Systemic Professional Development and its Effect on Novice Teacher Dissertation

Systemic Professional Development and its pitch on Novice Teacher Retention Rates, A Qualitative Research Case Study - harangue ExampleThe model of systematic professional person development is also discussed vis-a-vis various parameters that influence statement capabilities with significant impact on retention of novice teacher. Finally, possible remedies that have been suggested to date, with particular attention to mentorship, and general professional development were included in this review. To introduce newcomers to the professional culture of the school, induction and mentoring is often used, nevertheless with mixed success. For integrity thing, the time the assistance is offered is usually quite short, and often, if not always, the teacher is expected to be carrying an almost-full or full load. When compared with effective general professional development, induction and mentoring do not seem to be as successful. In the fol miserableing section, the case study research m ethodology design leave behind be established as a viable way to conduct a qualitative study. The specific qualitative research approach adopted for this study will be explored in complete detail. Keywords systematic professional development, K-12 education, retention/ attrition Section 2 Literature Review Introduction The study addresses the problem of low rate of retention among new teachers in the K-12 education system of the United States. The purpose of this study is to light upon effective systemic professional development learning opportunities, if any, which aid in the retention of apprentice teachers in the teaching profession. The focus will be in answering the sub question Why systemic professional development learning opportunities are beneficial to novice teachers? Systemic professional development is one of several possible strategies to deal with low retention amongst novice teachers. It has been credited with success in reenforcement apprentice teachers (Kent, 200 4 Langraf, 2004 Wong et al., 1998). However, its possible influence on new teacher attrition rates is less studied. Siedentop (2006) suggests, that what is truly missing is systematic evidence to support that the approaches being advocated (work) there is some evidence to support the antithetic positions, but it is spotty at best, flawed at worst (p. 14). The literature to be reviewed consists primarily of books and donnish journals from the last 15 years, though a few earlier studies are included to broaden the historical context. It concentrates on the situation in the United States, though studies of similar issues in Canada, the United Kingdom, Australia, and Europe will be consulted. The material for the review was gathered by library catalog and electronic database searches, using keywords pertinent to each of its topics. The bibliographies found in nearly all source materials were critical in locating and identifying relevant studies, and the studies themselves sometimes cited valuable content from works that remained inaccessible. The gathering of material thus proceeded in a serial of waves, where the last items discovered provided information on what would be most useful to access next. Literature examined in this section is closely associated with the most pertinent work available to address teacher attrition rates. referable consideration is given to the influence, if any, of professional development on novice teacher attrition rates. Included in this review is an investigation of the following