Professional Induction

This report presents selected findings from the school principal data files of the 2007-08 Schools and Staffing Survey (SASS).  It provides the following descriptive information on school principals by school type, student characteristics, and other relevant categories: number, race/ethnicity, age, gender, college degrees, salary, hours worked, focus of work, years experience, and tenure at current school.

This paper: reviews research on beginning teacher induction programs, summarizing previous reviews of the topic; identifies various state- and local-level induction programs, analyzing best practices that exist today. 

This article describes a school district administrator's research on optimal coaching experiences for classroom teachers. This research was done with the intent of gaining a better understanding of how coaching affects student learning. 

This issue is the second in a three-part series on quality teaching. The other two issues in the series focus on teacher recruitment and teachers' career structures and work environment. This issue examines research and expert consensus on teacher preparation,

This report highlights the work of New Teacher Center (NTC), a national nonprofit organization headquartered in Santa Cruz, California, that has partnered with states, districts, and policymakers to develop programs and policies that accelerate new teacher effectiveness.

This case study explored the use of the Bug-in-Ear (BIE) tool for undergraduate student-teacher supervision in the hands of a novice BIE2 coach, including the ease with which BIE equipment can be set up and operated by a novice coach and naïve users in the classroom. 

The purpose of this study was to evaluate the efficacy of a classroom-teacher-delivered reading intervention for struggling readers called the Targeted Reading Intervention (TRI), designed particularly for kindergarten and first-grade teachers and their struggling students in rural, low-wealth communities. 

This policy brief focuses on the clinical aspects of teacher preparation in each of these key features. These aspects include the typical processes of clinical work, the location, and the duration of the training.

State-level policy support for teacher induction programs can help teachers realize their full potential, keep them in the profession, promote greater student learning, and save money. Higher education institutions and school districts must work together to provide high-quality and well-designed induction programs. 

This article reviews empirical articles published over the past two decades to determine what and how student teaching experiences contribute to preservice teachers’ development. While keeping this central focus, the article also considers the implications of student teaching for the schools that play host to it and for the students who attend those schools.

A 10-year comparison of graduates from 4- and 5-year teacher education programs at the same institution revealed significant differences between graduates of the two programs. Limitations of the study and alternative explanations for these differences are discussed.

This article describes the efforts of eleven universities and colleges to assess their teacher education programs based on broad, commonly held outcomes.

Using professional self-regulation in medicine as a model, the National Commission on Teaching and America's Future has proposed sweeping changes in how teachers are trained and licensed, claiming that the reforms are well-grounded in research. This paper argues that the research literature offers far less support for the Commission's recommendations than is claimed. 

This article reviewed a number of comprehensive instructional-mentoring programs and identified three critical factors that seem to be making a positive difference. 

The book presents many examples of Questioning the Author (QtA) in action as children engage with narrative and expository texts to construct meaning.

This study used a delayed multiple-baseline across-participants design to analyze the effects of coaching on special education teachers’ implementation of function-based interventions with students with severe disabilities. This study also examined the extent to which teachers could generalize function-based interventions in different situations. 

This study used a delayed multiple-baseline across-participants design to analyze the effects of coaching on special education teachers’ implementation of function-based interventions with students with severe disabilities. This study also examined the extent to which teachers could generalize function-based interventions in different situations. 

The purpose of this paper is to provide a comprehensive review of what is known about teacher induction in special education and to outline recommendations for the design of induction programs and further research.

The Characteristics of Public and Private Elementary School Principals in the United States is a subsection of the NCES 2011-12 Schools and Staffing Survey (SASS). It provides descriptive statistics on K-12 school principals in areas such as: race, gender, education level, salary, experience, and working conditions.

Teacher professional development is essential to efforts to improve our schools. This article maps the terrain of research on this important topic. It first provides an overview of what we have learned as a field, about effective professional development programs and their impact on teacher learning. 

This report examines the efficiency of the nation's public education system

This quantitative research valued added study assesses the effectiveness of teacher preparation programs in Louisiana to understand why some teacher preparation programs are more effective than other programs.

This report tells policymakers what metrics they must track in order to make the best decisions regarding the supply and training of school leaders.

This paper examines the importance of systematic Induction training as one solution to beginning teacher retention. It advocates for systematic and sustained assistance and not merely orientation meetings or evaluation for new teachers.

This small-scale pilot study investigated the role of school principals in the induction of new teachers in Ontario, Canada.

This paper examines the issue of efficacy of value-added measures in evaluating teachers. This question is important in understanding whether value-added analysis provides unbiased estimates of teachers’ impact on student achievement and whether these teachers improve long-term student outcomes.

The purpose of this overview is to provide an understanding of the research base on professional development and its impact on student achievement, as well as offer recommendations for future teacher professional development.

