Click here to view New Teacher Alliance the page.

Teacher Induction

CSTP has launched a new initiative called The New Teacher Alliance. The work, funded by the Paul G. Allen Family Foundation and coordinated by CSTP, focuses on keeping new teachers in our schools through mentoring practices and induction into the profession that supports teachers through the crucial first five years.

To read more about this effort, click here to view the press release regarding Paul G. Allen Family Foundation's $2.25 million commitment over the next four years and the Bill & Melinda Gates Foundation support of $750,000.

Click here to view "Program aims to keep new teachers in classrooms", by Judy Chia Hui Hsu, The Seattle Times, January 5, 2007 (PDF 127 KB).

Click here to read case studies produced from our 2006 seminar.

2008 Leadership Case Writing Seminar " Dilemmas in Providing Support for New Teachers: Learn To Write An Effective Case Study" CSTP is seeking Washington public school educators who support new teachers and are interested in learning how to turn their own practical experience into a tool others can use. We will publish a series of case studies intended to explore effective induction practices, the contributions mentors and colleagues make to those just entering our profession, and the lessons learned by people doing this challenging work. The case you write may be discussed in university classrooms, in school district professional development programs, or at a symposium for mentors and instructional coaches. We are particularly interested in stories that illustrate the five standards of quality induction: hiring practices that honor the unique needs and powerful potential of beginning teaches orientation to school district beliefs and practices strong relationship with a highly qualified mentor engagement in purposeful, ongoing, formal and informal learning opportunities formative assessment focused on improving teaching practice Click here to learn more.

Funding -

Estimated cost of teacher turnover in Chicago Public Schools - click here

Teacher Attrition: A Costly Loss to the Nation and to the States -click here

HAWAI‘I EDUCATIONAL POLICY CENTER POLICY BRIEF, July 2002 Informing the Education Community - click here

The Cost of Teacher Turnover in Five School Districts: A Pilot Study (National Commission on Teaching and American's Future) - click here

MORE SWIMMING, LESS SINKING A Case for High-Quality Support for New Teachers in Washington The research is abundantly clear: Resources devoted to comprehensive, high-quality new teacher induction pay off in increased teacher retention and improved student learning.Washington cannot afford to let its new teachers sink or swim in classrooms across the state.When new teachers sink, students flounder with them. Click here to learn more SUPPORT FOR BEGINNING TEACHERS: A COMPARISON OF STATE ASSISTANCE click here to view chart On Their Own and Presumed Expert: New Teachers’ Experience with Their Colleagues "...Further studies show that it is in classrooms and in schools—with their students and their colleagues—where new teachers decide whether or not to stay in teaching (Johnson & Birkeland, 2003; Johnson & The Project on the Next Generation of Teachers, 2004). Therefore, if we are to understand what drives attrition and how to develop effective strategies for retaining able and committed teachers, we must first understand in some detail how new teachers experience their work in schools." Click here to read what this study found when exploring new teachers’ experiences with their colleagues.
In recent years, questions of teacher retention and turnover have sparked considerable debate in policy circles. However, little research exists nationwide on the extent to which teachers move from one school or district to another or exit the profession, or the factors that may influence this (e.g., teacher experience, age, ethnicity, school and district characteristics, etc.). Teacher attrition and turnover has important policy implications, but is it as pervasive and widespread a problem as some commonly-held perceptions might suggest? In December of 2006, The University of Washington College of Education released two reports based on these issues: • An Examination of Longitudinal Attrition, Retention and Mobility Rates of Beginning Teachers in Washington State This study examines the attrition, retention, and mobility patterns of beginning teachers in Washington state over a five year period. Specifically, it calculates the rates at which elementary and secondary school teachers who begin their careers in Washington state remain in their teaching positions, move to other schools in their same school district, move to other school districts in the state, or exit the Washington education system over a period covering the years 2000-01 through 2004-05. Click here to learn more. • Employment, Retention, Mobility, and Career Pathways of Graduates from the University of Washington Teacher Education Program This report presents the findings of a study conducted for the University of Washington’s Teachers for a New Era (TNE) Project. In this study, the research provides baseline information regarding the employment, retention, mobility, and attrition rates for five cohorts of graduates from the University of Washington’s Teacher Education Program (UW/TEP). Specifically, it calculates the rates at which the UW/TEP elementary and secondary graduates begin their teaching careers in Washington state, remain in their teaching positions, move to other schools in their same school district, move to other school districts in the state, or exit the Washington education system over the time period 2000-01 through 2004-05. Click here to read learn more about their findings.
	With funding from the Paul G Allen Family Foundation, CSTP worked with educators across the state to develop standards that can be used to improve each of the five components of a teacher induction program: hiring, orientation, mentoring, professional learning and formative assessment. Click here to view Effective Support for New Teachers in Washington State Standards for Beginning Teacher Induction (PDF 1.46 MB) "Review of the Literature on New Teacher Induction" (PDF 88.4 KB)
	To illustrate how Washington is investing in support for new teachers, CSTP commissioned case studies of Omak, Lake Washington and Vancouver school districts. A fourth Washington district is profiled as part of a case study on the state's Mentor Academy. Click here to learn more about these case studies. (PDF 560 KB)
Nine districts and two ESDs putting these new standards into practice. Since June of 2006, they have identify their specific challenges with retention of new teachers and began planning to apply the new standards to their recruitment, hiring and training programs. Participants include: Spokane, Highline, Raymond, Rochester, Mary M. Knight, East Valley, Highland, Toppenish, Cle Elum-Roslyn, ESD 105 (Yakima) and ESD 113 (Olympia). Click here to view New Teacher Alliance page.

