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Induction and Support: Keeping Teachers Teaching. Shauna Lane, Education Specialist Lela Taubert, Education Specialist. Purpose – Guiding Questions. Look at how to create a network of support so that new teachers have more than a chance to be successful: Why do we need an induction program?

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induction and support keeping teachers teaching

Induction and Support: Keeping Teachers Teaching

Shauna Lane, Education Specialist

Lela Taubert, Education Specialist

purpose guiding questions
Purpose – Guiding Questions
  • Look at how to create a network of support so that new teachers have more than a chance to be successful:
    • Why do we need an induction program?
    • Who are they? Where are they? (skill level)
    • What do they need?
      • How much and when?
    • How do we do this?
      • What does a system of support look like?
highly qualified beginning teachers nctaf
Highly Qualified Beginning Teachers-NCTAF
  • Possess a deep understanding of the subjects they teach
  • Evidence a firm understanding of how students learn
  • Demonstrate the teaching skills necessary to help all students achieve high standards
  • Create a positive learning environment
  • Use a variety of assessment strategies to diagnose and respond to individual learning needs
  • Demonstrate and integrate modern technology into the school curriculum to support student learning
  • Collaborate with colleagues, parents and community members, and other educators to improve student learning
  • Reflect on their practice to improve future teaching and student achievement
  • Pursue professional growth in both content and pedagogy
  • Instill a passion for learning in their students.
the crisis
The crisis:
  • Teachers are leaving the profession.
  • We are not recruiting those who would teach.
  • Many who are entering teaching have alternative certification.
  • Most who leave cite lack of support as #1 cause, above money and tough kids.
beginning teacher attrition national data source richard ingersoll
Beginning Teacher Attrition(national data) Source: Richard Ingersoll

Five Year Attrition Rate for Teachers(Source: analysis of 2007 TEA and SBEC Texas data by Dr. Ed Fuller)

Minimum field experience hours required

what s the point
What’s the Point?
  • NCTAF’s summary report:
    • Issue—teacher supply isn’t the problem; teacher retention is the problem. Teacher supply is a symptom of the problem.
    • Just because someone has a college degree doesn’t mean he or she knows everything about being a teacher. Becoming a teacher is a life-long pursuit and a complex task!
      • Preparatory programs alone cannot prepare teachers for what teaching requires today.
  • Action Step—Effective Induction programs
      • Those without induction support leave at a rate 70% higher than those with help.
cost of teacher turnover
Cost of Teacher Turnover
  • Partner Talk: 2 Minutes
    • Think: What are costs that could be calculated as a result from teacher turnover? Are there costs that are not calculable?Talk: Share with a person next to you.
  • Separation costs
  • Hiring costs
  • Training and support costs
  • Estimated national cost - $2.2 billion
where are they
Where are they?

Steps to Success

Conscious Unconscious Competence

Unconscious Competence

Conscious Competence

Conscious Incompetence

Unconscious Incompetence

stages of teacher development
Stages of Teacher Development
  • Stage I: Survival Stage (1st year)
  • Stage 2: Adjustment Stage(2nd, 3rd, 4th )
  • Stage 3: Mature Stage (5th and beyond)

Remember…NEW teachers are NEW!

…it doesn’t get easier; we get better!

  • To achieve better results, we can either
    • Get better students,
    • Get better teachers, or
    • Improve the people we have!

New teachers have a variety of needs, but cannot do everything at once. We must provide on-going support that is timely and responsive to their unique needs…

fyts need mentoring support
FYTs need:Mentoring & Support
  • Training and Coaching
  • Time to try
  • Feedback and follow up
when and how much from ellen moir s work at ucsc
When and how much? from Ellen Moir’s work at UCSC







