A Study On The New Teacher Induction Program In The New Teacher Center,USA

The implementation of high-quality induction program has been considered as an effective way to accelerate new teachers' professional growth.In recent years,China has issued a series of reform policies in order to effectively improve the quality of induction and promote teachers' professional development.However,China is still faced with some problems affecting the quality of induction and the professional growth of new teachers in our country.The high-quality induction program of New Teacher Center in America has been carried out for nearly 20 years and has achieved good results.It is similar to the induction of new teachers in China in terms of fundamental objectives,implementation forms and constituent elements.Based on the actual situation of induction for new teachers in China,this study takes the induction program of New teacher Center in the United States as the research object,and strives to provide some ideas and inspiration for accelerating the professional growth of new teachers in our country.The thesis consists of five parts.The introduction explains the origin of this study,analyzes the current situation of relevant study at home and at abroad,defines the core concepts,and expounds the design of the study.The first part analyzes the internal and external causes of the rise and development of the induction program from three aspects: the education reform in the United States after the 1980 s,the long-standing problems in the ranks of new teachers and the failure of state-level induction programs to provide efficient support for all new teachers,completely outlining the background of the induction program of the New Teacher Center in the United States.The second part completely expounds the operation of the induction program of the New Teacher Center in the United States from six aspects:setting the standards of the induction program,defining the professional development goals of new teachers,selecting and training efficient instructional mentors,constructing a formative assessment system to provide effective teaching guidance and feedback,establishing a new teachers' professional learning community to promote teachers' learning,and supporting principals to participate in induction program.Therefore,the operation of the induction program is a process of coordination of the above elements,which aims to provide systematic,personalized and consistent professional support for new teachers.According to the program impact report issued by external evaluation institutions,the third part expounds the implementation effectiveness of the induction program of the New teacher Center in the United States,indicating that the program has achieved the goal of accelerating the professional growth of new teachers,reducing the rate of new teacher attrition,providing a stronger return on states' and school districts' investment,and improving student learning.The four part concludes that induction program of the New teacher Center in the United States,has four characteristics: paying attention to individualization and the sustainability of professional development;enhancing the participation of teachers' learning;highlighting professional autonomy and cultivating teachers' self-development ability;realizing the synchronization of induction and school development.The five part uses the perspective of cross-cultural comparison to analyze the advantages and shortcomings of high-quality induction program for new teacher in our country.Considering the problems and reality in the induction of new teachers in our country,and lessons from the successful experience of the induction of new teachers in the United States,this paper puts forward the following suggestions: gathering superior resources to improve the quality of training;defining training objectives to emphasize professional autonomy;supporting personalized development to meet the needs of students;improving system construction,relying on school-based training to provide system support.