1

Newly Certified Teachers:Experiences of and Opinions About

Teacher Induction in Illinois

Brenda K. KlostermannIllinois Education Research Council

Southern Illinois University Edwardsville

American Evaluation Association, November 2004

Website: ierc.siue.edu

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Background

• First year is “sink or swim” experience.• Nationally, approximately 25% of new

teachers leave within first three years (2000 Quality Counts).

• Between 32% and 40% of Illinois’ public school teachers leave within 5 years (Presley 2002).

• Research indicates induction activities can help reduce the attrition of new teachers.

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Methods

• Telephone interviews in Nov-Dec 2001

• Two random samples– Starters: initially certified in SY1999/2000 and working as

a regular teacher in IPS in 2000/01(n=353)

– Stayers: certified in SY1994/95 and working as a regular teacher in IPS in 1999/2000 and 2000/01 (n=381)

• Survey questions – Baccalaureate and Beyond Longitudinal Study– Survey of California Teachers– additional questions specifically for this study

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Induction Activities

• Workshops aimed at new teachers• Access at school/district expense to topical

workshops• Mentoring from an experienced teacher• Release time to observe other teachers• Observation by an experienced teacher• Access to technologies to assess and try out in

classroom applications• Reduced duties (e.g., no committee work)• Support sessions with school administrators

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Number of Induction Activities Received

13

58

15 15

21

15

2

12 1316 17

129

11

18

8

0

10

20

30

0 1 2 3 4 5 6 7 8

# of activities

% o

f re

sp

on

de

nts

Starters Stayers

6

Percent of Teachers Receiving Induction Activities in First Year of Teaching

44

45

61

72

75

81

81

85

34

37

36

53

61

79

73

72

0 20 40 60 80 100

Reduced Duties

Release Time to Observe

Observation

Mentoring

Support Sessions

Topical Workshops

New Teacher Workshops

Technology Access

Starters Stayers

7

Percent of Teachers Rating Induction Activities as “Very Helpful”

36

38

38

41

44

53

55

56

31

35

42

31

36

44

52

54

0 20 40 60 80 100

New Teacher Workshops

Observation

Release Time to Observe

Support Sessions

Reduced Duties

Topical Workshops

Mentoring

Technology Access

Starters Stayers

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Is participation in induction activities related to staying in teaching for new IL teachers?

• “Intention to teach in 2006” is proxy for “staying in teaching”

• Three measures of participation– Type of activity – Number of activities– Perceived helpfulness of activities

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Starters’ Participation in Induction Activities by Their Intentions to Teach in IPS in 2006

p=.05

% Intending to Teach in

Fall 2006

Induction Activity ParticipatedDid Not

Participate

Reduced Duties 87% 70%

Release Time to Observe 84% 72%

Topical Workshops 81% 63%

Access to Technologies 80% 60%

Observation by Exp. Teacher 80% 73%

Support Sessions 78% 77%

New Teacher Workshops 77% 78%

Mentoring 76% 82%

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Number of Induction Activities Received By Starters, by Intention to Teach in IPS in 2006

% Intending to Teach in

Fall 2006

# of Induction

Activities ReceivedYes

No and

Not Sure

1 activity 67% 33%

2 activities 67% 33%

3 activities 70% 30%

4 activities 72% 28%

5 activities 64% 36%

6 activities 84% 16%

7 activities 85% 15%

8 activities 87% 13%

p=.05

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Starters’ Index of Helpfulness by Intention to Teach in 2006

Percent intending to teach in Fall 2006

Induction Helpfulness Index YesNo and

Not Sure

All were “somewhat or very helpful” 81% 19%

Some were “not at all helpful” 72% 28%

At least half were “not at all helpful” 65% 35%

p=.09

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Role of Teacher Satisfaction in Intentions to Continue Teaching

• Teachers satisfied with their position are more likely to intend to teach in 2006

• Teachers who found induction activities helpful were more satisfied with their jobs.

• Satisfaction was higher for teachers who received more induction activities

• Caution in ascribing causality due to nature of the study.

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Factors Related to Starters’ Intentions to be Teaching in 2006

Number of Induction Activities Received

Satisfaction with Teaching Position

Intention to Teach in 2006

Perceived Helpfulness of Induction Activities

+

+

+

+

++

+Participation in:

Support SessionsTopical WorkshopsRelease TimeAccess to TechnologyReduced Activities

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Recommended Strategies for Retaining Teachers

• Provide specific induction activities.

• Provide as many different activities as possible.

• Comprehensive induction programs likely reflect professional learning environments that are supportive of their teachers. In turn, increased teacher retention will improve schools as learning environments for students.

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The Illinois Teacher StudyLooked at career plans and experiences of random

samples of • Teachers newly certified in 1999-2000 - the

starters and non/delayed starters; and• Teachers leaving Illinois Public schools after

1999-2000 with 1 to 5 years’ teaching experience - the leavers

• Respondents were representative of respective populations – except Chicago region (under-represented by about 10 percentage points)

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The Starters

• 95% intended to be teaching in Illinois public schools after their first year of teaching (Fall 2002)

• 77% intended to be teaching in Illinois public schools in Fall 2006– 13% were undecided

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Starters’ Participation in Induction Activities by Their Intentions to Teach in IPS in 2006

Percent intending to teach in Fall 2006

Induction Activity Participated

Did Not Participate

Reduced duties 87% 70%

Release time to observe other teachers

84% 72%

Topical workshops 81% 63%

Access to computers and other technologies

80% 60%

p=.05