Induction & Assignment Capturing Our Learning

Overview Purpose: To accelerate a new teacher’s skills, as well as match them to the best assignment, to ensure retention of quality teachers Key Elements of Induction & Assignment Inducting New Teachers Assigning New Teachers Tracking New Teacher Retention Aligning New Teacher Training with Performance Standards Influencing New Teacher Support at the School Level See the Teacher ABC Tool and Executive Summary of the Teacher Puzzle Pieces for additional information Urban Schools Human Capital Academy

Key Research Induction can improve both student achievement and teacher retention Ingersoll & Strong, 2011 Diversity matters when assigning teachers Black and low-performing elementary students appear to benefit most from being taught by a teacher of the same race Egalite, Kisida, Winters, 2015 No matter how you “define” teacher effectiveness, low-income, minority and lower achieving students end up with the least effective teachers Goldhaber, Lavery, & Theobald, 2015 Value-added Teacher experience Licensing scores Urban Schools Human Capital Academy

Metrics Key metrics to understand performance in this function include: Percentage of new teachers - by Provider - with effective or higher ratings at the end of Years 1, 2, and 3 (VI.B) Percentage of new teachers in high-needs schools (IV.C) Percentage of probationary teachers non-renewed for low performance prior to being granted tenure (VI.B) For new teachers specifically – retention rate of highly effective teachers, by high- and low-need schools % of low performers exited % of high performers promoted/ retained Urban Schools Human Capital Academy

Key Content Induction & Assignment

New Teacher Effectiveness Accelerating teaching skills Teachers grow most in effectiveness in years 1-3 - so this is an important time to invest in new teacher development. There has been some research that teachers effectiveness plateaus around year 5… and some newer research that shows it continues well past year 10. Either way, all of the research studies show that teachers grow MOST in effectiveness from years 1 – 3. Source:. Kini & Podolsky, 2016.

New Teacher Attrition Up-to-date research Recent research shows new teacher attrition is about 30% over 5 years in the original school. So you’ve worked really hard to get teachers – and then they become new teachers with you… and what happens? They leave or are maybe not as effective as they could be? The tried and true stat is no longer accurate based on a 2015 study. Even if you add in those who left and returned and those who changed schools – you get a total attrition rate of 30% of new teachers – which is still a lot when you’ve worked so hard to build a pipeline and recruit teachers, particularly in shortage areas… Also see... https://www.tasb.org/Services/HR-Services/Hrexchange/2015/June-July-2015/b_teacher_retention.aspx https://edsource.org/2015/half-of-new-teachers-quit-profession-in-5-years-not-true-new-study-says/83054 Source: Institute of Education Sciences, 2015 and Education Week, 2015.

Induction as a Strategy Improving New Teacher Effectiveness and Retention Effectiveness 68% of surveyed National and State “Teachers of the Year” ranked access to a mentor as one of the top 3 supports they received as a novice teacher Retention Over five years, 86% of new teachers with a mentor retained, compared with 71% without a mentor So to improve new teacher retention and effectiveness… we’re going to focus on induction.

Tools and Activities

Tools for Extending the Learning Additional Resources – HRinEd.org District v. School Roles in Supporting Induction Activity Overview Topical Planning Calendar Planning Creating a Successful Onboarding Experience HR Surveys Tool New teacher questions highlighted