Making a Case for Quality Induction Excellence in the Classroom Conference Princeton University

1. Making a Case for Quality Induction Excellence in the Classroom Conference Princeton University May 4, 2007

2. Teachers are not “finished products” when they complete a teacher preparation program. Guided entry into teaching, via residencies and mentored induction, should become a standard feature of every high quality teacher preparation approach. No Dream Denied, January 2003 report of the National Commission on Teaching and America’s Future, Washington, D.C.

3. National Retention • 46% teacher turnover within first 5 years. • 33% of teachers leave after their first 3 years. “Pouring teachers into a bucket with a fist size hole in the bottom” -National Commission on Teaching and America’s Future

4. Why do new teachers leave? LACK OF SELF-EFFICACY Lack of Support Feeling Isolated Student Behavior Salary “Of central importance in all of the teachers explanations of their decisions to stay in their schools, to move, or to leave teaching was whether they believed that they were achieving success with their students…. If poor working conditions make it difficult or impossible to achieve success in the classroom, low pay becomes an issue.” Susan Moore Johnson, 2002

5. Inequitable distribution of teachers between districts and within districts. Low-income, minority students much more likely to be taught by an inexperienced, out-of-field, and/or emergency-credentialed teacher. Fuels achievement gaps. Perpetuates the cycle of inequity in schools Costs to Students

6. Costs to administrators Instability in the workforce Lack of continuity in instruction Loss of highest quality teachers Time/energy to recruit and train new teachers Fiscal costs to districts (recruitment, replacement, training, etc.) One study of 64 high turnover schools in Chicago = $35 million per year Three years of teacher turnover data in New York City = $110 -$206 million (based on estimate from the National Commission on Teaching and America’s Future) Costs to School Districts

7. U.S. – Nearly $5 billion annually (attrition + transfers) State Estimates [SOURCE: Alliance for Excellent Education, 2005]: TX – $504.9 million CA – $455.7 million NY – $363.4 million IL – $224.1 million NJ – $150.6 million GA – $185.3 million TN – $87.9 million Other Studies: Texas Center for Educational Research (2000) – $329 million to $2.1 billion per year Hawaii Educational Policy Center (2002) – $4.0 to $24.4 million Cost to States

8. Percent of Teacher Retention After Six YearsComparing Rates of SCNTP Teachers to California & U.S. StatisticsSources: Nation = Ingersoll (2002); CA = CCTC (2002); SCNTP = Strong & St.John (2001) *Extrapolated SCNTP teachers all receive comprehensive mentoring during first two years; CA teachers all receive some form of induction support; 83% of teachers throughout the nation receive some form of induction support

9. Self-Efficacy of New Teachers

10. Class Assignment and Achievement: Comparison of Novice & Veteran Teachers in SCNTP District C • Novices are assigned classes with more English Language Learners (ELLs) than are veterans • Novices’ and veterans’ classes make similar gains Novice = 1-2 yrs experience Veteran = 10+yrs experience

11. Benefits Outweigh Costs • Net valuations from induction vary by district turnover costs. • Nevertheless, over five years, high-quality induction pays off between $3,000 & $5,000 above the original investment per teacher depending on the district context. • Assuming turnover costs equal 50% of a new teacher’s salary, a $1 investment in high-quality induction pays back $1.50 over 5 years in present dollars.

12. Increases teacher retention Improves effectiveness of new teachers Provides a return on investment Increases student achievement gains Benefits of High-Quality Induction for Beginning Teachers

13. Phase of Teacher Development Period of Socialization & Enculturation A Formal Program for Beginning Teachers What is Induction? • Sharon Feiman-Nemser, Opening Address, New Teacher Center Research Forum, January 2000.

14. New professional norms of collaboration and on-going learning Improved teaching performance Increased student achievement, especially among traditionally underserved student populations Induction for What?

15. Program Vision Institutional Commitment & Support Professional Standards Quality Mentoring Classroom-based Teacher Learning Induction Program Essential Components

16. Maintain a focus on and advance the instructional practice of each beginning teacher Hold a vision of outstanding teaching Can articulate their knowledge of best practice Help new teachers balance immediate concerns with long-term development Approach teaching as inquiry supported by data of student learning and instructional practice Are committed to collaborative partnerships based on trust and reflective practice Instructional Mentors

17. Rigorous mentor selection Sanctioned time for mentor-teacher interactions Intensive and specific guidance for moving teaching practice forward Ongoing professional development for mentors Documentation and evidence of teacher progress Multi-year mentoring Choosing mentors based upon seniority or availability Unscheduled, occasional meetings between mentors and teachers Emotional and logistical support only No training and/or ongoing support for mentors Informal feedback, not evidence-based Mentoring for first year teachers only What are the Choices? O R

18. Review new teacher attrition rates and assess real costs. Disseminate information about the benefits of HIGH QUALITY induction programs. Explore linking induction to credentialing processes and policies that incorporate support from state and city funding streams. Lesson 1: Build political will for reform of induction systems

19. Rigorous selection criteria & rubrics. Experienced instructional leaders. Aggressive mentor recruitment campaign. Collaboration with union. Triangulation of data sources. Sufficient time for follow-up. Communication with principals on benefits of recommending their most talented educators. Lesson 2: Ensure all mentoring programs develop and maintain a high quality selection process

20. Release mentors full-time. Match mentors by subject, but try to minimize the number of schools they serve to no more than 3 or 4. Ensure interaction time of 1.25 to 2.5 hours per week. lower teacher-mentor ratios and/or creative scheduling NTC recommends no higher than 15:1 for ratio Include at least 2 years for induction. Adopt professional teaching standards across educational community. Lesson 3: Identify and support successful program standards

21. Focus on administrators. Systematic communications plan. Information sharing between new teacher support providers. Conversations with university-based schools of education and alternative certification programs. Lesson 4: Align induction with district and regional programs

22. Develop consensus on definition of new teachers. Ensure systems can track data based on definition. Align state and local teacher databases. Improve collection methods for teacher retention data. Identify practices that will slow ‘new teacher hazing’ Decrease teacher workloads in their first year. Restructure timelines for teacher hiring and placement ensure shortage area teachers are first to be placed. Address resource inequities between sub-urban and urban school systems. Lesson 5: Begin addressing systemic issues in education

23. Share mentor practice with school/district community. Encourage mentors to participate in professional development initiatives. Support leadership roles for mentors. Encourage mentors to be advocates. Lesson 6: Leverage systems change by building on mentor skills, knowledge, & experience