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NASBE Partners with NTC to Create Discussion Guide on Teacher Induction
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Jennifer Burn, Policy Analyst
Recognizing the importance of comprehensive teacher induction, the National Association of State Boards of Education (NASBE) has partnered with NTC to develop a discussion guide and webinar for state boards of education and policymakers about new teacher induction.
The discussion guide is designed to help state board members and other policymakers examine the role of teacher induction programs in developing effective teachers and explore how they can help develop and foster these critical programs. It provides up-to-date research on issues in teacher induction, elements of comprehensive teacher induction, examples of state-level action, and a guiding framework for state boards to conduct a meaningful conversation about teacher induction.
NTC Policy Director Liam Goldrick presented a NASBE webinar on March 29th that highlighted the importance of comprehensive induction programs for new teachers and the role of state policy in developing, supporting and evaluating these programs. Only three states currently require and provide funding support for a multi-year induction program for all beginning teachers. In most cases, states need to adopt induction program standards, strengthen their policies on mentor quality, protect time to support new teachers during the school day, and focus on program improvement and evaluation. The good news is that the discussion guide highlights plenty of strong state policies upon which to draw.
You can also read more about current state policies and access individual state policy summaries in NTC's Review of State Policies on Teacher Induction.
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Education, Teacher Mentoring Play Role in Gubernatorial Elections
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Michigan to Unveil New Teacher Evaluation System
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The dean of the University of Michigan School of Education, Deborah Loewenburg Ball, is currently heading the Michigan Commission on Educator Effectiveness that must propose a model state system for evaluating educators. A national expert in teaching, Ball believes that evaluation must focus on helping teachers to strengthen their skills. As reported in an MLive.com article, she says that "there are two schools of thought when it comes to school reform: one that focuses on teachers and the other on the craft of teaching." The State Board of Education president says "teachers will embrace the commission's work once they see that the group is not simply looking for a way to fire struggling educators."
Read the News Article
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- On April 11th NTC Chief of External Affairs Eric Hirsch presented the final report of the 2011 TELL Colorado Survey to the State Board of Education. Colorado data "demonstrate that the conditions educators face in their schools can catalyze or constrain teacher effectiveness." Both the 2009 and 2011 TELL Colorado Surveys indicate that students perform at higher levels in schools with more positive teaching conditions.
- On April 17th NTC testified before the Illinois House Elementary & Secondary Appropriations Committee on the importance of state funding for teacher and principal induction and mentoring programs. NTC spoke in support of the Illinois State Board of Education's FY 2013 budget request of $3.158 million for the Teacher Mentoring Program and $900,000 for the Principal Mentoring Program.
- On May 2-4, NTC Director of Policy Liam Goldrick will represent NTC at the State Consortium on Educator Effectiveness (SCEE) National Summit, hosted by the Council of Chief State School Officers. Goldrick will present on "paying attention to and leveraging induction" and provide issue expertise to state teams at the Summit. NTC is an Association Partner to the SCEE.
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Comprehensive Induction Linked to Teacher Retention
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In a new Kappan Magazine article, the University of Pennsylvania's Richard Ingersoll discusses the importance of induction programs for teacher retention. With an increasing number of new teachers over the last few decades, a growing number of schools and districts offer induction programs. Ingersoll has found that the more comprehensive the induction support provided a beginning teacher, the more likely he or she will remain teaching.Read the Article
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Pre-Service Teaching Conditions Linked to Future Retention, Effectiveness
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University of Michigan assistant professor Matthew Ronfeldt has utilized survey data from New York City to explore whether a pre-service placement in an "easier-to-staff" school - with more desirable teaching conditions - leaves teachers less prepared to work in hard-to-staff schools. The study (published in the journal Educational Evaluation and Policy Analysis) found that assignment to an easier-to-staff schools showed positive effects on teacher retention and student achievement even for teachers who end up working in hard-to-staff schools later in their careers.
Read the Article
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NTC Policy News is a monthly publication by the New Teacher Center. It is produced with funding support from the Joyce Foundation. Based in Chicago, Illinois, the Joyce Foundation invests in initiatives to improve public education and works to close the achievement gap by improving the quality of teachers in schools that serve low-income and minority children.
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Newsletter Archive
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State Policy on
Teacher Induction
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NTC Blogs
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NTC CEO Ellen Moir says we need to make sure teachers who serve our poorest children are "at the table, contributing ideas about the types of policies that will enable them to be effective," in her guest post on NewSchools Venture Fund blog. She is moderating a session at next week's NewSchools Venture Fund Summit called "Teachers Talk...About Reform."
NTC School Leadership Director calls for support of new school leaders in her guest commentary on the National Journal's Education Experts blog.
NTC CEO Ellen Moir talks about why she's optimistic about the future of education on the TOPed blog.
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