the impact of induction on local districts
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The Impact of Induction on Local Districts. Roles and Responsibilities of K-12 Organizations Training. Student Achievement. Home & Family Factors 49%. (parent education, income, language background, race and location). Teacher Qualifications 43%. (licensing, examination, and experience). - PowerPoint PPT PresentationTRANSCRIPT
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The Impact of Induction on Local Districts
The Impact of Induction on Local Districts
Roles and Responsibilities of K-12 Organizations Training
Roles and Responsibilities of K-12 Organizations Training
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Student AchievementStudent Achievement
Home & Family Factors
49%(parent
education, income,
language background,
race and location)
Class Size
8%
Teacher Qualifications
43%(licensing,
examination, and experience)
Developed from data presented in Ronald F. Ferguson, “Paying for Public Education: New Evidence of How and Why Money Matters”, Harvard Journal on Legislation 28 (Summer 1991): 465-98
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Teacher QualityTeacher QualityTeacher QualityTeacher Quality
From the Report of the National Commission on Teaching & America’s Future, What Matters Most: Teaching for America’s Future, c1996
From the Report of the National Commission on Teaching & America’s Future, What Matters Most: Teaching for America’s Future, c1996
“A caring, competent, and qualified teacher for every child is the most important ingredient in education reform and, we believe the most frequently overlooked.”
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Teacher RetentionTeacher RetentionTeacher RetentionTeacher Retention
. . .the studies provide empirical support for the claim that assistance for new teachers and, in particular, mentoring programs have a positive impact on teachers and their retention.
. . .the studies provide empirical support for the claim that assistance for new teachers and, in particular, mentoring programs have a positive impact on teachers and their retention.
The Impact of Mentoring on Teacher Retention: What the Research Says by Richard Ingersoll and Jeffrey M. Kralik Research Review, 2004
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State Funding State Funding
• Based on the number of participating teachers
• Consent form submitted to CTC who verifies numbers • CDE funds participants in two allotments, in the second fiscal quarter and the fourth fiscal quarter
• Current funding for the 2006-2007 fiscal year is $3875 per beginning teacher
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District ResponsibilitiesDistrict Responsibilities
• In-Kind contribution of $2,000 per participating teacher
• Leadership position to implement the approved plan
• Support Provider
• Formative Assessment work
• Professional Development activities
--based on IIP
--to equip participating teachers to demonstrate competency in required elements
• Partner with colleges/universities for seamless matriculation
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Teacher Profiles:
How these factors impact a new teacher’s professional development and credentialing
status
Teacher Profiles:
How these factors impact a new teacher’s professional development and credentialing
status
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• Hired in May and put into a district pool• Hired in May and put into a district pool• Placed at a school in June
Teacher #1
• Assigned a support provider in August
• Started teaching school on September 1st
• Received BTSA Orientation September and completed consent form (funding mechanism)
• Received a site orientation in August from SP
• Began BTSA professional development activities in October
• Met with program director for Portfolio Review in May
• Attended Advice/Assistance meetings in
December, March, and June
• Began formative assessment with SP in September
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• Hired in May and put into a district pool• Hired in May and put into a district pool
• Placed at a school in June
Teacher #1
• Assigned a support provider in August
• Started teaching school in September
• Received BTSA Orientation September
• Received a site orientation in August from SP
• Began Induction work in October
• Attended Advice & Assistance meetings in December, March, June
• Met with program director for Portfolio Review in May
Projection for Teacher #1: On track to receive his clear credential in two years
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• Hired in May and put into a district pool• Hired in May and put into a district pool
• Placed at a school in June
Teacher #1
• Assigned a support provider in August
• Started teaching school in September
• Received BTSA Orientation September
• Received a site orientation in August from SP
• Began Induction work in October
• Attended Advice & Assistance meetings in December, March, June
• Met with program director for Portfolio Review in May
Impact on District:• Student Achievement• Teacher Quality• Teacher Retention• Funding
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• Hired in late July by the school’s principal• Hired in late July by the school’s principal
Teacher #2
• Assigned a support provider October 1st
• Started teaching school on September 1st
• Received BTSA Orientation late October
• Received a site orientation in August from principal
• Began BTSA professional development activities in January
• Attended Advice & Assistance meeting in June
• Met with program director for Portfolio Review in late May
• Completed consent form in October at BTSA Orientation (funding mechanism)
• Began formative assessment in October
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• Hired in late July by the school’s prinicipal• Hired in late July by the school’s prinicipal
Teacher #2
• Assigned a support provider October 1st
• Started teaching school in September
• Received BTSA Orientation late October
• Received a site orientation in August from principal
• Began Induction work in January
• Attended Advice & Assistance meeting in June
• Met with program director for Portfolio Review in late May
Projection for Teacher #2:Despite a later start, on track to receive her clear credential in two years.
