Transcript New Teacher Induction

New Teacher Induction
Identifying the Problem
• High teacher attrition among new teachers
• 40-50% of new teachers leave within their first
five years of entry into the occupation (Ingersoll
& Kralik, 2004).
• Teaching has not had structured induction and
initiation processes that are typical of many
white-collar occupations (Smith & Ingersoll,
2004).
“Teacher retention has become a national
crisis,” (National Commission on Teaching
and America’s Future, 2003, p. 8).
Investigating the
Problem
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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
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
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
References
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Charlotte Advocates for Education. (2004). The Role of Principal
Leadership in Increasing Teacher Retention. Retrieved
electronically from www.advocatesfored.org on July 13, 2006.
Ingersoll, R. and Kralik, JM. (2004). The impact of mentoring on
teacher retention: What the research says. Research Review,
Education Commission of the States.
Ingersoll, R. and Smith, T. (2003). The Wrong Solution to the
Teacher Shortage. Educational Leadership, Vol. 60, Num. 8, pp.
30-33.
National Commission on Teaching and America's Future (NCTAF).
(2003). No Dream Denied: A Pledge to America's Children. Author:
Washington, DC.
Smith,T. and Ingersoll, R. (2004). What are the effects of
induction and mentoring on beginning teacher turnover? American
Educational Research Journal, Volume 41, Number 3, pp. 681-714.