The purpose of this overview is to provide an understanding of the research base on teacher induction programs, the impact on teacher practice and student achievement, and recommendations for teacher induction programs.

This paper draws upon a structured analysis of over 300 research-based papers on mentoring across three discipline areas in an attempt to make more valid inferences about the nature and outcomes of mentoring.

This paper looks at methods to enable teachers to generalize skills taught in pre-service to use in the classroom.

This paper exams teachers' views on unions, tenure, pay-for-performance, alternative certification, and other issues and finds that while most teachers are strong supporters of standards, a sense of vulnerability, along with fears of politics and favoritism, make them loyal to the tenure system, loyal to their unions, and highly skeptical about pay tied to student test scores.

This paper reports the results of a literature review on the subject of beginning teacher induction, presenting a conceptually oriented discussion of the induction literature.

Policy makers are concerned about reports of teacher shortages and the high rate of attrition among new teachers. Prior studies indicate that mentor-based induction can reduce the numbers of new teachers leaving schools or the profession

This article aimed to present frameworks and practices coaches can use with classroom teachers to facilitate the implementation of evidence-based interventions in schools.

The role of today's principal is changing, as is the principal workforce. The new generation of principals is younger with less teaching experience, and is more mobile, working more hours, and experiencing more job stress. Understanding how to better prepare new leaders for the role of principal is an urgent policy concern.

The study examines whether comprehensive teacher induction programs lead to higher teacher retention rates and other positive teacher and student outcomes as compared to prevailing, generally less comprehensive approaches to supporting new teachers

To evaluate the impact of comprehensive teacher induction relative to the usual induction support, the authors conducted a randomized experiment in a set of districts that were not already implementing comprehensive induction.

The goal of this paper was to document and analyze the research on the connection between teachers' preparation to teach special education students, their instructional practices once in the classroom, and their students' eventual learning achievement 

This paper examines general education literature reviews for the past decade and the special education literature related to: (a) the school and classroom conditions under which new special education teachers must perform and (b) induction for special education teachers.

A research synthesis confirms the difficulty of translating professional development into student achievement gains despite the intuitive and logical connection. Those responsible for planning and implementing professional development must learn how to critically assess and evaluate the effectiveness of what they do.

This report provides descriptive information on traditional public, charter, and private school principals over the period of 1987-88 through 2011-12. It includes comparative data on number of principals, gender, race/ethnicity, age, advance degrees, principal experience, teaching experience, salaries, hours worked, focus of work, experience and tenure at current schools, etc.

This Issue Paper presents a brief review of the legal and policy foundations and best professional practices for inclusive services. It also provides a discussion of key components of inclusive services that should be incorporated in teacher preparation at the preservice and inservice levels. 

The most successful teacher induction programs reported here include opportunities for experts and neophytes to learn together in a supportive environment promoting time for collaboration, reflection and acculturation into the profession of teaching. 

This paper describes some implication of research on learning to teach to the design of induction and mentoring programs. 

This study examines whether such supports have a positive effect on the retention of beginning teachers. The study also focuses on different types and components of induction, including mentoring programs, collective' group activities, and the provision of extra resources and reduced workloads. 

This review critically examines 15 empirical studies, conducted since the mid 1980s, on the effects of support, guidance, and orientation programs— collectively known as induction — for beginning teachers.

This research evaluated the impact of structured and intensive teacher induction programs over a three-year time period, beginning when teachers first enter the teaching profession. The current report presents findings from the second year of the evaluation and a future report will present findings from the third and final year.

This book provides research as well as case studies of successful professional development strategies and practices for educators.

This paper highlights the importance of making the preparation of teachers as scientific as possible by basing instruction on scientific evidence and making teaching an applied science.

This article shared information about the Wing Institute and demographics of the Summit participants. It introduced the Summit topic, sharing performance data on past efforts of school reform that focused on structural changes rather than teaching improvement. The conclusion is that the system has spent enormous resources with virtually no positive results. The focus needs to be on teaching improvement.

this study presents and apply a framework for measuring the cost of coaching programs to 3 schools. Then the study discusses strategies for reducing the average cost of instructional coaching. 

This study review the empirical literature on teacher coaching and conduct meta-analyses to estimate the mean effect of coaching programs on teachers’ instructional practice and students’ academic achievement.

The authors conducted a comprehensive review of research to identify the impact of coaching on changes in preservice and in-service teachers’ implementation of evidence-based practices.

This study examined the effects of in-service plus follow-up coaching on first grade teachers’ accurate delivery of three research-based strategies during math instruction.

This study examined the effects of in-service support plus coaching on kindergarten teachers’ accurate delivery of group instructional units in math.

This paper examines teacher induction through the lens of scientific evidence.

