NEW TEACHER INDUCTION By Amber Keller Dr. Massingill December 5, 2013

INTERVIEW In the new teacher selection process, administrators look for candidates who possess essential qualities and characteristics  Competence  Personality  Passion  Communication Skills  Self - Awareness

PURPOSE OF NEW TEACHER INDUCTION The purpose of a new teacher induction program is to improve the capacity of schools to attract, induct, and retain talented, enthusiastic, and dedicated teachers.

WHY IS IT NEEDED? Teacher attrition is a problem with a number of implications, not the least of which is the teacher shortage. Most of teacher attrition is a result of factors such as: inadequate pay, lack of administrative support, poor workplace conditions, student related issues, lack of collegiality with peers, low morale, and amount of time required for the paperwork involved (Bickmore, D. L., Bickmore, S. T., & Hart, L, 2005).

INVESTIGATING THE PROBLEM Teachers generally work in isolation from colleagues (Ingersoll & Kralik, 2004) “Best and brightest” generally leave the field (Ingersoll & Kralik, 2004) Teacher recruitment not issue in teacher shortages, retention is (Ingersoll & Smith, 2003) Cost of teacher attrition: Each teacher turnover costs our system $11,500 (Charlotte Advocates for Education, 2004, p. 3) Attrition rate in high poverty schools is one-third higher than in low poverty schools (NCTAF, 2003) Research Question: Do induction programs increase the retention of beginning teachers? Solution: Implement an induction program

Almost half of all new teachers leave the profession within the first five years, creating a difficult model where more teachers leave the teaching profession compared to teachers entering the profession (Ingersoll & Smith, 2003).

GPISD INDUCTION PROGRAM GPISD program includes: New Educator Orientation Mentor Program Support teams (i.e. staff development teacher and consulting teacher) Courses and Workshops for beginning educators Courses and Workshops for mentors Evaluation

INTERVENTION Orientation day: Overview of school procedures, etc. Mentoring program: New teachers paired with veteran teachers for the year Release time for collaboration, observation, feedback Mentors receive stipend & resources

School District & University Cultures Program Purpose & Rationale Mentor Teacher Preparation & Development Mentor Selection & Mentor/ Protégé Matching Roles Mentor & Practices Implement & Evaluate Program Circle of Quality Mentoring

RESEARCH DESIGN AND MEASURES Mixed methodology design using several measures Qualitative: Quarterly survey of new teachers and mentor teachers regarding quality of induction program and impact on teaching development Qualitative: Monthly observations of mentee by mentor Quantitative: Compare data on teacher retention from previous years (without induction program) and current year (with induction program)

IMPLEMENTATION OF PLAN AND PROGRESS MONITORING Threats to Validity and Solutions: Fidelity issues with mentoring program (inconsistent quality and effort) Solution: Create a structured timeline and format for mentoring; mentor teachers sign contract stating responsibilities and compensation Monitor progress by collecting data according to timeline, schedule check-in meetings with teachers if needed

Comprehensive induction proves most effective at keeping good teachers in the classroom. Studies demonstrate that new teacher turnover rates can be cut in half through comprehensive induction : a combination of high-quality mentoring, professional development and support, scheduled interaction with other teachers in the school and in the larger community, and formal assessments for new teachers during at least their first two years of teaching. - T. Smith and R. Ingersoll. (2004)

THE INDIVIDUAL ACHIEVEMENT OF CHILDREN IS HIGHLY DEPENDENT ON THE EFFECTIVENESS OF THE TEACHER, AND THE IMPACT OF INEFFECTIVE OR UNQUALIFIED TEACHERS ACROSS YEARS DOOMS CHILDREN TO INSTRUCTIONAL LOSSES THAT CANNOT BE REGAINED.

“ Recruiting, hiring and supporting teachers as they learn how to teach well are at the heart of a principal’s job. Nothing is more important.” Lynn Stuart, Principal, Cambridgeport School, Cambridge, MA

EXCUSE BEGINNING TEACHERS FROM COMMITTEE ASSIGNMENTS TO THE MAXIMUM DEGREE POSSIBLE SO THEY CAN CONCENTRATE ON THE ALL- IMPORTANT FIRST YEAR TASK OF LEARNING THEIR CURRICULUM AND HOW TO TEACH LIMIT THE COMMITTEE ASSIGNMENTS OF MENTORS SO THEY CAN FOCUS ON THEIR MENTEE CREATE A SCHEDULE THAT PROVIDES COMMON PLANNING TIME FOR MENTOR AND MENTEE PROVIDE MENTORS TIME AT FACULTY MEETINGS TO REPORT ON THEIR INVOLVEMENT IN THE PROGRAM AND ENCOURAGE OTHER TEACHERS TO NETWORK WITH THEIR BEGINNING TEACHERS Providing and Protecting Mentor- Teacher Time Together

PROVIDING FORMATIVE AND SUMMATIVE EVALUATION Explain expectations and procedures at the beginning of the year Schedule observations in advance; provide new teachers with copies of evaluation records Use standards to guide your assessment Be positive but honest in your feedback; recognize novices as beginners Help new teachers set reasonable goals for their learning and development Balance formal observations and conferences with informal observations and feedback Coordinate evaluation activities with induction and mentoring program