The Impact of Induction on Local Districts
description
Transcript of 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
• Assigned a support provider in August
• Started teaching school in September
• Received BTSA Orientation September
• Received a site orientation in August from SP
• Began Induction work in October
• Attended Advice & Assistance meetings in December, March, June
• Met with program director for Portfolio Review in May
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
• Assigned a support provider in August
• Started teaching school in September
• Received BTSA Orientation September
• Received a site orientation in August from SP
• Began Induction work in October
• Attended Advice & Assistance meetings in December, March, June
• Met with program director for Portfolio Review in May
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
• Assigned a support provider October 1st
• Started teaching school in September
• Received BTSA Orientation late October
• Received a site orientation in August from principal
• Began Induction work in January
• Attended Advice & Assistance meeting in June
• Met with program director for Portfolio Review in late May
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
• Assigned a support provider October 1st
• Started teaching school in September
• Received BTSA Orientation late October
• Received a site orientation in August from principal
• Began Induction work in January
• Attended Advice & Assistance meeting in June
• Met with program director for Portfolio Review in late May
Impact on District:• Student Achievement• Teacher Quality• Teacher Retention• Funding
• 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
• Started teaching school in September
• 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”
• Met with program director for Portfolio Review in May
• Completed consent form in late November
• Began formative assessment in February
• 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
• Started teaching school in September
• Didn’t know BTSA Orientation occurred
• Never received a site orientation
• Attended Induction workshops when convenient
• Attended Advice & Assistance meeting in June to “see what Induction was all
about”
• Met with program director for Portfolio Review in May
Projection for Teacher #3:Highly unlikely he will complete his credential in two years; would require diligence and dedication
• 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
• Started teaching school in September
• Didn’t know BTSA Orientation occurred
• Never received a site orientation
• Attended Induction workshops when convenient
• Attended Advice & Assistance meeting in June to “see what Induction was all
about”
• Met with program director for Portfolio Review in May
Impact on District:• Student Achievement• Teacher Quality• Teacher Retention• Funding
• 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
• Hired sometime after school started• Hired sometime after school started
Teacher #4
• No support provider available at site
• Started teaching three days later
• BTSA Orientation already occurred
• No one thought of a site orientation
• 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.
• Hired sometime after school started• Hired sometime after school started
Teacher #4
• No support provider available at site
• Started teaching three days later
• BTSA Orientation already occurred
• No one thought of a site orientation
• 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
Impact on District:• Student Achievement• Teacher Quality• Teacher Retention• Funding
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?