1. 2016-2017 CCSD Mentoring & Induction
Jamie: Slides 1-7
Tracy: Slides 8-17
Thank you for taking the time to learn more about our Mentoring and Induction Program. We currently serve as co-leads for the CCSD Induction Program.
CCSD Mentoring & Induction
School Board Presentation January 16, 2017

2. when we focus on teachers, our students succeed
Mission Statement:
In collaboration with districts, ensure success and engagement for all learners by accelerating new teacher effectiveness through providing consistent and high quality support.
Jamie
CCSD is in our fourth year of partnership with the AEA Induction Consortium. Other AEA’s are now modeling similar consortium’s after Grant Wood AEA.

3. Jamie
The core focus is to accelerate new teacher effectiveness in order to increase student learning.

4. Approach to Measuring Impact Along a Spectrum Key questions NTC collaborates with GWAEA to answer to inform continuous improvement
Reach
How many teachers and mentors participate in NTC programs?
Program Quality
How does the program implement with quality?
Practice
How are teacher and mentor practice becoming more effective?
Retention of Talent
How are districts doing in retaining teachers and mentors?
Student Learning
How are student engagement and learning improving?
Jamie

5. Program Reach GWAEA provides support to a large group of stakeholders
CCSD
Consortium
Induction Program Leads 2 21
Site Administrators 14 74
Induction Coaches 7 16
New Teachers 34
198
Jamie
3 of our 7 Coaches are College Community employees released for this special assignment.
DATA SOURCE(S): INDUCTION SURVEY, 2014; LEARNING ZONE ROSTERS, 2015

6. THE CHALLENGE: SHIFT IN THE TEACHER WORKFORCE
Greening
Most common teacher in our schools:
= 15 years of teaching experience
= Beginning teacher with 1-2 years of teaching experience
Leaving
Turnover rose 31% for 1st year public school teachers
Concentration:
High-poverty
High-minority
Urban
Rural
Jamie
Current Teacher Landscape - Greening and Leaving.  Bring to mind a student - own child/grandchild - put into classroom with new teacher - turnover - 3rd grade -gap of that child’s learning - where they usually stay
Refer briefly to Ingersoll/Merrill teacher data, taken from a 2010 article in Ed Leadership, “Who’s Teaching Our Children?” Richard Ingersoll and Lisa Merrill mention many trends and shifts in the teaching workforce in a recent 10-year period, but we want to highlight two here, Greening and Workforce Stability. Share the Greening trend: The most common teacher in many of our schools is a new teacher.
Share the Stability trends. Turnover of first-year teachers is rising, especially among minority teachers. We also know that retention is not just an issue for the first two years. We continue to lose teachers into the 3rd, 4th, and 5th years. And, if almost half of teacher turnover is in ¼ of the schools, we know that many of these high-need schools have NO veteran teachers/role-models. The challenge is to develop habits and skills along with the professional systems/cultures/habits of mind that will support good teaching and help sustain teachers professionally. All students deserve a confident, skillful teacher!
Bring to mind a student close to you…your child, your grandchild, your niece/nephew, a neighbor’s child. Imagine them in a 1st grade classroom this year with a new teacher - now imagine them next year with another new in 2nd grade teacher, and then again the next year in 3rd grade with another new teacher. Imagine the gap in that child’s learning over those three years. We will share some data pertinent to this question later in the presentation.
Ingersoll, R., & Merrill, L. (2010).
Who’s teaching our children? Educational
Leadership (67)8,

7. NTC / GWAEA INDUCTION CONSORTIUM VIDEO
Located in Cedar Rapids, IA
Education Service Agency providing services to 70,000 students and 5,800 teachers, administrators and staff in 32 K-12 public school districts
Working with New Teacher Center to accelerate the effectiveness of new teachers, experienced teachers and school leaders
Jamie
Click on photo to play short video

8. IMPACT DATA
Tracy
Anecdotally, new teachers value the support of the Induction Consortium, but what evidence do we have regarding its impact? We shared some of this data with you last year, but have additional data as well.

