induction in illinois: seizing the day
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Induction in Illinois: Seizing the Day. Illinois New Teacher Collaborative February 27, 2008. Ellen Moir Executive Director. National Retention. 46% teacher turnover within first 5 years. 33% of teachers leave after their first 3 years. - PowerPoint PPT PresentationTRANSCRIPT
New Teacher Center, University of California at Santa Cruz
Induction in Illinois: Seizing the Day
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Ellen MoirExecutive Director
Illinois New Teacher CollaborativeFebruary 27, 2008
New Teacher Center, University of California at Santa Cruz
46% teacher turnover within first 5 years. 33% of teachers leave after their first 3 years.
Source: National Commission on Teaching and America’s Future, 2005Source: National Commission on Teaching and America’s Future, 2005
National Retention
““Pouring teachers into a Pouring teachers into a bucket with a fist size bucket with a fist size hole in the bottom” hole in the bottom”
New Teacher Center, University of California at Santa Cruz
Teachers are not “finished products” when they complete a teacher preparation program. Guided entry into teaching, via residencies and mentored induction, should become a standard feature of every high quality teacher preparation approach.
No Dream Denied, January 2003 report of the National Commission on Teaching and America’s Future, Washington, D.C.
New Teacher Center, University of California at Santa Cruz
• New professional norms of
collaboration and on-going learning• Improved teaching performance• Increased student achievement,
especially among traditionally
underserved student populations
Induction for What?
New Teacher Center, University of California at Santa Cruz
Classroom-basedClassroom-basedTeacher Teacher LearningLearning
Classroom-basedClassroom-basedTeacher Teacher LearningLearning
Program Program VisionVision
Program Program VisionVision
Institutional Institutional Commitment Commitment
& Support& Support
Institutional Institutional Commitment Commitment
& Support& Support
Professional Professional StandardsStandards
Professional Professional StandardsStandardsQuality Quality
MentoringMentoringQuality Quality
MentoringMentoring
Induction ProgramInduction Program Essential Essential
ComponentsComponents
Induction ProgramInduction Program Essential Essential
ComponentsComponents
New Teacher Center, University of California at Santa Cruz
Classroom Based Mentoring Model
QualityTeaching
StudentAchievement
Using Data to Inform Instruction
Using Data to Inform Instruction
Planning Standards-Based Instruction
Planning Standards-Based Instruction
Ongoing Assessment of
Teacher Practice
Ongoing Assessment of
Teacher Practice
Building Schoolwide Collaborative
Practices
Building Schoolwide Collaborative
Practices
Analyzing Student Work
Analyzing Student Work
Observing andGiving Feedback
Observing andGiving Feedback
New Teacher Center, University of California at Santa Cruz
Instructional Mentors
• Hold a vision of outstanding teaching
• Can articulate their knowledge of best practice (both content and pedagogy)
• Help new teachers balance immediate concerns with long-term development
• Approach teaching as inquiry
• Are committed to collaborative partnerships
New Teacher Center, University of California at Santa Cruz
Mentoring and Support Cuts Turnover Rates
Source: Consortium on Chicago School Research at the University of Chicago, 2007
Teacher Intent to Remain Teaching
0%10%
20%30%
40%
50%60%
70%
80%90%
Elementary High School
Weak Mentoring andSupport
Strong Mentoring andSupport
New Teacher Center, University of California at Santa Cruz
Mentoring and Support Cuts Turnover Rates
Source: Consortium on Chicago School Research at the University of Chicago, 2007
Teacher Intent to Remain in Schools
0%
10%
20%
30%
40%
50%
60%
70%
80%
Elementary High School
Weak Mentoringand Support
Strong Mentoringand Support
New Teacher Center, University of California at Santa Cruz
0
10
20
30
40
50
60
70
80
90
100
Nation* 89 79 71 67 61 56
California* 94 90 87 84 80 76
SCNTP Districts** 98 96 94 92 90 88
After 1 YearAfter 2 Years
After 3 Years
After 4 Years
After 5 Years
After 6 Years
Percent of Teacher Retention Over Six Years: Comparing Rates of SCNTP Teachers to the State and Nation Statistics
*Extrapolated Years 5-6; ** Extrapolated Years 1-5. Sources: Ingersoll (2002); CCTC (2002); Strong & St.John (2001)
New Teacher Center, University of California at Santa Cruz
Impact on Veteran Impact on Veteran TeachersTeachers
• Expanded repertoire of teaching strategies
• Increased sense of professional efficacy
• Broader perspective on teaching and learning
• Greater likelihood to emerge in leadership roles
• Increased appreciation for collaboration and reflective practice
• Heightened commitment to teaching profession
• Renewed professional vigor.
New Teacher Center, University of California at Santa Cruz
Induction in Illinois: Seizing the Day
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Ellen MoirExecutive Director
Illinois New Teacher CollaborativeFebruary 27, 2008