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Effective Support for New Teachers: Enhancing Retention in Washington State

This presentation by Sue Anderson and Mindy Meyer discusses the urgent need for effective induction programs to reduce teacher turnover in Washington State. With about 25% of new teachers leaving within five years and a cost of $45,000 per departure, it’s critical to provide strong support systems, especially in high-poverty schools. The New Teacher Induction Project, funded by the Paul G. Allen and Gates Foundations, aims to implement induction standards across various districts. Key components include hiring practices, mentoring, professional development, and continuous assessment to improve teacher retention.

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Effective Support for New Teachers: Enhancing Retention in Washington State

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  1. More Swimming, Less Sinking: Effective Support For New Teachers Sue Anderson, TAP Coordinator, OSPI Mindy Meyer, New Teacher Induction Project Coordinator, CSTP

  2. Why focus on induction? • About 25% of new teachers are no longer teaching in WA five years later. • Each teacher who leaves costs WA taxpayers about $45,000. • The “churn” of teachers is highest in high-poverty schools, where the needs for stability in the teaching force are greatest.

  3. New Teacher Induction Project • Partnership between the Center for Strengthening the Teaching Profession (CSTP) and OSPI • Funded by the Paul G. Allen Family Foundation (recently joined by the Gates Foundation) • 5 year project: • 2 ESDs (105 and 113) • 2 large districts (Spokane and Highline) • 5 small districts (Mary M. Knight, Raymond, Rochester, Toppenish, Cle Elum/Roslyn)

  4. Induction Standards • Hiring • Orientation • Mentoring • Professional Development • Assessment for Learning

  5. Survey Information: • Web-based survey sent to all new teachers (as designated by districts) in May, 2006 • University of WA administered survey, collated and “scrubbed” data • N = 686 (44 ESAs reported separately) • Results by district available for districts with at least ten respondents

  6. Hiring • Look at the data for the following questions: • #3 (p. 1) • #15 (p. 5) • #17 (p. 6) • #18 (p. 6) • What are some conclusions you might draw?

  7. Mentoring • Look at the responses for questions 5 – 12 (pp. 1 – 3) • What surprises you? What might impact how you think of your own district’s mentoring model? • What cross-tabs might be interesting to run?

  8. Professional Development • Look at the responses for the following questions: • #13 (p. 4) • #14 (p. 5) • #16 (p. 6) • In what ways might this data influence what kinds of PD your district offers to new teachers?

  9. Of general interest… • Look at the results table for question #20 (p. 8A). • What might be some conclusions you could draw from this table?

  10. Retention • Look at the responses to questions: • #21 (p. 8A) • #22 (p. 9A) • #23 (p. 9A) • #26 (p. 10) • What do you find interesting? Scary?

  11. Conclusions and next steps: 3-2-1 • 3 important ideas that you want to remember • 2 things you’d like to know more about • 1 action you’ll take on this when you return to your district

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