Induction and Support: Keeping Teachers Teaching

Contributed by:
Sharp Tutor
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?)
1. Induction and Support:
Keeping Teachers
Shauna Lane, Education Specialist
Lela Taubert, Education Specialist
2. 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
• Who are they? Where are they? (skill
• What do they need?
• How much and when?
• How do we do this?
• What does a system of support look like?
3. Highly Qualified Beginning
• 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
• Pursue professional growth in both content and pedagogy 3
• Instill a passion for learning in their students.
4. To understand, we must
know why we need an
induction program…
5. 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. 5
6. % of teachers
50 46
40 33
Beginning 30
20 14
Teacher 10
Attrition 0
After After 2 After 3 After 4 After 5
(national data) Source: Richard
1st years years years Years
Ye ar
Five Year
Attrition Rate
for Teachers
(Source: analysis of 2007 TEA
and SBEC Texas data by Dr. Ed 6
Minimum field experience hours required
7. 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
• Those without induction support leave at a rate 7
70% higher than those with help.
8. Cost of Teacher
• 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
• Separation costs
• Hiring costs
• Training and support costs 8
• Estimated national cost - $2.2 billion
9. To help, we must
understand who they
are and where they
10. Where are they?
Steps to
Success Conscious Unconscious
Unconscious Competence
Conscious Competence
Conscious Incompetence
Unconscious Incompetence
11. Stages of Teacher
• Stage I: Survival Stage (1st year)
• Stage 2: Adjustment Stage (2nd, 3rd, 4th )
• Stage 3: Mature Stage (5th and beyond)
12. Remember…NEW teachers are
…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 12
their unique needs…
13. To implement, we need
to know what they need
and when…
14. FYTs need:
Mentoring & Support
• Training and Coaching
• Time to try
• Feedback and follow up
15. When and how much? from Ellen Moir’s work at UCSC
New Te achers Attitudes Toward Te aching
Aug Sept Oct Nov Dec Jan Feb Mar Apr May June July Aug
w/o support w support
16. 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? 16
• Will they like me?
17. 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)
• Thoughts:
• How does anyone get it all done? 17
• This is harder that I thought!
18. 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… 18
• I wish I had been stricter when I started…
19. To evaluate our
process, we need to
know what a system of
support looks like…
20. Issues in Teacher Induction
From Leslie Huling
• First day expectations
• Isolation from peers
• “Double barrier to
• Beginning teacher hesitant to request assistance
• Experienced teachers reluctant to interfere and/or give assistance
• Teaching Assignment 20
21. The
• 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)
22. How do we do this?
What does a system of support look like?
Mentors &
23. Beginning Teacher Attrition After One Year
According to Amount of Induction Help
Source: Smith, T.M & Ingersoll, R. M. (2004)
* Basic Induction means having a mentor and supportive communication from administrator. 23
** Collaboration refers to schedule time and for collaboration with other teachers in the same field and participation in a new teacher
*** Extra resources refers to having a reduced course load, participation in an external network of teachers, and having an aide.
24. Induction Program
• 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
25. 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 25
needs & concerns.
26. 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
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 26
27. 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
• 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- 27
risk program!
28. 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
29. Shauna Lane Lela Taubert
ESC 17 Education Specialist ESC 17 Education Specialist