Transcript Induction PPT 4.4.11 - Teacher Support Partnership MN

Minnesota
Teacher Induction
Data Report
-February 2011Deborah Luedtke
School Improvement Division
Minnesota Department of Education
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New Teacher Induction Program
How Many Districts In Minnesota Report Having An
Induction Program?
350
(100%)
300
(72%)
250
200
2009
150
(28%)
100
50
0
Total Districts
Yes
No
Districts Reporting Having an Induction Program in 2009-10
MN Staff Development Report
2009-10 Self Reported Data on Teacher Induction
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New Teacher Induction Program
Districts Reporting Having An Induction Program
Three Year Trend Data
2007-2010
80%
73%
75%
72%
70%
60%
50%
2007
40%
2008
28%
30%
27%
2010
25%
20%
10%
0%
Yes
No
MN Staff Development Report
2009-10 Self Reported Data on Teacher Induction
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New Teacher Induction Program
How Many Years Of Program Support Do Districts Provide
New Teachers ?
Three Year Trend Data
2007-2010
100%
90%
83%
87%
89%
80%
70%
60%
2007
50%
40%
40%
36%
2008
37%
2010
30%
21%
26%
21%
20%
10%
0%
One-Year Program only
Two-Year Program
Three-Year Program
MN Staff Development Report
2009-10 Self Reported Data on Teacher Induction
4
New Teacher Expectations: Time
How Much Time Do Districts Require New Teachers
To Participate In Their Induction Program?
40%
35%
30%
25%
One-Year Program only
20%
Two-Year program
Three-Year Program
15%
10%
5%
0%
0-8 hrs
9-16 hrs
17-32 hrs
33-40 hrs
41-48 hrs
49+ hrs
MN Staff Development Report
2009-10 Self Reported Data on Teacher Induction
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Mentor Expectations: Time
How Much Time Do Districts Require Mentors To Meet
With New Teachers?
40%
35%
30%
25%
One-Year Program only
20%
Two-Year program
Three-Year Program
15%
10%
5%
0%
less than 1
hr/m
1 hr/m
2 hrs/m
3 hrs/m
4 hrs/m
5+ hrs/m
MN Staff Development Report
2009-10 Self Reported Data on Teacher Induction
6
Induction Activities for New Teachers
What Activities Are Districts Providing New Teachers?
Induction Activities
67%
Seminars
70%
72%
76%
Collaboration
One-Year Program only
85%
Two-Year Program
84%
Three-Year Program
91%
New teacher orientation
92%
90%
0%
10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
MN Staff Development Report
2009-10 Self Reported Data on Teacher Induction
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Induction Activities for New Teachers
What Activities Are Districts Providing New Teachers?
Induction Activities (continuted)
50%
New teacher observations of master teachers
61%
60%
52%
Formative assessments
One-Year Program only
61%
Two-Year Program
60%
Three-Year Program
66%
Mentor observations of new teachers
79%
80%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90%
MN Staff Development Report
2009-10 Self Reported Data on Teacher Induction
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New Teacher Seminars or Workshops
What Seminars Or Workshops Are Districts Providing
New Teachers?
New Teacher Seminars or Workshops
75%
Classroom management
84%
82%
72%
Instructional strategies
One-Year Program only
84%
78%
Two-Year Program
Three-Year Program
66%
Curriculum & Assessments
74%
68%
0%
10% 20% 30% 40% 50% 60% 70% 80% 90%
MN Staff Development Report
2009-10 Self Reported Data on Teacher Induction
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New Teacher Seminars or Workshops
What Seminars Or Workshops Are Districts Providing
New Teachers?
New Teacher Seminars or Workshops (continued)
67%
Using data to improve instruction
77%
80%
58%
62%
64%
Content or program knowledge
One-Year Program only
Two-Year Program
55%
Lesson planning
71%
74%
Three-Year Program
46%
Differentiated instruction
55%
64%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90%
MN Staff Development Report
2009-10 Self Reported Data on Teacher Induction
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Formative Assessments with New Teachers
What Formative Assessments Are Used With New
Teachers to Inform Next Mentoring Steps?
Formative Assessments:New Teachers
75%
Mentor observations & feedback
89%
84%
50%
56%
54%
Self-assessments
One-Year Program only
33%
Needs assessments
43%
42%
Two-Year Program
Three-Year Program
41%
Mentor logs focused on issues and results
Examining student work or student data
53%
46%
47%
52%
46%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90%100%
MN Staff Development Report
2009-10 Self Reported Data on Teacher Induction
11
Mentor Training Activities
What Training Are Districts Providing Their Mentors?
