The Growing Need for Beginning Teacher Induction
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The Growing Need for Beginning Teacher Induction Richard M. Ingersoll Professor of Education and Sociology University of Pennsylvania and Consortium for Policy Research in Education
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The Growing Need for Beginning Teacher Induction. Richard M. Ingersoll Professor of Education and Sociology University of Pennsylvania and Consortium for Policy Research in Education. The Source of Data. The Schools and Staffing Survey with the Teacher Follow-up Survey. - PowerPoint PPT Presentation
Transcript of The Growing Need for Beginning Teacher Induction
The Growing Need for Beginning Teacher Induction
Richard M. IngersollProfessor of Education and Sociology
University of Pennsylvania and
Consortium for Policy Research in Education
Conducted by the Census Bureau for the U.S. Department of Education
7 Cycles: 1987-1989, 1990-1992, 1993-1995, 1999-2001, 2003-2005, 2007-08, 2011-12
The largest source of information available on teachers:
-Sample: 50,000 teachers 12,000 schools
-Representing all 50 states
The Schools and Staffing Survey with the Teacher Follow-up Survey
The Source of Data
Number of Elementary and Secondary School Teachers and Students, 1987-88 to 2011-12
Teaching Experience of K-12 Teachers, 1987-88
Teaching Experience of K-12 Teachers, 1987-88, and 2007-08
Teaching Experience of K-12 Teachers, 1987-88, 2007-08, and 2011-12
Cumulative Percent Attrition of Beginning Teachers, by Years of Experience: 1993-2003
(years 3,4 and 5 are underestimates because early attrition of some late entrants could not be included)
41.3
36.8
28.4
23
11.9
0 20 40 60 80 100
Less than 5 years
Less than 4 years
Less than 3 years
Less than 2 years
Less than 1 year
PercentSource: Perda, D. 2013. Transitions Into and Out of Teaching: A Longitudinal Analysis of Early Career Teacher Turnover. PhD Dissertation, University of Pennsylvania.
13.1
11.9
11.1
10.5
9.8
0 10 20 30
2008-09
2004-05
1994-95
1991-92
1988-89
Percent
Trends in Percent 1st-Year Teacher Attrition
Percent 1st-Yr. School Teachers Reporting that Various Reasons Were Important for their Attrition, 2008-09
Percent
Trends in the Percent of 1st Year Teachers Participating in Induction or Mentor Programs
8291
85
51 52
79
0
20
40
60
80
100
1990-91 1993-94 1999-00 2003-04 2007-08 2011-12
Per
cent
Percent 1st-Year Teachers Who Received
Various Induction Supports (2007-08)
17
31
58
71
81
87
0 20 40 60 80 100
Reduced Course Load
Teacher aide
Collaboration w Colleagues
Beginners' seminars
Mentor
Face-time with Admin.
Percent
Percent Turnover After First Year of Beginning Teachers, According to Amount of Induction
Support They Received
0 10 20 30 40 50
PercentMovers Leavers
18
27
39
41No Induction
Basic
Basic & Collaboration
Basic & Collaboration & Extra Resources
Source: Smith & Ingersoll. 2004. “What are the Effects of Induction and Mentoring on Beginning Teacher Turnover?" American Educational Research Journal. Vol. 41, No. 3, 681-714.
Mentor from the same field.
Common planning time with teachers in the same subject or regularly scheduled collaboration with other teachers on instruction.
Induction Supports Most Effective in Reducing Turnover
Review of Research on Effects of Induction
We examined 15 best empirical studies, since the 1980s
three sets of outcomes: teacher commitment and retention teacher classroom instructional practices student achievement
Most of the studies reviewed showed positive impacts
Source: Ingersoll & Strong. 2011. "The Impact of Induction and Mentoring for Beginning Teachers: A Critical Review of the Research.” Review of Educational Research. 81(2) 201-233 .
For Further Information, Copies of Articles, Reports, etc.:
www.gse.upenn.edu/faculty/ingersoll
