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The Reference Desk, using available evidence and research, provides quick-turnaround responses to questions submitted by education stakeholders around the Northeast and Islands Region. Every Friday, REL-NEI highlights one or two questions submitted to its Reference Desk.
Question of the Week
What Are Characteristics of Strong Teacher Induction Programs?
The Reference Desk receives many questions about teacher professional development and strategies that support struggling schools. This week’s Digest addresses both topics through the lens of teacher induction programs, and aims to identify characteristics of strong programs.
Question
What does the research say about characteristics of strong teacher induction programs, e.g., programs that improve teacher quality and student performance?
Research Synthesis
Reference Desk researchers found a number of articles that discuss successful teacher induction programs. One that appeared in a recent issue of Phi Delta Kappan magazine describes characteristics of strong teacher induction programs. Moir (2010; see below) discusses 10 “lessons learned,” demonstrating that “the best programs support novice teachers by tapping the expertise of veteran teachers, creating collegial groups that benefit all teachers and all students.” Wood and Stanulis (2009; see below) suggest that successful programs are “delineated by their comprehensive systems of organized, educative mentor assistance, professional development, and formative assessment of novice teachers in their first-through-third years of teaching.” Finally, a randomized controlled trial from the U.S. Department of Education's Institute of Education Sciences showed positive impact in just one of the measurements evaluated but also identifies a number of characteristics usually associated with successful programs.
Publicly Available Resources
- Quality Teacher Induction: “Fourth-Wave” (1997–2006) Induction Programs. 2009; Wood, A. L., & Stanulis, R. N.; The New Educator; Vol. 5, No. 1; pp. 1–23; ERIC Document #EJ868911.
From the abstract: “The purpose of this essay is to describe quality teacher induction that has evolved from ‘fourth-wave’ (1997–2006) teacher induction program development and research. A definition of quality induction is proposed, and a set of induction goals and components are outlined. Understandings gained from fourth-wave programs are described, including ways in which quality induction programs are delineated by their comprehensive systems of organized, educative mentor assistance, professional development, and formative assessment of novice teachers in their first-through-third years of teaching. More empirical studies are needed on the effects of induction on novice teacher performance and student achievement, and on subject-based and urban teacher induction.”
- Accelerating Teacher Effectiveness: Lessons Learned from Two Decades of New Teacher Induction. October 2009; Moir, E.; Phi Delta Kappan; Vol. 91, No. 2; pp. 14–21; ERIC Document #EJ859558.
From the ERIC abstract: “This article describes 10 lessons learned from two decades of new teacher induction. These include: (1) A new teacher induction program requires a systemwide commitment to teacher development; (2) Induction programs accelerate new teacher effectiveness; (3) Standards-based formative assessment tools document impact; (4) Induction programs build a pathway for leaders; (5) Good principals create a culture of learning; (6) Effective induction programs combine high-quality mentoring with communities of practice; (7) Teaching conditions matter to supporting and keeping new teachers; (8) Online communities provide timely, cost-effective mentoring; (9) Policy complements practice; and (10) Good induction programs are accountable, not just compliant. These lessons demonstrate that the best programs support novice teachers by tapping the expertise of veteran teachers, creating collegial groups that benefit all teachers and all students.”
- Impacts of Comprehensive Teacher Induction: Final Results from a Randomized Controlled Study. 2010; Glazerman, S., Isenberg, E., Dolfin, S., Bleeker, M., Johnson, A., Grider, M., Jacobus, M., & Ali, M.; NCEE 2010-4027; Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education; 272 pages.
From the report: “The RFP [issued for development of a induction model for the purposes of the study] specified that the induction program should include components that earlier research and professional wisdom gleaned from practice had suggested were important features of successful teacher induction programs. … The components include carefully selected and trained full-time mentors; a curriculum of intensive and structured support for beginning teachers, including orientation, professional development opportunities, and weekly meetings with mentors; a focus on instruction, with opportunities for novice teachers to observe experienced teachers; formative assessment tools that permit evaluation of practice on an ongoing basis and require observations and constructive feedback; and outreach to district- and school-based administrators to educate them about program goals and to garner their systemic support for the program” (p. 37).
This study used a randomized controlled trial to evaluate some of the findings of the positive impacts of research-based induction programs. Findings from the Abstract:
“The teachers were followed for three years. Key findings include:
- There were no impacts on teacher retention rates after each of the three years of follow-up.
- There were no impacts on teachers’ classroom practices, which were measured during teachers’ first year in the classroom.
- For teachers offered one year of comprehensive induction, there were no impacts on student achievement in any of the teachers’ first three years in the classroom.
- For teachers offered two years of comprehensive induction, there were no impacts on student achievement in either of the first two years. However, in the third year, there were positive impacts on student achievement, based on the sample of teachers whose students had both pre-test and post-test scores. These impacts were equivalent to moving the average student from the 50th percentile to the 54th percentile in reading and the 58th percentile in math.”
The Reference Desk also found these organizations and their websites to be helpful in learning more about teacher induction.
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New Teacher Center (NTC)
From the website: “The New Teacher Center (NTC) is a national organization dedicated to improving student learning by accelerating the effectiveness of teachers and school leaders. NTC strengthens school communities through proven mentoring and professional development programs, online learning environments, policy advocacy, and essential research.” A 15-page annotated bibliography, Significant Research and Readings on Comprehensive Induction, is available.
- National Commission on Teaching and America's Future (NCTAF)
From the website: “For more than a decade, NCTAF has been a leading voice on what matters most for student learning: quality teaching in schools organized for success. To close the student achievement gap, we must close the teaching quality gap in high-priority schools and disciplines. NCTAF calls on policymakers and education leaders to provide every child in America with 21st century teaching.”
Download the Full Response
If this material brings up questions of your own, please submit a new request here. If you’re interested in learning more about the Reference Desk, read about us here. And finally, share thoughts, experiences, and resources of your own by clicking on the Feedback link below.
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