Induction Experiences Ohio’s Entry Year Teacher Program Review Ohio Confederation of Teacher Education Organizations Spring Conference April 2, 2008 Presenters: Lori Lofton, Sue Rieger ODE Office of Educator Quality

Oh, the excitement!

Induction Experiences

Entry Year Teacher Program Review Committee Induction Experiences Entry Year Teacher Program Review Committee Recent Entry Year Teachers Mentors and/or Praxis III assessors Entry Year Coordinators from private and public schools/ESCs Principals OFT and OEA staff members Educator Standards Board ODE staff Representatives of Private and Public Education Preparation Programs Facilitators from the New Teacher Center at the University of California at Santa Cruz

Induction Experiences ODE Overarching Goals Develop a shared vision for a statewide system and infrastructure of high quality induction based upon and supporting teachers in realizing Ohio’s Standards for the Teaching Profession. Identify program components for compre-hensive standards-based induction as a lever to improve teacher effectiveness in Ohio. Draft a comprehensive induction policy frame-work and policy agenda to advance high- quality teacher induction in Ohio.

ODE Induction Review Process Long Term Outcomes Induction Experiences ODE Induction Review Process Long Term Outcomes Analyze Ohio’s current induction practices. Recommend a research-based system of teacher induction and component program elements that are congruent and aligned with Ohio’s Standards for the Teaching Profession. Discuss a pre-service and licensure system that aligns with and complements the recommended induction program and identified components. Examine current national research and trends on teacher induction and credentialing. Examine and clarify the role of formative and summative assessments in this continuum of teacher development.

Induction Experiences Data Sources Teacher Quality Partnership Study Praxis III Regional Coordinators’ Data CORE Data New Teacher Center (NTC) Studies National Commission on Teaching and America’s Future (NCTAF) Other states’ induction programs and legislation

Number of Ohio Entry-Year Teachers 2001 to 2007 Induction Experiences Number of Ohio Entry-Year Teachers 2001 to 2007

Praxis III Aggregated Data (2001-2007) Induction Experiences Praxis III Aggregated Data (2001-2007) Ohio # Taking Praxis III # Passing Praxis III # Failing Praxis III Pass Rate State Total (2001-2002) 1,412 Pilot Year State Total (2002-2003) 2,680 State Total (2003-2004) 3,459 3,440 9 99.45% State Total (2004-2005) 4,411 4,384 27 99.39% State Total (2005-2006) 5,238 5,171* 67* 98.72% State Total (2006-2007) 5,684 5,640 44 99.22% * Cut Scores Raised

Positive Results of the Entry Year Program Induction Experiences Positive Results of the Entry Year Program IHEs have embraced and imbedded Praxis III into their educator preparation programs Provided a common language among various stakeholder groups Provided a tremendous professional development opportunity for both mentors and assessors Provided a consistent performance assessment across the state

Induction Experiences Percent Reported Reduced teaching schedule or number of class preparations Less than 10% Peer coaching and release time to observe other teachers 42% - 60% Mentor observes classroom less than one hour a week 50% No mentor observations on a weekly basis 30% – 46% Less than one hour of time with mentor in an average week 40% - 52% No time in an average week with mentor * Teacher Quality Partnership Study 15%

Induction Experiences National Retention 46% teacher turnover within first 5 years Ohio - 28% teacher turnover within first 5 years 33% of teachers leave after their first 3 years Ohio - 21% leave after the first 3 years “Pouring teachers into a bucket with a fist size hole in the bottom” National Commission on Teaching and America’s Future New Teacher Center, University of California at Santa Cruz Ohio Supply and Demand Study

Induction Experiences

Induction Experiences

Induction Experiences

Induction Experiences

Induction Experiences Formative Assessment System of providing feedback to inform teacher professional growth Multiple opportunities for teachers to learn, demonstrate knowledge, understand and apply the Ohio Standards for the Teaching Profession and Ohio’s Academic Content Standards Multiple sources of data and reflection on classroom practice Parallels and models the key role of assessment in effective instructional practice

HB 347 Proposed Amendments Induction Experiences HB 347 Proposed Amendments Goals: More structure and consistency at pre-service Flexibility with accountability Formative assessment at all levels Transition time and field testing of various components

Contact Information: Lori Lofton Lori.lofton@ode.state.oh.us Sue Rieger Susan.rieger@ode.state.oh.us