Why Induction Matters

High quality teaching is essential for all students to reach rigorous standards. Research has found that differences in teacher capability can account for as much as 90% of the variation in student learning in schools with similar student characteristics. Students who have the benefit of high quality teaching for at least three consecutive years are very likely to succeed while students who have low quality teaching for two or more consecutive years may never recover.

A highly qualified teaching workforce, both novice and veteran, is the single greatest leverage point for assuring that all students achieve at their highest potential. Increasing the stability of the teaching corps, especially in schools with challenging student populations, can help to assure all children experience the high quality teaching they deserve.

Because new teachers tend to transfer or be transferred more frequently than their experienced colleagues, and because they leave teaching in greater numbers than veterans, a focus on the retention of new teachers can help provide a stable teaching staff. Retention of new teachers can be increased via mentoring from qualified colleagues, time to work together to analyze and interpret evidence of student progress, and other opportunities for collaborative professional learning.

Washington state contributes to the professional training of most of these new teachers; Washington school districts invest to recruit and employ these new teachers; veteran Washington teachers donate time to helping them get a good start; and Washington students benefit from their energy, enthusiasm, fresh eyes, and standards-based training. Yet if these investments are not part of a deliberate, ongoing induction strategy, they can be disruptive and wasteful. Research tells us new teachers need sustained, comprehensive supports to stay and to succeed in their chosen profession.
What Washington Needs

Washington needs state policies that recognize the critical importance of teacher induction in improving schools and boosting student achievement. We need:

• Clear, research-based standards for high-quality induction programs and a better understanding of the proficiencies of effective mentors;

• Exemplary models-districts of all sizes and demographics-with strong induction programs other districts can emulate;

• Clear, sustained links between the professional certification process for new teachers and induction programs in their schools and districts; and

• Data-solid baseline information about the retention and mobility rates of schools and districts, so we can identify both exemplars and problem areas and track progress as we put new initiatives into place.

• Capacity measures that indicate progress towards the goal of having every teacher experience an effective induction program

When new teachers in Washington experience high quality support in the first five years of their professional careers, we will reduce the number who abandon education and also reduce the mobility among teachers in schools with challenging student populations. Strong mentoring and continued support through the first five years will stabilize our teaching corps. A more stable teaching corps will help our students meet the rigorous standards we have set for them.

