New Teacher New Teacher InductionInduction

New Teacher New Teacher InductionInduction

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

• 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• 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.