Selection, Induction, Placement, and Development of Novice Mathematics and Science Teachers in Transformation Schools

Abstract

The first five years of teaching are believed to be crucial in a school district’s teacher retention efforts. The challenge novice teachers face to meet learners’ academic, social, and emotional needs within a school community can prove to be especially daunting. Additionally, the context in which teachers learn to teach such as easier-to-staff schools versus difficult-to-staff schools and their placement can be correlated with teachers’ successes, student achievement gains, teacher preparedness, and teacher growth and development. Given such, this research examined the selection, placement, induction, and development processes of novice grade five mathematics and science teachers within a niche environment and a large, urban school district—transformation schools—to address the documented problem of attrition, preparedness, and academic readiness in these schools within critical needs areas: mathematics and science. To accomplish this purpose, the researcher conducted one-on-one interviews with human resource administrators and principals, a Panorama survey was provided to teachers, and a focus group session was held. Data were analyzed to extract themes related to the procedures for selection, induction, placement, and development of grade five mathematics and science teachers who teach in transformation schools. Keywords: implicit bias, novice teachers, situated learning, teacher preparation, transformation schools, science education, mathematics education