New Teacher Center, University of California at Santa Cruz Induction in Illinois: Seizing the Day Ellen Moir Executive Director Illinois New Teacher Collaborative February 27, 2008

New Teacher Center, University of California at Santa Cruz  46% teacher turnover within first 5 years.  33% of teachers leave after their first 3 years. Source: National Commission on Teaching and America’s Future, 2005 National Retention “Pouring teachers into a bucket with a fist size hole in the bottom”

New Teacher Center, University of California at Santa Cruz Teachers are not “finished products” when they complete a teacher preparation program. Guided entry into teaching, via residencies and mentored induction, should become a standard feature of every high quality teacher preparation approach. No Dream Denied, January 2003 report of the National Commission on Teaching and America’s Future, Washington, D.C.

New Teacher Center, University of California at Santa Cruz New professional norms of collaboration and on-going learning Improved teaching performance Increased student achievement, especially among traditionally underserved student populations Induction for What?

New Teacher Center, University of California at Santa Cruz Classroom-basedTeacherLearningClassroom-basedTeacherLearning ProgramVisionProgramVisionInstitutionalCommitment & Support InstitutionalCommitment ProfessionalStandardsProfessionalStandards QualityMentoringQualityMentoring Induction Program Essential Essential Components Components Induction Program Essential Essential Components Components

New Teacher Center, University of California at Santa Cruz Classroom Based Mentoring Model Quality Teaching Student Achievement Using Data to Inform Instruction Planning Standards- Based Instruction Ongoing Assessment of Teacher Practice Building Schoolwide Collaborative Practices Analyzing Student Work Observing and Giving Feedback Observing and Giving Feedback

New Teacher Center, University of California at Santa Cruz Instructional Mentors Hold a vision of outstanding teaching Can articulate their knowledge of best practice (both content and pedagogy) Help new teachers balance immediate concerns with long-term development Approach teaching as inquiry Are committed to collaborative partnerships

New Teacher Center, University of California at Santa Cruz Mentoring and Support Cuts Turnover Rates Source: Consortium on Chicago School Research at the University of Chicago, 2007 Teacher Intent to Remain Teaching

New Teacher Center, University of California at Santa Cruz Mentoring and Support Cuts Turnover Rates Source: Consortium on Chicago School Research at the University of Chicago, 2007 Teacher Intent to Remain in Schools

New Teacher Center, University of California at Santa Cruz Percent of Teacher Retention Over Six Years: Comparing Rates of SCNTP Teachers to the State and Nation Statistics *Extrapolated Years 5-6; ** Extrapolated Years 1-5. Sources: Ingersoll (2002); CCTC (2002); Strong & St.John (2001)

New Teacher Center, University of California at Santa Cruz Impact on Veteran Teachers Expanded repertoire of teaching strategies Increased sense of professional efficacy Broader perspective on teaching and learning Greater likelihood to emerge in leadership roles Increased appreciation for collaboration and reflective practice Heightened commitment to teaching profession Renewed professional vigor.

New Teacher Center, University of California at Santa Cruz Induction in Illinois: Seizing the Day Ellen Moir Executive Director Illinois New Teacher Collaborative February 27, 2008