The formal systems, policies, and resources intended to enable, improve, or support high-quality instruction such as curricular materials, student assessments, administrative procedures, classroom and school routines, and supports for learning and developing teacher knowledge, beliefs, and practice such as collaborative time or instructional coaching.
Published in Chapter:
Context and the Continuum: Insights and Connections Between Preparation, School Organization, and Beginning Teachers' Instruction
William Waychunas (University of Michigan, USA)
Copyright: © 2022
|Pages: 21
DOI: 10.4018/978-1-6684-3848-0.ch017
Abstract
Very little existing research examines the development of novice teachers through a lens of school organization to understand how different school contexts impact shape induction experiences and teachers' instructional practices. Using “no-excuses” style charter schools as an example of a highly organized and coherent school, this study follows two novice teachers as they transition between highly organized and less organized schools to gain a better understanding of how they experience these contexts and how their instruction is influenced by these contexts in both the short and long term. Findings suggest that the more organized school contexts had a significant impact on teacher practice, even in instances where novices experienced dissatisfaction with the no-excuses approach. Implications for bridging teacher preparation and induction are discussed.