Examining the Effects of New Teacher Induction MARJORIE E. WECHSLER DANIEL C. HUMPHREY

Teacher and mentor surveys Case studies Retention analysis Methodology Teacher and mentor surveys Case studies Retention analysis Student achievement analysis

Frequency of Interactions with Mentors

Frequency of Mentoring Activities

Other Induction Supports

Teacher Professional Community

Predicted Mean of Teacher Self-Efficacy

Predicted Mean of Teacher Growth

Summary of Significant Predictors by Outcome Teacher Self- Efficacy Reported Growth District Retention School Retention School Context X Intensity of Mentoring Focus on Instruction Other Induction Activities

Mentor Selection Requirements

Mentor Training and Ongoing Support

Mentor Accountability Requirements

Mean Intensity of Mentoring by Program Lever

Mean Focus on Instruction by Program Lever

The Elusive Search for Student Achievement Gains Comparison groups Time Measurement tools Accuracy of value added methods

Teacher Retention 6% laid off Excluding lay-offs Context matters 82% retained in same school 84% retained in same district Context matters Teachers in strong school contexts 4.65 times more likely to be retained in the same school as teachers in weak school contexts

Role of School Context Previous reports Interaction of context and induction programs Micro-contexts

Reinventing Induction