Mentor Training Activities
51%
Foundations of Mentoring
56%
54%
64%
One-Year Program only
Teacher observations
83%
84%
Two-Year Program
Three-Year Program
56%
Coaching skills
70%
72%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
MN Staff Development Report
2009-10 Self Reported Data on Teacher Induction
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Mentor Training Activities
What Training Are Districts Providing Their Mentors?
Mentor Training Activities (continued)
58%
Professional teaching standards
61%
66%
71%
Knowledge & application of new teacher
development
One-Year Program only
78%
74%
Two-Year Program
Three-Year Program
31%
Using formative assessments
38%
36%
0%
10% 20% 30% 40% 50% 60% 70% 80% 90%
MN Staff Development Report
2009-10 Self Reported Data on Teacher Induction
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Program Evaluation Measures
How are Districts Evaluating Their Induction Program?
Evaluation Measures
68%
New teacher-mentor relationship
75%
72%
65%
Impact on teacher effectiveness
79%
80%
One-Year Program only
31%
Program model effectiveness
44%
40%
Two-Year Program
Three-Year Program
41%
Impact on teacher retention
54%
58%
41%
Impact on student achievement
54%
50%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
MN Staff Development Report
2009-10 Self Reported Data on Teacher Induction
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Minnesota Teacher Retention
What is Minnesota’s Retention Data on New Teachers?
Number Returned to Teaching in Minnesota
Cohort
Year
Percent
Total 1st
Year
Cohort
Retained
2002
2001
2725
2002
2366
2003
2081
2004
2011
2005
2158
2006
2262
2007
2293
2008
2408
2009
2264
2010
2347
2309
2003
2004
2005
2006
2007
2008
2009
2010
2011
2080
1952
1906
1870
1802
1737
1702
1683
1659
61%
1980
1818
1726
1688
1633
1580
1532
1526
1495
63%
1736
1616
1532
1470
1443
1383
1350
1338
64%
1744
1607
1532
1494
1447
1412
1385
69%
1844
1757
1676
1626
1583
1558
72%
2000
1869
1772
1735
1687
75%
1989
1834
1751
1696
74%
2030
1904
1759
73%
1899
1781
79%
1943
83%
Teacher Supply and Demand Report (MDE, 2011)
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National Teacher Induction Data
Percentage of public school teacher movers who rated various reasons as very important
or extremely important in their decision to move from their base year school: 2004-05
0%
10%
20%
Opportunity for a better teaching assignment (subject
area or grade level)
Dissatisfaction with support from administrators at
previous school
Dissatisfaction with workplace conditions at previous
school
Dissatisfaction with base year school for other
reasons
40%
50%
38.1%
37.2%
32.7%
31.2%
New School is closer to home
26.2%
Higher job security
19.1%
Laid off or involutarily transferred
18.7%
Dissatisfaction with changes in job description or
responsibilities
18.3%
Better salary or benefits
Dissatisfaction with opportunities for professional
development at previous school
Did not have enough autonomy over classroom at
previous school
30%
16.5%
12.8%
10.4%
Source: U.S. Department of Education, National Center for Education Statistics, Teacher Follow-up Survey
(TFS), “Current Teacher Data File,” 2004-2005.
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National Teacher Induction Data
Percentage of public school teacher leavers who rated various reasons as very important
or extremely important in their decision to leave the position of a K-12 teacher: 2004-05
0%
10%
20%
30%
Retirement
50%
31.4%
To pursue a position other than that of a K-12
teacher
25.3%
Other family or personal reasons
20.4%
Pregnancy or child rearing
18.7%
Dissatisfied with previous school or teaching
assignment
School staffing action (e.g., reduction-in-force, layoff, school closing, school reorgnization,…
16.0%
14.6%
Dissatisfied with teaching as a career
14.6%
Better salary or benefits
14.2%
Health
11.8%
Chagned residence
To take courses to improve career opportunities
within the field of education
To take courses to improve career opportunities
outside the field of education
40%
11.2%
8.9%
5.3%
Source: U.S. Department of Education, National Center for Education Statistics,
Teacher Follow-up Survey (TFS), “Former Teacher Data File,” 2004-2005.
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Contact Information
Deborah Luedtke
Minnesota Department of Education
School Improvement Division
1500 Highway 36 West
Roseville, MN 55113
[email protected]
651-582-8440
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