This study focused on preservice general education teachers who were prepared to use an evidence-based teaching practice and the effects the practice had on their pupils’ academic performance.

This study documents the implementation of research-based strategies to minimize the occurrence of reading difficulties in a first-grade population. Three strategies were implemented. 

This study examines the impact of 2 forms of professional development on prekindergarten teachers' early language and literacy practice: coursework and coaching. 

Effects of a 1-semester professional development (PD) intervention that included expert coaching with Head Start teachers were investigated in a randomized controlled trial with 88 teachers and 759 children. 

Describes a Sonoma County (California) school district's peer coaching program designed to meet the needs of new, probationary, and experienced teachers. The program succeeded because participation was voluntary, the training empowered teachers and improved their coaching skills, and teachers continued to meet as a group and learn from each other.

This study evaluted the impact of coaching on the implementation of an intervention.  Coaching with higher rates of performance feedback resulted in the highest level of treatment integrity.

The objective in this review was to summarize and critique empirical research on the impact of beginning teacher induction on teacher retention and teacher quality (particularly studies in which teacher effectiveness was evaluated by using student achievement measures).

The authors use research-based "impact modeling" to show how a strategic approach to recruiting and supporting rookie teachers could yield as much as 4.2 extra months of student learning. We provide 5 recommendations for school systems to leverage their investment in structures that provide rookie teachers with both shelter and development.

Most children with autism rely on schools as their primary source of intervention, yet research has suggested that teachers rarely use evidence-based practices. To address the need for improved educational outcomes, a previously tested consultation intervention called the Collaborative Model for Promoting Competence and Success was evaluated in a 2nd randomized controlled trial, with the addition of a web-based group. 

In this article, we describe and report on the results of a study in Texas that tested 2 models of professional development for classroom teachers as a way of improving their practices and increasing the reading achievement of their students. 

Teachers who received two years of comprehensive induction services boosted student scores in reading and math more than teachers in a comparison group who didn’t receive the support, a study released today by the U.S. Department of Education’s Institute of Education Sciences finds.

The purpose of this study was to examine the effects of multilevel support on first-grade teachers' accurate use of research-based strategies during beginning reading instruction and the extent to which teachers maintained use of these strategies. 

This study examines whether such programs - collectively known as induction - have a positive effect on the retention of beginning teachers.

This analysis examines the available research on effective teaching, how to impart these skills, and how to best transition teachers from pre-service to classroom with an emphasis on improving student achievement. It reviews current preparation practices and examine the research evidence on how well they are preparing teachers

This paper reviews the research literature on new teacher mentoring, focusing on issues of definition, why teachers quit, and the effects of mentoring on retention. 

In this article, the authors describe key features of the multi-tiered support (MTS) continuum of intervention and assessment and present a case study to illustrate implementation of some components of the framework with four middle school teachers.

The National Teacher and Principal Survey is completed every four years soliciting descriptive information from principals and teachers across the 50 states. A few highlights include: Sixty percent of school principals have been at their schools for three years or less. 

This study examined the effectiveness of a classroom teacher intervention, the Targeted Reading Intervention (TRI), in helping struggling readers in kindergarten and first grade. This intervention used biweekly literacy coaching in the general education classroom to help classroom teachers use diagnostic strategies with struggling readers in one-on-one 15-min sessions.  

"The Mirage" describes the widely held perception among education leaders that they already know how to help teachers improve, and that they could achieve their goal of great teaching in far more classrooms if they just applied what they knew more widely.

In this study, the results of five training studies evaluating the effects of a coaching program for use in Dutch primary and secondary schools are described.

This study describes a benefit-cost analysis of a comprehensive mentoring program for beginning teachers conducted in a medium-sized California school district.

This report examines research on teacher certification, reviewing every published study or paper, and many unpublished dissertations, cited by prominent advocates of teacher certification.

Drawing on literature since 1997, this review explores the effects of teacher induction on beginning teachers' conceptions and practice of teaching, and it identifies three approaches to understanding such effects, as found in the literature. 

U.S. public policy has increasingly been conceived, debated, and evaluated through the lenses of politics and ideology. The fundamental question -- Will the policy work? -- too often gets short shrift or even ignored. A remedy is an evidence-based policy--a rigorous approach that draws on careful data collection, experimentation, and both quantitative and qualitative analysis to determine what the problem is, which ways it can be addressed, and the probable impacts of each of these ways. 

 Due to the increased need to support teachers' use of evidence-based practices in multi-tiered systems of support such as RTI [Response to Intervention] and PBIS [Positive Behavior Interventions and Support], coaching can extend and strengthen professional development. This paper describes a multi-level approach to coaching and provides implications for practice and research.

The purpose of this study is to examine research to answer the question, What is the impact of teacher professional development on student achievement.