9. PRACTICE A HIGHER PERCENTAGE OF NTC SUPPORTED NEW TEACHERS DEMONSTRATE PROFICIENCY IN ENGAGING STUDENTS IN LEARNING
Tracy
How do I interpret this slide?
Essentially, teachers support by the NTC program reported higher proficiency rates in all of the elements within the Engaging Students in Learning component within the Instruction domain, than teachers who did not receive support from the NTC program
Treatment teachers received two years of NTC Program support
What are some of the more technical details?
This study was conducted by SRI, as a part of the i3 Grant
It’s worth noting that this is a comparison study, which means that two groups (in this case, NTC supported teachers vs. teachers not supported by NTC) are being assessed using the same method of measurement to pinpoint differences in performance or outcomes. Comparison studies have set criteria and definitions…which means they have more rigor!
DATA SOURCE: SRI INTERNATIONAL EVALUATION, 2015
BASED ON CLASSROOM OBSERVATION SCORES USING THE DANIELSON FRAMEWORK
COMPARISON STUDY
TREATMENT N= 25; CONTROL N=25

10. PRACTICE A HIGHER PERCENTAGE OF NTC SUPPORTED NEW TEACHERS DEMONSTRATE PROFICIENCY IN USING ASSESSMENT IN INSTRUCTION
Tracy
DATA SOURCE: SRI INTERNATIONAL EVALUATION, 2015
BASED ON CLASSROOM OBSERVATION SCORES USING THE DANIELSON FRAMEWORK
COMPARISON STUDY
TREATMENT N= 25; CONTROL N=25

11. PRACTICE A HIGHER PERCENTAGE OF NTC SUPPORTED NEW TEACHERS DEMONSTRATE PROFICIENCY IN CREATING AN ENVIRONMENT OF RESPECT AND RAPPORT
Tracy
DATA SOURCE: SRI INTERNATIONAL EVALUATION, 2015
BASED ON CLASSROOM OBSERVATION SCORES USING THE DANIELSON FRAMEWORK
COMPARISON STUDY, *STATISTICALLY SIGNIFICANT RESULTS
TREATMENT N= 25; CONTROL N=25

12. PRACTICE A HIGHER PERCENTAGE OF NTC SUPPORTED NEW TEACHERS DEMONSTRATE PROFICIENCY IN ESTABLISHING A CULTURE FOR LEARNING
Tracy
DATA SOURCE: SRI INTERNATIONAL EVALUATION, 2015
BASED ON CLASSROOM OBSERVATION SCORES USING THE DANIELSON FRAMEWORK
COMPARISON STUDY
TREATMENT N= 25; CONTROL N=25

13. PRACTICE A HIGHER PERCENTAGE OF NTC SUPPORTED NEW TEACHERS DEMONSTRATE PROFICIENCY IN MANAGING CLASSROOM PROCEDURES
Tracy
DATA SOURCE: SRI INTERNATIONAL EVALUATION, 2015
BASED ON CLASSROOM OBSERVATION SCORES USING THE DANIELSON FRAMEWORK
COMPARISON STUDY, *STATISTICALLY SIGNIFICANT RESULTS
TREATMENT N= 25; CONTROL N=25

14. Tracy
This is the new and exciting data that was released last spring. The student achievement data shows a difference of months of additional learning for those students in classrooms of teachers who received one year of NTC support versus one year of traditional support. For those teachers who received 2 years of NTC support the difference was even greater additional months of learning versus teachers receiving the traditional mentoring.

15. How much has our consortium saved with just one cohort?
Recruiting, hiring, and training replacement teachers is between $4,366-$10,000 in rural districts and $15,325-$17,872 in urban districts*
29 more teachers retained
Savings of $126,600-$290,000
95% in-consortium retention
87% CCSD retention
70% retention
Iowa
85%
in-district
retention
Tracy
* The Cost of Teacher Turnover Study and Cost Calculator. NCTAF 2007
** On the Path to Equity: Improving the Effectiveness of Beginning Teachers. Ingersoll 2014

16. How Can School Board Members Support?
Tracy
The first three years of participation were supported by the i3 Grant. The grant enabled the induction consortium to control the costs in a significant manner. The state provides $1300 per new teacher, but the consortium fees have now risen from $3900 per new teacher to $5600 per new teacher. All districts are evaluating the feasibility of participation in light of funding challenges.

17. Final Thoughts
Tracy
Questions?