology wasconsidered as a communication option, differences in the availability oftechnology between schools were problematic in some dioceses. Based on the findings of this study and literature in the field,the following recommendations emerge for the development of teacherinduction programs for Catholic schools: 1. Provide a framework for teacher induction in Catholic schools toserve as a guide in creating induction programs. Althoughsuperintendents desire, or are required by state mandate, to createteacher induction programs, there are few models to guide them. Researchon teacher induction in public schools is helpful in areas such asprogram development, processes, and evaluation. Although models ofpublic schools are helpful in some respects, the structure of a Catholicdiocese and the nature of Catholic education require a somewhatdifferent format. Having a framework for teacher induction in Catholicschools available would facilitate the development of individualdiocesan induction programs. 2. Encourage all dioceses to establish institutional teacherinduction plans. Providing induction assistance to new teachers is aninvestment in the future of quality education for Catholic schools. 3. Use the Catholic dimension as the foundation for the inductionplan and integrate it throughout the pedagogical and managerial aspectof teaching. 4. Maximize effectiveness of the induction program by tailoring itto the specific needs of the diocese and individual schools. Doing sorequires a team approach that includes input, cooperation, andcollaboration of diocesan personnel, local administrators, and teachers. 5. Provide training for principals on their role in the inductionprocess. The principal plays a central role in the effectiveness andsuccess of an induction program. Not all principals understand theimportance of teacher induction and their role in the induction process. Retaining highly qualified teachers who are committed to themission of Catholic education is essential to the continuing success ofCatholic schools. Beginning teachers who feel happy and successful aremore likely to remain teaching in Catholic schools. Teacher retentionfosters stable school environments, a sense of community, and ensurescontinuity of Catholic culture. Providing teacher induction during theearly years of teaching is one way to ensure job satisfaction and theretention of quality teachers for Catholic education. REFERENCES Brock, B. L. (1988). First-year teachers in Catholic schools: Astudy and analysis of perceptions of undergraduate preparation,entry-level assistance and problems, and development of a model ofassistance. Unpublished doctoral dissertation dis��ser��ta��tion?n.A lengthy, formal treatise, especially one written by a candidate for the doctoral degree at a university; a thesis.dissertationNoun1. , University of Nebraska,Lincoln. Brock, B. L., & Grady, M. L. (2007). From first-year tofirst-rate (3rd ed.). Thousand Oaks Thousand Oaks,residential city (1990 pop. 104,352), Ventura co., S Calif., in a farm area; inc. 1964. Avocados, citrus, vegetables, strawberries, and nursery products are grown. , CA: Corwin. Chatlain, G. L. (2002). Teacher induction in Catholic schools.Unpublished master's thesis. University of Saskatchewan The University of Saskatchewan (U of S) is a coeducational public research university located on the east side of the South Saskatchewan River in Saskatoon, Saskatchewan, Canada. The University is celebrating its centennial year in 2007. , Saskatoon Saskatoon(săskətn`), city (1991 pop. 186,058), S central Sask., Canada, on the South Saskatchewan River. ,SK. 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Hussar, W. J. (1999). Predicting the need for newly hired teachersin the United States to 2008-09. Washington, DC: U.S. Department ofEducation, National Center for Educational Statistics. Ingersoll, R. M. (2001). Teacher turnover and teacher shortages: Anorganizational analysis. American Educational Research Journal, 38,400-534. Ingersoll, R. M., & Smith, T. M. (2003). The wrong solution tothe teacher shortage. Educational Leadership, 8(4), 30-33. National Commission on Teaching and America's Future. (2003).No dream denied: A pledge to America's children (Document No.4269).Washington, DC: Author. Ontario College of Teachers. (2006). Transition to teaching 2006.Retrieved July 29, 2007, fromhttp://www.oct.ca/publications/pdf/transitions06_e.pdf Recruiting New Teachers, Inc. (1999). Learning the ropes: Urbanteacher induction programs and practices in the United States. Belmont,MA: Author. Recruiting New Teachers, Inc. (2000). The urban teacher challenge:Teacher demand and supply in the great city schools. Belmont, MA:Author. Squillini, C. (2001). Teacher commitment and longevity in Catholicschools. Catholic Education: A Journal of Inquiry and Practice, 4(3),335-354. Taymans, M. F. (2007). Department of secondary schools. NCEA NCEA National Catholic Educational AssociationNCEA National Center for Environmental AssessmentNCEA National Center on Elder AbuseNCEA National Community Education AssociationNCEA National Certificate Educational Achievement (New Zealand)Notes,40(5), 7. Tye, B. B., & O'Brien, L. (2002). Why are experiencedteachers leaving the profession? Phi Delta Kappan, 84(1), 24. Weiss, E. M., & Weiss, S. G. (1999). Beginning teacherinduction. Washington, DC: ERIC Clearinghouse on Teaching and TeacherEducation. (ERIC Document Reproduction Service No. ED436487) BARBARA L. BROCK Creighton University Sitting on a 108-acre campus just outside Omaha's downtown business district in the Near North Side neighborhood, the University currently enrolls about 6,800 students. Creighton is one of 28 member institutions of the Association of Jesuit Colleges and Universities. GREG CHATLAIN Greater Saskatoon Catholic Schools Saskatoon, Saskatchewan Barbara L. Brock is professor in the Education Department atCreighton University. Greg Chatlain is superintendent of GreaterSaskatoon Catholic Schools in Saskatoon, Saskatchewan. Correspondenceconcerning this article should be sent to Dr. Barbara L. Brock,Education Department, Creighton University, 2500 California Plaza The name California Plaza may refer to one of the following locations in Los Angeles: Omni Los Angeles Hotel One California Plaza Two California Plaza ,Omaha, NE 68178.