Mentoring and Induction:

Evidence-Based Practices

Copyright © 2017 American Institutes for Research. All rights reserved.

REL Southwest Bridge Event

Lisa Lachlan-Haché, Ed.D.

August 30, 2017

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Mission

The mission of the Center on Great Teachers

and Leaders (GTL Center) is to foster the

capacity of vibrant networks of practitioners,

researchers, innovators, and experts to build

and sustain a seamless system of support for

great teachers and leaders for every school in

every state in the nation.

Comprehensive Centers Program2012–17 Award Cycle

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What is induction? Induction is a system of coordinated and aligned

supports designed to provide new educators with a

supportive pathway into the profession.

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Mentoring vs. Induction Mentoring is one-on-one support and feedback provided

by an experienced veteran educator to a new or struggling

educator.

Induction is a larger system of support for new educators

that often includes mentoring but also includes additional

supports such as professional development, curriculum

planning, and orientation.

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What is the purpose of induction? Teacher and leader development occurs on a

continuum that spans the entire career of an educator.

Mentoring and induction activities facilitate the preservice

to inservice transition for new educators.

InserviceMentoring and

InductionPreservice

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National Landscape 29 states have policies requiring some type of mentoring

or induction support for new teachers.

20 states have policies requiring support for first-time

principals.

9 states require support for new teachers beyond their first

2 years.

16 states provide some dedicated funding for induction.

2 states fund statewide teacher induction programs.

Source: New Teacher Center, 2016.

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National Landscape In a review of the 16 submitted state ESSA plans:

14 states include teacher induction and mentoring to

address:

• Talent management (9)

• Equity (6)

• Licensure (2)

• Preparation (2)

• Retention (2)

• Professional development (1)

8 states include principal induction and mentoring

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Connecting EffortsWhen part of a coordinated talent development strategy,

mentoring and induction can connect with and support many

state- and district-driven initiatives.

Improving equitable access to excellent educators

Alleviating teacher shortages

Addressing school turnaround

Implementing Every Student Succeeds Act (ESSA)

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6 Reasons Why Induction Matters1. New teachers are less likely to leave the profession if

they are provided with a mentor in their content area and

if they participate in formal planning and collaboration

with other teachers (Ingersoll & Smith, 2004; Ingersoll &

Strong, 2011).

2. Receiving high-quality induction and mentoring has been

associated with first-year teachers showing student

performance gains equivalent to those of fourth-year

teachers who did not have this support (Strong, 2006).

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6 Reasons Why Induction Matters3. 68% of National and State Teachers of the Year who had

an assigned or informal mentor ranked mentoring among

their top three most important supports for developing

their effectiveness as a teacher.

4. Respondents who had a mentor ranked “modeled

effective teaching practices” as the most important

characteristic of their mentor for developing their

effectiveness as a teacher.

Source: Center on Great Teachers and Leaders, 2014.

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6 Reasons Why Induction Matters5. Empirical evidence exists to support the claim that mentoring

and induction activities have a positive impact on teacher

commitment and retention, teacher classroom instructional

practices, and student achievement (Ingersoll & Strong, 2011).

6. Teachers participating in a comprehensive induction program

had greater gains in student achievement (2–4 months of

additional learning in ELA and 2–5 months of additional

learning in math) compared to students whose new teachers

received traditional new teacher support (Schmidt, Young,

Cassidy, Wang, & Laguarda, 2017).

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What Is Comprehensive Induction?

Handout #1

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Induction in Practice There is wide variation in the way in which mentoring and

induction activities and programs are implemented at

schools and in districts (DeCesare, Workman, &

McClelland, 2016; New Teacher Center, 2016; Strong,

2009).

Who provides mentoring?

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Source: DeCesare, Workman, & McClelland, 2016

Mentoring declines after first year

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Source: DeCesare, Workman, & McClelland, 2016

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Impact of Mentoring and Induction

Based on a review of research from Ingersoll and Strong, 2011

Mentoring

and

inductionInstructional

efficacy

Satisfaction

with working

conditions

Student

achievement

Retention

1. Rigorous mentor selection based on qualities of an effective mentor

2. Ongoing professional development and support for mentors

3. Sanctioned time for mentor-teacher interactions

4. Multiyear mentoring

5. Intensive and specific guidance moving teaching practice forward

6. Professional teaching standards and data-driven conversations

7. Ongoing beginning teacher professional development

8. Clear roles and responsibilities for administrators

9. Collaboration with all stakeholders and a focus on program

improvement

What do effective induction

programs look like?

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Districts cite lack of funding, lack of time, and lack of

stipends as a barrier to implementing adequate mentoring

programs (DeCesare, Workman, & McClelland, 2016).

Teacher attrition in the United States overall costs more

than $2 billion a year, at a rate of nearly $10,000 per

teacher who leaves (The Alliance for Excellent Education,

2014).

Investing in comprehensive induction can create a payoff

of $1.37 for every $1.00 invested (Villar & Strong, 2004).

Funding for Induction and Mentoring

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Are the Tides Turning?

Funding for Comprehensive Mentoring

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In a 2016 review, 16 states provided some dedicated

funding for induction.

In 14 out of 16 submitted state ESSA plans, 12 states are

using Title IIA, and 2 states are using state funds to

support induction and mentoring efforts.

Sources: New Teacher Center, 2016; GTL Center 2017

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Stay tuned for upcoming:

GTL Mentoring and Induction Toolkit Gap Analysis Activity

Root Cause Analysis

Activity

Data-Driven Dialogue

Activity

District Inventory of

Induction Practices

District Tally Activity for

Elements of Effective

Mentoring

Mentor Standards Review

Developing Mentor

Selection Criteria

Facilitated Decision-

Making Points Reflection

Exercise for Recruitment,

Selection, Assignment,

and Matching

Facilitated Decision-

Making Points Reflection

Exercise for Mentor

Development,

Assessment, and

Communities of Practice

Monitoring and

Continuous Improvement

Exercises

The Role of the Principal

New Teacher

Development Scope and

Sequence

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This presentation was distributed under Contract ED-IES-12-C-0012 by Regional Educational Laboratory Southwest. The content of the presentation does not necessarily reflect the views or policies of the Institute of Education Sciences or the U.S. Department of Education, nor does mention of trade names, commercial products, or organizations imply endorsement by the U.S. Government.

Disclaimer

Advancing state efforts to grow, respect, and retain great teachers

and leaders for all students

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www.twitter.com/gtlcenter

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Lisa Lachlan-Haché, EdD

llachlan@air.org

1000 Thomas Jefferson Street NW

Washington, DC 20007-3835

877-322-8700

gtlcenter@air.org

www.gtlcenter.org | www.air.org