first year teacher needs perceptions before school starts
First Year Teacher Needs: Perceptions before school starts
  • Needs:
    • Classroom Organization
    • Getting the room and lessons ready
    • Meeting parents
    • Getting resources
    • Who to ask; where to find…
    • Dealing with students with special needs
    • Maintaining control of the classroom
  • Thoughts:
    • Can I do it?
    • Will they like me?
first year teacher needs at the beginning of school 2 4 weeks into semester
First Year Teacher Needs: At the beginning of school (2-4 weeks into semester)
  • Needs:
    • Time Management
    • Classroom Organization (materials, mail, paperwork, meetings)
    • Dealing with real parents
    • Discipline (whole class and “that one”)
    • Planning lessons
    • Assessing students –how much do I count?
    • Dealing with stress
    • Dealing with other adults
    • Special Ed issues (paperwork, modifications, ARDS)
    • TEKS & STAAR
  • Thoughts:
    • How does anyone get it all done?
    • This is harder that I thought!
first year teacher needs reflections in the 2nd semester
First Year Teacher Needs: Reflections in the 2nd semester
  • Needs:
    • Classroom organization and management: getting a system
      • Time, materials, arrangement, behavior
    • Dealing with parents: conferencing, partners
    • Discipline
    • Instruction: planning, preparing, teaching, assessing
    • Stress Management: physically and emotional
    • Teacher evaluation
    • Professional and legal issues
    • Special Ed issues
    • Technology, TEKS, & STAAR
  • Thoughts…
    • I can do this…I know lots of things that don’t work and some that do…
    • I wish I had been stricter when I started…
issues in teacher induction from leslie huling
Issues in Teacher InductionFrom Leslie Huling
  • First day expectations
  • Isolation from peers
  • “Double barrier to assistance”
    • Beginning teacher hesitant to request assistance
    • Experienced teachers reluctant to interfere and/or give assistance
  • Teaching Assignment
the solution
The Solution?
  • 3 Powerful Strategies
    • Teacher Preparation
    • Schools as Learning Communities
    • Comprehensive Induction Program

Those schools without induction support for teachers have them leave at a rate 70% higher than those with help. (NCTAF)

how do we do this what does a system of support look like
How do we do this?What does a system of support look like?

Mentors & Coaches


Campus Support

District Support

Beginning Teacher Attrition After One YearAccording to Amount of Induction HelpSource: Smith, T.M & Ingersoll, R. M. (2004)

* Basic Induction means having a mentor and supportive communication from administrator.

** Collaboration refers to schedule time and for collaboration with other teachers in the same field and participation in a new teacher seminar.

*** Extra resources refers to having a reduced course load, participation in an external network of teachers, and having an aide.

induction program recommendations
Induction Program Recommendations
  • Academies
    • District and campus plan: goal/objective for teacher retention—3 year plan
      • Year 1—induction (management)
      • Year 2—instruction (basics)
      • Year 3—assessment (advanced)
  • Beginning Educator Support Teams (BEST)
    • Mentors or mentor teams
    • FYT Support Teams: District and campus
    • Administrators, mentors, department chair
  • District Induction Team
induction components
Induction Components

1. Collegiality: Mentoring and Coaching

  • A trained and willing mentor/team in the same field is assigned to the new teacher with a plan.

2. Collaboration with Peers

  • The new teacher has a common planning time with teachers in the same field with scheduled collaboration time with other teachers focused on student learning.

3. Communication

  • The new teacher has supportive communication with admin, receives feedback from campus leaders, a safe channel for communicating needs & concerns.
induction components1
Induction Components

4. Commitment to Continuous Improvement

  • The new teacher participates in planned, targeted professional development through FYT Academies and other learning opportunities as part of an overall personal professional development plan with follow-up & support.

5. Connections

  • The new teacher participates in an external network, such as online new teacher groups, content groups, etcetera and receives an orientation to the district, campus, and community.

6. Considerations

  • The new teacher has a reduced teaching load to facilitate observations and professional development, limited number of subject preparations, help from a teacher’s aide, and not responsible for time-consuming extra-curricular assignments.
some non negotiables
Some non-negotiables…
  • Develop a systemic plan of support
    • Annual administrator update (Central and Campus)
    • Inform and train principals
  • Select and train mentors/teams
    • Train a cadre of mentors to choose from
      • Offer 2 tracts—veteran and novice mentors
      • Hold them accountable
    • Campus Mentor Leader OR Campus Mentoring Team instead of individuals
  • Support and challenge FYTs
      • Provide FYT Academy and mentor support sessions throughout the year. Provide academies through PLCs
  • Develop a program evaluation

*This may be the school’s most important at-risk program!


Ginger Tucker’s The Heart of Teaching Series

NCTAF National Commission on Teaching and America’s Future

Smith, T.M. & Ingersoll, R.M., (2004)

SBEC Texas Data by Dr. Ed Fuller

Alliance for Excellent Education (July 2014)

William S. Howell, Bob Pike

Leslie Huling