A COMPARISON OF THE OCCURRENCE AND IMPACT OF SELECTED FORMS OF ASSISTANCE AS PROVIDED BY SCHOOL PERSONNEL TO THREE COHORTS OF BEGINNING AGRICULTURAL EDUCATION TEACHERS

Abstract

Assorted forms of beginning teacher assistance are regularly provided by school district personnel through formal teacher orientation and induction programs. Retention of quality teachers is often the initial goal of many induction programs (Gold,1996; Sweeny,2001; Joerger & Boettcher,2000). Improved teacher performance, and personal and professional well-being are additional important reasons for providing quality teacher induction programs (Gold,1996; Brewster & Railsback,2001; Sweeny,2001). Thoughtfully designed induction activities and programs are warranted since the turbulent first years of teaching have a major impact upon the initial experience of beginning teachers. The initial experiences of the beginning teacher with their students, school environment, and roles as a teacher are deeply imprinted and drawn upon as reference points throughout the initial stages of their career (Gold,1996). Therefore, the practice of school districts providing beginning teachers with support and assistance during the initial years is needed to ensure that the early imprinted teaching experiences are positive and gratifying.