© H. Jurgen Combs Hawaii International Conference on Education – January Clinical Faculty Training to Reduce Teacher Attrition

© H. Jurgen Combs percent of teachers leave the classroom in the United States during the first five years of teaching In Canada percent of new teachers leave the profession during first five years Hawaii International Conference on Education – January

© H. Jurgen Combs  It has been said that we are in a profession that eats its young and  That we introduce teachers to the profession in a “trial by fire” induction process. Since early 1970’s, literature has described the work of teachers as “isolated’ and “individualistic Hawaii International Conference on Education – January

© H. Jurgen Combs  There are two major categories of turnover – ◦ attrition, which is composed of those teachers who leave the profession completely and ◦ migration, those who move to other teaching jobs in other schools.  While one might expect some turnover among experienced teachers, it is the high turnover rate among beginning teachers that is so troubling. Hawaii International Conference on Education – January 20114

© H. Jurgen Combs Hawaii International Conference on Education – January Percent Turnover After First Year of Beginning Teachers, According to Amount of Induction Support They Received No Induction Basic Basic & Collaboration Basic & Collaboration & Extra Resources Source: Smith, T. & Ingersoll, R "What are the Effects of Induction and Mentoring on Beginning Teacher Turnover?" American Educational Research Journal. 41: 3:

© H. Jurgen Combs Hawaii International Conference on Education – January Of Those Who Left Teaching for Another Job or Career, Percent Who Rated Various Aspects of Their New Position as Better, or Not Better, Than in Teaching ( ) Source: Ingersoll, R Who Controls Teachers’ Work? Cambridge, MA: Harvard University Press.

© H. Jurgen Combs Hawaii International Conference on Education – January Percent Source: Ingersoll, R. & May, H What are the Effects of Teacher Preparation on Beginning Teacher Turnover? Consortium for Policy Research in Education, University of Pennsylvania Percent Beginning Teachers Who Left Teaching, According to the Number of the Pre-service Teacher Preparation Components They Received: (1.) Coursework in Selection of Instructional Materials; (2.) Coursework in Learning Theory/Child Psych.; (3.) Observation of Others’ Classes; (4.) Feedback on Teaching ( )

© H. Jurgen Combs  Researchers have suggested it costs approximately percent of the teacher’s salary to replace the person  In Virginia, that works out to be about $11,000 to $12,000 per  Recruitment costs include things ◦ hiring incentives, ◦ administrative processing of new hires and their training, mentoring and induction support ◦ ongoing training, transfer costs, and separation costs for departing teachers. Hawaii International Conference on Education – January 20118

© H. Jurgen Combs  Beginning teachers tend not to be the most effective teachers due to a lack of experience; a school that has significant turnover often hires inexperienced teachers which impacts student learning.  The rapid teacher turnover has an impact on the existing faculty and administration which always seem to be scrambling to fill the vacuum. Hawaii International Conference on Education – January 20119

© H. Jurgen Combs  “We’re misdiagnosing the problem as ‘recruitment’ when it’s really “retention’” Hawaii International Conference on Education – January

© H. Jurgen Combs  will not solve the problem of teachers leaving as the organizational structure of schools must be changed. Hawaii International Conference on Education – January

© H. Jurgen Combs  that appropriate teacher induction program can reduce this turnover rate. Hawaii International Conference on Education – January

© H. Jurgen Combs  describes a training program which had a turnover rate of 29 percent for first time teachers who enter the teaching profession and leave the school after the first year whereas the predicted probability of leaving was 40 percent Hawaii International Conference on Education – January

© H. Jurgen Combs  People with mentors have a higher likelihood of staying (Ingersoll & Kralik, 2004).  Involving novice teachers in professional communities and professional development reduces the turnover rate.  Sergiovanni (1996) suggests that teachers involved in a professional community will work more effectively in the classroom and are more focused on individual student needs. Hawaii International Conference on Education – January

© H. Jurgen Combs  A partnership program between Shenandoah University and our partner schools SU offers one graduate credit at no cost to the school, we pay for the trainers and meal costs. The districts pay a small stipend to each participant. SU offers a higher stipend to teachers who completed the clinical faculty training program and who work as cooperating teachers with our student teachers. Hawaii International Conference on Education – January

© H. Jurgen Combs  Level 1 – introductory session – one graduate credit  Level 1.5 – a follow up to the initial training  Level 2 – 2 graduate level training Hawaii International Conference on Education – January

© H. Jurgen Combs  One full day of training – often held in August and sometimes in early October, if there is need for a second training session that year.  There are two evening follow ups, one and two months after the training.  The training is intended to help our field experience students and student teachers.  We identified that new teachers have the same basic needs so have “combined” the training we provide. Hawaii International Conference on Education – January

© H. Jurgen Combs adult learners 1. Participants will identify the characteristics of adult learners acquire a model 2. Participants will acquire a model to mentor or coach student teachers models of co-teaching 3. Participants will identify various models of co-teaching with a student teacher areas of need of student teachers 4. Participants will identify areas of need of student teachers and methods of providing assistance Hawaii International Conference on Education – January