Supporting a Culture of Evidence around Teacher Quality: A Shared Responsibility

On January 13, 2006, The Center for Strengthening the Teaching Profession and The Consortium for Policy Research in Education (University of Pennsylvania) co-hosted a roundtable discussion focused on strengthening teacher preparation and teaching quality in Washington State.

During this event, educators and policymakers:

• discussed efforts to design a new generation of data systems and institutional practices truly capable of strengthening teacher preparation across Washington State
• shared successful practices and emerging ideas to link pupil learning to teacher preparation
• learned about the Washington Center for Teaching and Learning's Teachers for a New Era project

Presentations from this session may be viewed.

Teacher Induction Article

Jeanne Harmon. (2006). Helping New Teachers Thrive. New Horzions For Learning http://www.newhorizons.org/spneeds/inclusion/staff/harmon.htm

Guest Columnist

"Students won't succeed if teachers don't" Seattle PI Commentary, Jeanne Harmon, July 1, 2005


NCTAF Induction Into Learning Communities

The most persistent norm that stands in the way of 21st century learning is isolated teaching in stand-alone classrooms. Transforming schools into 21st century learning communities means recognizing that teachers must become members of a growing network of shared expertise. To learn more about this transformation read "Induction Into Learning Communities" from The National Commission on Teaching and America's Future (PDF 944 KB)

Six Dont's of School Improvement...and Their Solutions

May, 2006 newsletter of The Center for Comprehensive School Reform and Improvement

Hugh Burkett, director of The Center for Comprehensive School Reform and Improvement, recently was asked to give the keynote speech at On the Right Track 4, an annual school improvement symposium for California school practitioners. In this month's newsletter, Dr. Burkett shares highlights from his remarks.

When I accepted this invitation, I was told in no uncertain terms that my speech should not be about "what research says" or "the characteristics of high-performing schools." This speech had to be practical. I had to talk about how to do what we know works to improve schools. After 30 years of experience as a teacher, a principal, an assistant superintendent, and a superintendent-working in large districts and small-I should have collected a lot of wisdom that I could share. But honestly, after 30 years, I often think that I know a lot more about what not to do than anything else. So this speech will be about six don'ts of school improvement-six things that should never be done if you're trying to improve schools and what I've learned from doing every one of them...

#2 - Don't Rely on Selection Strategies to Build a Teaching Staff

As an urban superintendent, I was always on the lookout for outstanding urban teachers who would love our kids and teach them well. We were strategic in our searching, using a research-based screening tool to identify hundreds of teachers with high affect, strong dedication, and a desire to work in an urban setting; we hired many of them. But we found after a short time that these new teachers felt negative, pessimistic, and ready to quit. What was my mistake? We paid a lot of attention to screening and hiring teachers but not nearly enough to inducting them, mentoring them, and nurturing them. A good initial match just wasn't enough.

What should I have done? I should have paid more attention to follow through with new teachers. Where were they teaching? How were they assigned? Were their schools following tradition by assigning the least experienced teachers to the most academically needy students? How were they inducted when they got there? Did they learn everything there was to know in the teachers' lounge or was there a purposeful program of induction in their school that explained "who we are, what we believe in, and how we do business here?"

I should have paid more attention to mentoring. Like most districts, we had a mentoring program, but it wasn't very strong. We didn't systematically identify outstanding mentors or pay attention to whether they believed in the core vision of the district. We didn't give them time to mentor. New teachers often felt alone and overwhelmed. No wonder so many of them grew sour; we threw them in the deep end of the pool and yelled, "Good luck!"

Induction, mentoring, and ongoing nurturing through support, feedback, and meaningful learning opportunities. They all need attention.

To read the rest of this article: http://www.csrclearinghouse.org/

OSPI's Teacher Assistance Program - http://www.k12.wa.us/ProfDev/tap/default.aspx

Focusing New Teachers on Individual and Low Performing Students: The Centrality of Formative Assessment in the Mentor's Repertoire of Practice Click here to read a summery of this article.
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