Education Specialist (EdS)
Semester of Degree Completion
Donald W. Smitley
The purpose of this field experience was three fold: 1) to determine the existence of formal teacher orientation programs, 2) the contents of the programs, and 3) the level of satisfaction by the principal(s) regarding the formal teacher orientation programs for newly employed teachers. A survey of the high schools in Educational Service Centers 15, 16, 17, and 18 was conducted.
In addition, a thorough review of literature and research associated with the need and benefits from a teacher orientation program was presented. Included in the review was the components of a mentor program.
An analysis of the survey results identified three facts. One fact was that only one school actually had a formal teacher orientation program. Secondly, seventy-five percent of the schools whose administrators perceived themselves as having a formal teacher orientation program did not have an evaluation component in the program. Thirdly, none of the schools had a formal mentor program, although forty-four percent of the schools had an informal mentor program.
The findings and recommendations concluded from this study provided information regarding the need for a formal teacher orientation program and the benefits that would result for the school, community, students, and the newly employed teacher.
Talbert, Rena J., "A Field Experience: Teacher Orientation" (1992). Masters Theses. 2154.