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More Swimming, Less Sinking:

More Swimming, Less Sinking:. Effective Support For New Teachers Sue Anderson, TAP Coordinator, OSPI Mindy Meyer, New Teacher Induction Project Coordinator, CSTP. Why focus on induction?. About 25% of new teachers are no longer teaching in WA five years later.

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More Swimming, Less Sinking:

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  1. More Swimming, Less Sinking: Effective Support For New Teachers Sue Anderson, TAP Coordinator, OSPI Mindy Meyer, New Teacher Induction Project Coordinator, CSTP

  2. Why focus on induction? • About 25% of new teachers are no longer teaching in WA five years later. • Each teacher who leaves costs WA taxpayers about $45,000. • The “churn” of teachers is highest in high-poverty schools, where the needs for stability in the teaching force are greatest.

  3. New Teacher Induction Project • Partnership between the Center for Strengthening the Teaching Profession (CSTP) and OSPI • Funded by the Paul G. Allen Family Foundation (recently joined by the Gates Foundation) • 5 year project: • 2 ESDs (105 and 113) • 2 large districts (Spokane and Highline) • 5 small districts (Mary M. Knight, Raymond, Rochester, Toppenish, Cle Elum/Roslyn)

  4. Induction Standards • Hiring • Orientation • Mentoring • Professional Development • Assessment for Learning

  5. Survey Information: • Web-based survey sent to all new teachers (as designated by districts) in May, 2006 • University of WA administered survey, collated and “scrubbed” data • N = 686 (44 ESAs reported separately) • Results by district available for districts with at least ten respondents

  6. Hiring • Look at the data for the following questions: • #3 (p. 1) • #15 (p. 5) • #17 (p. 6) • #18 (p. 6) • What are some conclusions you might draw?

  7. Mentoring • Look at the responses for questions 5 – 12 (pp. 1 – 3) • What surprises you? What might impact how you think of your own district’s mentoring model? • What cross-tabs might be interesting to run?

  8. Professional Development • Look at the responses for the following questions: • #13 (p. 4) • #14 (p. 5) • #16 (p. 6) • In what ways might this data influence what kinds of PD your district offers to new teachers?

  9. Of general interest… • Look at the results table for question #20 (p. 8A). • What might be some conclusions you could draw from this table?

  10. Retention • Look at the responses to questions: • #21 (p. 8A) • #22 (p. 9A) • #23 (p. 9A) • #26 (p. 10) • What do you find interesting? Scary?

  11. Conclusions and next steps: 3-2-1 • 3 important ideas that you want to remember • 2 things you’d like to know more about • 1 action you’ll take on this when you return to your district

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