© H. Jurgen Combs teaching adults 1. Cooperative learning activity on teaching adults based on research on this topic supervisory needs 2. Presentation and discussion on differences between student teachers and experienced teachers focusing on supervisory needs of student teachers mentoring/coaching 3. Presentation and discussion of a mentoring/coaching model to be used with student teachers pre-observation and post- observation conferences 4. Role play of cooperating teachers and student teachers during pre-observation and post- observation conferences to reflect on student reaching experiences 5. Presentation and discussion of methods to encourage student teachers to reflect on student reaching experiences Hawaii International Conference on Education – January

© H. Jurgen Combs conferencing/mentoring model 1. Viewing and discussion of a video on conferencing/mentoring model co-teaching model 2. Presentation and discussion of co-teaching model for student teaching of expectations of student teachers 3. Presentation and discussion of expectations of student teachers by Shenandoah University experiences in student teaching 4. Discussion with cooperating and student teachers regarding experiences in student teaching Virginia Uniform Performance Standards 5. Discussion and presentation of Virginia Uniform Performance Standards as they relate to requirements for entering the teaching field assistance cooperating teachers can provide 6. Discussion and presentation of assistance cooperating teachers can provide to student teachers on areas that potentially can be difficult for student teachers and first year teachers Hawaii International Conference on Education – January

© H. Jurgen Combs  When the new teacher is first hired – that initial contact is critical also in helping to reduce the “retraction” of the signed agreement  As soon as the teacher is hired, the mentors begin to contact them via and phone; this has reduced the “early resignation” syndrome that plagues school districts. Hawaii International Conference on Education – January

© H. Jurgen Combs  Advise  Advise on teaching strategies and content and offering demonstration lessons. observe  They do observe new teachers but the results of the visits are not shared with administration. consult  They consult on planning and lesson delivery and offer advice about learning resources and advice about student and parent relations. Hawaii International Conference on Education – January

© H. Jurgen Combs  They offer information about the community, often providing maps of the community with information about physicians, stores, and other things that newcomers need to know.  Mentors provide their mentees with “who to ask” information sheets  Some mentors have started Blackboard discussion groups which are open only to the mentees and mentors  In some cases, these Blackboard sites also contain additional resource material for the mentees. Hawaii International Conference on Education – January

© H. Jurgen Combs  Other mentors arrange periodic lunches or breakfasts for their mentees; these can easily be scheduled on inservice/staff development days.  Many of the mentors report developing calendars with “heads up” information about upcoming events – school events, PTO meetings, report cards, academic notices, etc. Hawaii International Conference on Education – January

© H. Jurgen Combs  Regular, scheduled meetings are held; in some cases, these are weekly, bi-weekly, or monthly;  The mentors report that is important to schedule these meetings carefully so they don’t add to the feeling of being overwhelmed. Hawaii International Conference on Education – January

© H. Jurgen Combs  Surveys are sent to ◦ Administrators ◦ Mentors ◦ Lead Mentors ◦ Mentees ◦ Student Teachers Hawaii International Conference on Education – January

© H. Jurgen Combs  Beginning Teacher Skills  Supporting Teacher Morale, Communication, and Collegiality  Building a sense of Professionalism and Positive Attitude  Providing a Seamless Transition to Teaching  Putting Theory into Practice  Preventing Teacher Isolation  Building Capacity for Self Reflection Hawaii International Conference on Education – January

© H. Jurgen Combs Hawaii International Conference on Education – January Questionmentormenteeadmin research based practices use of formative assessments helped with curr inplementation working with diverse populations collaborative professional relationship classroom procedures behavioral expectations implement behavioral expectations theory into practice whole school experience proessional dialgue and isolation community outside of school stressed self reflection feedback in positive manner

© H. Jurgen Combs teaching issues and procedural issues  Differentiate between teaching issues and procedural issues – often teachers need more help with the procedural issues – where is the paper? How do I get …?  Don’t overwhelm  Don’t overwhelm the new teacher – in the process of helping, we can make things too overwhelming for the novice teacher.  Different strokes for different folks  Different strokes for different folks – everyone does not need the same thing – it is important to differentiate; training is provided even for experienced teachers who are new to the division but they do not need the same kind of training as the completely novice teacher. proactive  Be proactive rather than reactive role of administration  Key role of administration – administrative support is critical – both on the building level and at the central office. allow for individual school differences  Provide some district standardization yet allow for individual school differences Hawaii International Conference on Education – January

© H. Jurgen Combs  Graduate student completing qualitative study to gather additional data  Continue providing the training to area teachers  As of Sep 2010, we have trained over 450 teachers since  Hawaii International Conference on Education – January

© H. Jurgen Combs  To continue this dialogue or for further information: Hawaii International Conference on Education – January