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• Hired in late July by the school’s prinicipal• Hired in late July by the school’s prinicipal
Teacher #2
• Assigned a support provider October 1st
• Started teaching school in September
• Received BTSA Orientation late October
• Received a site orientation in August from principal
• Began Induction work in January
• Attended Advice & Assistance meeting in June
• Met with program director for Portfolio Review in late May
Impact on District:• Student Achievement• Teacher Quality• Teacher Retention• Funding
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• Hired in late August by the school’s principal• Hired in late August by the school’s principal
Teacher #3
• Assigned a support provider January 31st
• Started teaching school in September
• Didn’t know BTSA Orientation occurred
• Never received a site orientation
• Attended some BTSA professional development activities
• Attended Advice & Assistance meeting in June to “see what Induction was all about”
• Met with program director for Portfolio Review in May
• Completed consent form in late November
• Began formative assessment in February
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• Hired in late August by the school’s principal• Hired in late August by the school’s principal
Teacher #3
• Assigned a support provider January 31st
• Started teaching school in September
• Didn’t know BTSA Orientation occurred
• Never received a site orientation
• Attended Induction workshops when convenient
• Attended Advice & Assistance meeting in June to “see what Induction was all
about”
• Met with program director for Portfolio Review in May
Projection for Teacher #3:Highly unlikely he will complete his credential in two years; would require diligence and dedication
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• Hired in late August by the school’s principal• Hired in late August by the school’s principal
Teacher #3
• Assigned a support provider January 31st
• Started teaching school in September
• Didn’t know BTSA Orientation occurred
• Never received a site orientation
• Attended Induction workshops when convenient
• Attended Advice & Assistance meeting in June to “see what Induction was all
about”
• Met with program director for Portfolio Review in May
Impact on District:• Student Achievement• Teacher Quality• Teacher Retention• Funding
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• Hired sometime after school started• Hired sometime after school started
Teacher #4
• No support provider available at site so no formative assessment completed
• Started teaching three days later
• BTSA Orientation already occurred
• No one thought of a site orientation
• Came to BTSA professional development when she could
• Met at the program director’s insistence in July
• Signed consent form with HR personnel as part of her employment package papers
• Never attended an Advice and Assistance meeting so never understood need for documentation
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• Hired sometime after school started• Hired sometime after school started
Teacher #4
• No support provider available at site
• Started teaching three days later
• BTSA Orientation already occurred
• No one thought of a site orientation
• Came to BTSA activities when she could
• Never attended a Advice & Assistance
meeting so never understood need for documentation • Met at the program director’s insistence in July
Projection for Teacher #4:She doesn’t understand what is required or what she needs to do so at least one additional year will be needed, if not two.
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• Hired sometime after school started• Hired sometime after school started
Teacher #4
• No support provider available at site
• Started teaching three days later
• BTSA Orientation already occurred
• No one thought of a site orientation
• Came to BTSA activities when she could
• Never attended a Advice & Assistance
meeting so never understood need for documentation • Met at the program director’s insistence in July
Impact on District:• Student Achievement• Teacher Quality• Teacher Retention• Funding
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Where could a site administrator have aided each participating teacher in his/her progression toward completion?
Where could a site administrator have aided each participating teacher in his/her progression toward completion?
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