1. Induction Experiences
Ohio’s Entry Year Teacher Program Review Ohio Confederation of Teacher Education Organizations Spring Conference April 2, 2008 Presenters: Lori Lofton, Sue Rieger ODE Office of Educator Quality

2. Oh, the excitement!

3. Induction Experiences

4. Entry Year Teacher Program Review Committee
Induction Experiences
Entry Year Teacher Program Review Committee
Recent Entry Year Teachers
Mentors and/or Praxis III assessors
Entry Year Coordinators from private and public schools/ESCs
Principals
OFT and OEA staff members
Educator Standards Board
ODE staff
Representatives of Private and Public Education Preparation Programs
Facilitators from the New Teacher Center at the University of California at Santa Cruz

5. Induction Experiences
ODE Overarching Goals
Develop a shared vision for a statewide system and infrastructure of high quality induction based upon and supporting teachers in realizing Ohio’s Standards for the Teaching Profession.
Identify program components for compre-hensive standards-based induction as a lever to improve teacher effectiveness in Ohio.
Draft a comprehensive induction policy frame-work and policy agenda to advance high- quality teacher induction in Ohio.

6. ODE Induction Review Process Long Term Outcomes
Induction Experiences
ODE Induction Review Process Long Term Outcomes
Analyze Ohio’s current induction practices.
Recommend a research-based system of teacher induction and component program elements that are congruent and aligned with Ohio’s Standards for the Teaching Profession.
Discuss a pre-service and licensure system that aligns with and complements the recommended induction program and identified components.
Examine current national research and trends on teacher induction and credentialing.
Examine and clarify the role of formative and
summative assessments in this continuum of teacher
development.

7. Induction Experiences
Data Sources
Teacher Quality Partnership Study
Praxis III Regional Coordinators’ Data
CORE Data
New Teacher Center (NTC) Studies
National Commission on Teaching and America’s Future (NCTAF)
Other states’ induction programs and legislation

8. Number of Ohio Entry-Year Teachers 2001 to 2007
Induction Experiences
Number of Ohio Entry-Year Teachers 2001 to 2007

9. Praxis III Aggregated Data (2001-2007)
Induction Experiences
Praxis III Aggregated Data ( )
Ohio
# Taking Praxis III
# Passing Praxis III
# Failing Praxis III
Pass Rate
State Total ( )
1,412
Pilot Year
State Total ( )
2,680
State Total ( )
3,459
3,440 9
99.45%
State Total ( )
4,411
4,384 27
99.39%
State Total ( )
5,238
5,171*
67*
98.72%
State Total ( )
5,684
5,640 44
99.22%
* Cut Scores Raised

10. Positive Results of the Entry Year Program
Induction Experiences
Positive Results of the Entry Year Program
IHEs have embraced and imbedded Praxis III into their educator preparation programs
Provided a common language among various stakeholder groups
Provided a tremendous professional development opportunity for both mentors and assessors
Provided a consistent performance assessment across the state

11. Induction Experiences
Percent Reported
Reduced teaching schedule or number of class preparations
Less than 10%
Peer coaching and release time to observe other teachers
42% - 60%
Mentor observes classroom less than one hour a week
50%
No mentor observations on a weekly basis
30% – 46%
Less than one hour of time with mentor in an average week
40% - 52%
No time in an average week with mentor
* Teacher Quality Partnership Study
15%

12. Induction Experiences
National Retention
46% teacher turnover within first 5 years
Ohio - 28% teacher turnover within first 5 years
33% of teachers leave after their first 3 years
Ohio - 21% leave after the first 3 years
“Pouring teachers into a bucket with a
fist size hole in the bottom”
National Commission on Teaching and America’s Future
New Teacher Center, University of California at Santa Cruz
Ohio Supply and Demand Study

13. Induction Experiences

14. Induction Experiences

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17. Induction Experiences
Formative Assessment
System of providing feedback to inform teacher professional growth
Multiple opportunities for teachers to learn, demonstrate knowledge, understand and apply the Ohio Standards for the Teaching Profession and Ohio’s Academic Content Standards
Multiple sources of data and reflection on classroom practice
Parallels and models the key role of assessment in effective instructional practice

18. HB 347 Proposed Amendments
Induction Experiences
HB 347 Proposed Amendments
Goals:
More structure and consistency at pre-service
Flexibility with accountability
Formative assessment at all levels
Transition time and field testing of various components

19. Contact Information:
Lori Lofton
Sue Rieger