New Initiatives from NCTAF: Teacher Induction

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New Initiatives from NCTAF Teacher Induction

• CADREI/AACTE Meeting
• San Diego, CA
• Jan. 29, 2006

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NCTAF Partnerships NCTAF partner
states Potential NCTAF partnerships
District partnerships in NCTAF
projects
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NCTAF 1996

• By 2006 Every Child Will Have Competent,
  Caring, Qualified Teachers in Schools Organized
  for Success.
• What Matters Most, 1996

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Teacher Employment And Turnover 1987-2000
Source Richard Ingersoll Teacher Turnover and
Teacher Shortages An Organizational Analysis.
American Educational Research Journal. 38 (Fall
2000) pp. 499-534.
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Teacher Employment And Turnover 1987-2000
Source Richard Ingersoll Teacher Turnover and
Teacher Shortages An Organizational Analysis.
American Educational Research Journal. 38 (Fall
2000) pp. 499-534.
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Beginning Teacher Attrition is a Serious Problem
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For Every 100 Teachers We Prepare
Note This figure is based on national statistics
from several databases, and does not represent a
single cohort of new teachers.
Based on Figure 4 from National Commission on
Teaching and Americas Future. (2003). No Dream
Denied A Pledge to Americas Children.
Washington, DC p. 26
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Who Leaves?

• Portrait of a Teacher Likely to Leave in the Next
  5 Years
• Not satisfied with teaching career
• Not valued by supervisor
• Anxieties teacher conflict, incompetence,
  personnel issues
• Stress of unrealistic demands
• Novice teacher

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• Minority teachers
• Anxiety about safety
• Stress about budget and resource constraints
• Contributing to society is greatest source of
  satisfaction
• Compensation is inadequate
• Sourcewww.metlife.com

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Why Should Higher Ed Care?

• Preparing teachers who leave before they have a
  chance to become seasoned educators
• a waste of the good intentions of teacher
  educators
• a shameful waste of taxpayers money and
• a tragic waste of the hopes and dreams of
  disillusioned novice teachers.

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More Reasons To Care

• High Performing Schools are Low Turnover Schools
• Low Performing Schools are High Turnover Schools
• To Close the Student Achievement Gap We Must
  Close the Teaching Quality Gap

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NCTAF STRATEGIES

• Professional Teacher Preparation
• Professional Teaching Conditions
• Professionally Rewarding Career Paths

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Teacher Preparation Reduces Attrition of First
Year Teachers
Training in Selection/Use of Instruction Materials
Training in Child Psychology / Learning Theory
Observation of Other Classes
Feedback on Teaching
Practice Teaching
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Dimensions of Quality Teacher Preparation

• Careful recruitment and selection
• Strong academic preparation
• Extensive clinical practice
• Entry level teaching support
• Modern learning technologies
• Assessment of preparation effectiveness

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NCTAF Focus TodayBridging Preparation and
Practice

• Quality Teacher Preparation Summit
• SST
• NCTAF/Georgia Model
• TLINC
• Urban Teaching Academies

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Quality Teacher Preparation Summit (Carnegie)

• Summit at Barton, Creek Texas, June 2004
• President or Provost, Dean of Arts Science and
  Dean of Teacher Education
• Followed by two in-depth topical meetings
  summer/fall 2005
• Building district/university support partnerships

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College/University Teams

• Alverno College
• Brooklyn College The City University of New
  York
• California State University Long Beach
• East Carolina University
• George Washington University
• Georgia State University
• Indiana State University

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• New York University
• Montclair State University
• Southeastern Louisiana University
• University of Cincinnati
• University of Southern Maine
• Virginia Commonwealth University
• Western Kentucky University
• West Virginia University

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Overarching Themes

• Strong systemic partnerships between higher
  education and the P-12 education community
• Alignment among teacher preparation, district
  curricula, and state standards and policies
• Teacher preparation as a campus-wide,
  district-wide, and state-wide priority

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New Teachers with Mentored Induction into a
Professional Community are Half as Likely to Leave
Source Figure 3 in Reducing Teacher Turnover
What are the Components of Effective Induction?
Thomas M. Smith and Richard M. Ingersoll. April
2003. Working paper draft. Please do not cite,
quote, or use without first consulting authors.
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Supporting and Sustaining Teachers (SST)

• Continuum of New Teacher Development Support
• Portland, ME (Univ. of So. Maine) and Seattle, WA
  (Univ. of Wash)
• Teacher Prep/District/Union Partnership
• Redesign of Teacher Preparation
• New Teacher Induction
• Ongoing Professional Development
• Mentor Training and Learning Community in Schools
• Expansion HI, VT, Memphis, Denver

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NCTAF/Georgia Model (Wachovia)

• Partners
• NCTAF, Georgia State Univ., Bd. of Regents, GSTEP
• Atlanta Public Schools, DeKalb County Schools,
  Fulton County Schools, Gwinnett County Schools
• Professional Career Plan
• Georgia Principles and Framework for Teaching
• Georgia Systemic Teacher Education Program
  (GSTEP)
• Self-Assessment Tool (Albany State U.)
• Accomplished Teacher Observation Tool (Valdosta
  State U.)
• Building Resources Induction and Development of
  Georgia Educators (BRIDGE) (Univ. of Georgia)
• State-wide Teaching Resources
• Peer-reviewed, Online
• Face-to-Face and Online Meetings
• Critical Friends Groups

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Teachers Learning in Networked Communities
(TLINC)

• ATT Foundation Planning Work in 4 districts
• Microsoft Partners in Learning MidTier Grant
• Seattle (UW) Memphis (U Memphis),
  Denver/Jefferson County (CU/Denver)
• Teacher continuum/community
• Online support resources

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Urban Teaching Academies (Met Life Foundation)

• 3 approaches for teaching residency models
• Montclair State University
• California State University at Long Beach
• Chicago Academy for Urban School Leadership (with
  National Louis University)

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Key Elements

• Residency experience in selected academies with
  extensive observation leading to co-teaching
• Candidates working in cohorts in preparation and
  job placements
• Site-based teacher education faculty
• Curriculum adjusted for school cycle (spiral
  curriculum model)
• Continuing support thru early years of teaching
• Success teacher success AND school is a
  supportive learning community

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Professionally Rewarding Career Paths
Professional Teaching Conditions
High-Performing Schools
Professional Teacher Preparation
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• Kathleen Fulton
• Director, Reinventing Schools
• for the 21st Century
• kfulton_at_nctaf.org
• Marilyn Scannell
• Senior Consultant
• mscannell_at_nctaf.org
• National Commission on Teaching and Americas
  Future
• www.nctaf.org