The Impact of Induction on Local Districts

The Impact of Induction on Local Districts

The Impact of Induction on Local Districts

Roles and Responsibilities of K-12 Organizations Training

Roles and Responsibilities of K-12 Organizations Training

Student AchievementStudent Achievement

Home & Family Factors

49%(parent

education, income,

language background,

race and location)

Class Size

8%

Teacher Qualifications

43%(licensing,

examination, and experience)

Developed from data presented in Ronald F. Ferguson, “Paying for Public Education: New Evidence of How and Why Money Matters”, Harvard Journal on Legislation 28 (Summer 1991): 465-98

Teacher QualityTeacher QualityTeacher QualityTeacher Quality

From the Report of the National Commission on Teaching & America’s Future, What Matters Most: Teaching for America’s Future, c1996

From the Report of the National Commission on Teaching & America’s Future, What Matters Most: Teaching for America’s Future, c1996

“A caring, competent, and qualified teacher for every child is the most important ingredient in education reform and, we believe the most frequently overlooked.”

Teacher RetentionTeacher RetentionTeacher RetentionTeacher Retention

. . .the studies provide empirical support for the claim that assistance for new teachers and, in particular, mentoring programs have a positive impact on teachers and their retention.

. . .the studies provide empirical support for the claim that assistance for new teachers and, in particular, mentoring programs have a positive impact on teachers and their retention.

The Impact of Mentoring on Teacher Retention: What the Research Says by Richard Ingersoll and Jeffrey M. Kralik Research Review, 2004

State Funding State Funding

• Based on the number of participating teachers

• Consent form submitted to CTC who verifies numbers • CDE funds participants in two allotments, in the second fiscal quarter and the fourth fiscal quarter

• Current funding for the 2006-2007 fiscal year is $3875 per beginning teacher

District ResponsibilitiesDistrict Responsibilities

• In-Kind contribution of $2,000 per participating teacher

• Leadership position to implement the approved plan

• Support Provider

• Formative Assessment work

• Professional Development activities

--based on IIP

--to equip participating teachers to demonstrate competency in required elements

• Partner with colleges/universities for seamless matriculation

Teacher Profiles:

How these factors impact a new teacher’s professional development and credentialing

status

Teacher Profiles:

How these factors impact a new teacher’s professional development and credentialing

status

• Hired in May and put into a district pool• Hired in May and put into a district pool• Placed at a school in June

Teacher #1

• Assigned a support provider in August

• Started teaching school on September 1st

• Received BTSA Orientation September and completed consent form (funding mechanism)

• Received a site orientation in August from SP

• Began BTSA professional development activities in October

• Met with program director for Portfolio Review in May

• Attended Advice/Assistance meetings in

December, March, and June

• Began formative assessment with SP in September

• Hired in May and put into a district pool• Hired in May and put into a district pool

• Placed at a school in June

Teacher #1


• Started teaching school in September

• Received BTSA Orientation September


• Began Induction work in October

• Attended Advice & Assistance meetings in December, March, June


Projection for Teacher #1: On track to receive his clear credential in two years

• Hired in May and put into a district pool• Hired in May and put into a district pool

• Placed at a school in June

Teacher #1



• Received BTSA Orientation September


• Began Induction work in October

• Attended Advice & Assistance meetings in December, March, June


Impact on District:• Student Achievement• Teacher Quality• Teacher Retention• Funding

• Hired in late July by the school’s principal• Hired in late July by the school’s principal

Teacher #2

• Assigned a support provider October 1st

• Started teaching school on September 1st

• Received BTSA Orientation late October

• Received a site orientation in August from principal

• Began BTSA professional development activities in January

• Attended Advice & Assistance meeting in June

• Met with program director for Portfolio Review in late May

• Completed consent form in October at BTSA Orientation (funding mechanism)

• Began formative assessment in October

• Hired in late July by the school’s prinicipal• Hired in late July by the school’s prinicipal

Teacher #2





• Began Induction work in January



Projection for Teacher #2:Despite a later start, on track to receive her clear credential in two years.

• Hired in late July by the school’s prinicipal• Hired in late July by the school’s prinicipal

Teacher #2





• Began Induction work in January




• Hired in late August by the school’s principal• Hired in late August by the school’s principal

Teacher #3

• Assigned a support provider January 31st


• Didn’t know BTSA Orientation occurred

• Never received a site orientation

• Attended some BTSA professional development activities

• Attended Advice & Assistance meeting in June to “see what Induction was all about”


• Completed consent form in late November

• Began formative assessment in February


Teacher #3





• Attended Induction workshops when convenient

• Attended Advice & Assistance meeting in June to “see what Induction was all

about”


Projection for Teacher #3:Highly unlikely he will complete his credential in two years; would require diligence and dedication


Teacher #3





• Attended Induction workshops when convenient

• Attended Advice & Assistance meeting in June to “see what Induction was all

about”



• Hired sometime after school started• Hired sometime after school started

Teacher #4

• No support provider available at site so no formative assessment completed

• Started teaching three days later

• BTSA Orientation already occurred

• No one thought of a site orientation

• Came to BTSA professional development when she could

• Met at the program director’s insistence in July

• Signed consent form with HR personnel as part of her employment package papers

• Never attended an Advice and Assistance meeting so never understood need for documentation


Teacher #4

• No support provider available at site




• Came to BTSA activities when she could

• Never attended a Advice & Assistance

meeting so never understood need for documentation • Met at the program director’s insistence in July

Projection for Teacher #4:She doesn’t understand what is required or what she needs to do so at least one additional year will be needed, if not two.


Teacher #4

• No support provider available at site




• Came to BTSA activities when she could

• Never attended a Advice & Assistance

meeting so never understood need for documentation • Met at the program director’s insistence in July


Where could a site administrator have aided each participating teacher in his/her progression toward completion?

Where could a site administrator have aided each participating teacher in his/her progression toward completion?

The Impact of Induction on Local Districts

Documents

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