Induction Into Learning Communities

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Induction Into Learning Communities

• IEL/AERA Policy Luncheon
• October 14, 2005

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NCTAF 1996

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

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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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Does Turnover Matter?

• 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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How Much Does It Cost ?

• Over 5 Billion a Year

2.6 Billion for Non-Retirement Leavers
Plus the Cost of Over 300,000 Movers
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MetLife Survey of the American Teacher

• Portrait of a Teacher Likely to Leave in the Next
  5 Years
• Not satisfied with teaching career
• Not valued by supervisor
• Personnel stress
• 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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To Retain Teachers

• Know Your Turnover Control its Costs
• Hire Well Prepared Teachers
• Induct Teachers into Learning Communities
• Provide Rewarding Careers

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State Support for Induction

• 30 States with some form of induction on books
• Only 17 states require AND fund mentoring (sic)
  for all novice teachers
• Only 5 provide 2 or more years state-financed
  mentoring
• Source Ed Week 2005 Quality Counts

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More Detailed Survey

• 9 states specify minimum amt of mentor/mentee
  contact
• 9 require mentor compensation
• 7 require release time for mentors
• 8 require matching by school/subject/and/or grade
  level
• Source Ed Week 2003

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More recent survey

• 33 mandated mentoring
• 22 reported funding
• 23 required mentor training
• We encourage it, but we cannot fund it
• External grants, vagaries of funding
• Resulthuge variations across states, districts
• Source Hall, 2005

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District Responsibility?

• From 1990-91 to 99-00 beginning public school
  teacher participation in some form of mentoring
  rose from 51 to 83
• 99-00 SASS about 2/3 beginning teachers working
  with a mentor (70 of these in same field)
• 9 in 10 found mentors helpful

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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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New Teacher Center Model University of CA
Santa Cruzwww.newteachercenter.org

• Advisor
• exemplary veteran teacher
• released full-time, regular pay
• work with a small number of new teachers
• weekly on-site contact with each new teacher
• Formative Assessment
• district goals and development of the new
  teacher's learning plan.
• professional portfolio documents new teacher's
  growth.
• Professional Development for Beginning Teachers
• workshop/Seminar Series
• release time

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Why Connect Preparation and Practice?

• Pathway to Teaching? Not!
• Disconnects between University Preparation and
  School Districts.
• We dont do it that way here. You need to
  unlearn what you learned in your preparation
  programand the sooner the better!

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Supporting and Sustaining Teachers (SST)
Portland, ME/Seattle, WA

• Continuum Teacher Development Support
• Teacher Prep/Union/District Partnership
• Redesign of Teacher Preparation
• New Teacher Induction
• Ongoing Professional Development Mentor training
  and community
• Expansion HI, VT, Memphis, Denver

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Georgia Model

• Preparation for Teaching Portfolio
• Critical Friends Groups (National School Reform
  Faculty)
• Building Resources Induction and Development of
  Georgia Educators (BRIDGE)
• State-wide Teaching Resources
• Peer-reviewed, Online
• Face-to-Face and Online Meetings
• Georgia Systemic Teacher Education Project
  (GSTEP) Principles and Framework of Accomplished
  Teaching
• Self-Assessment Tool
• Accomplished Teacher Observation Instrument
• Professional Growth Plan

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Teachers Learning in Networked Communities (TLINC)

• ATT Foundation Planning Work in 4 districts
• Microsoft Partners in Learning MidTier Grant
• 2 years
• Seattle, Memphis, Denver
• Teacher continuum/community
• Online support resources

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New Teacher Induction Abroad

• NSF 3-year study of 5 Comprehensive Programs
• Switzerland, China, New Zealand, Japan, France
• Induction Goal helping teachers reach their
  potential as rapidly as possible
• Source T. Britton and L. Paine
• Applying ideas from other countries.
• In H. Portner (ed.) Teacher Mentoring and
  Induction

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Common Elements

• Highly structured inductionnot just mentoring
• Roles for administrators, staff developers,
  mentors, colleagues
• Structured learning as entry into lifelong growth
  process
• Community and collaboration are key
• Observations
• Demonstrations
• Discussions
• Friendly critique
• Share language and tools of profession

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Key Findings

• Induction should be a stage in a continuum of
  teacher development
• Induction should support entry into a learning
  community
• Mentoring is a useful componentbut only 1
  element in a comprehensive induction system
• External networks supported by online
  technologies can add value

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• Induction is a good investment
• And..
• Unless we move beyond the traditional 11
  mentoring model, we will continue to reinforce
  the industrial-era practice of stand-alone
  teaching in isolated classrooms

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Factory Model vs. 21st C Learning

• Sink or swim
• Closed door teaching
• Novices get toughest schools/classes
• Single level teaching license
• High turnover considered norm
• Teachers are interchangeable

• Professional community/peer support
• Multiple observations
• Less challenging assignments/teaming
• Reduced workload to allow for learning
• Tiered licensure
• Improved retention

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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
• National Commission on Teaching and Americas
  Future
• kfulton_at_nctaf.org
• www.nctaf.org