ABRAZO EVALUATION REPORTABRAZO New Teacher Induction Program are: (1) to increase the effectiveness, knowledge, and skills of new teachers and mentors; and (2) to increase teacher

MEMORANDUM November 17, 2008 TO: Board Members FROM: Abelardo Saavedra Superintendent of Schools SUBJECT: ABRAZO EVALUATION REPORT CONTACT: Carla Stevens, (713) 556-6700 Attached is the 2007−2008 evaluation report on the ABRAZO New Teacher Induction Program. In ABRAZO, new teachers receive content and grade-level professional development trainings and are provided essential mentoring support to successfully navigate through their early years of teaching. This report summarizes the program components and activities implemented during the 2007−2008 school year. This evaluation report also includes a summary of the perceptions of teachers who decided to terminate their service within the district at the conclusion of the 2007−2008 school year. In general, beginning teachers reported high satisfaction with the ABRAZO program trainings and mentor services. New teachers reported gaining beneficial information about the district curriculum and instructional strategies. In addition, 53.1 percent of all beginning teachers strongly agreed that their mentor provided them with resources for classroom management and instruction. Should you have any further questions, please contact my office or Carla Stevens in Research and Accountability at (713) 556-6700.

AS Attachment cc: Superintendent’s Direct Reports

Executive Principals Sharon Koonce Melanie Evans-Smith Harold Winston

MEMORANDUM November 17, 2008 TO: Board Members FROM: Abelardo Saavedra Superintendent of Schools SUBJECT: ABRAZO EVALUATION REPORT CONTACT: Carla Stevens, (713) 556-6700 Attached is the 2007−2008 evaluation report on the ABRAZO New Teacher Induction Program. In ABRAZO, new teachers receive content and grade-level professional development trainings and are provided essential mentoring support to successfully navigate through their early years of teaching. This report summarizes the program components and activities implemented during the 2007−2008 school year. This evaluation report also includes a summary of the perceptions of teachers who decided to terminate their service within the district at the conclusion of the 2007−2008 school year. In general, beginning teachers reported high satisfaction with the ABRAZO program trainings and mentor services. New teachers reported gaining beneficial information about the district curriculum and instructional strategies. In addition, 53.1 percent of all beginning teachers strongly agreed that their mentor provided them with resources for classroom management and instruction. Should you have any further questions, please contact my office or Carla Stevens in Research and Accountability at (713) 556-6700.

____________________________________AS

Attachment cc: Superintendent’s Direct Reports

Executive Principals Sharon Koonce Melanie Evans-Smith Harold Winston

RESEARCH

ABRAZO New Teacher Induction Program

2007−2008

Department of Research and Accountability Houston Independent School District

E d u c a t i o n a l P r o g r a m R e p o r t

2008 Board of Education

Harvin C. Moore PRESIDENT Paula M. Harris FIRST VICE PRESIDENT Natasha M. Kamrani SECOND VICE PRESIDENT Carol Mims Galloway SECRETARY Lawrence Marshall ASSISTANT SECRETARY Diana Dávila Dianne Johnson Greg Meyers Manuel Rodríguez Jr. Abelardo Saavedra, Ph.D. SUPERINTENDENT OF SCHOOLS Carla Stevens ASSISTANT SUPERINTENDENT DEPARTMENT OF RESEARCH AND ACCOUNTABILITY Kathy Terry, Ph.D. RESEARCH SPECIALIST Venita Holmes, Ph.D. RESEARCH MANAGER

Houston Independent School District Hattie Mae White Educational Support Center 4400 West 18th Street Houston, Texas 77092-8501 Website: www.houstonisd.org It is the policy of the Houston Independent School District not to discriminate on the basis of age, color, handicap or disability, ancestry, naitonal origin, marital status, race, religion, sex, veteran status, or political affiliation in its educational or employment programs and activities.

RESEARCH

J o u r n a l o f E d u c a t i o n R e p o r t s

ABRAZO Evaluation Report 2007–2008

TABLE OF CONTENTS Executive Summary..................................................................................................................... 1 Program Description .................................................................................................................. 5 Purpose of the Evaluation Report ............................................................................................ 6 Methods......................................................................................................................................... 7 Results ........................................................................................................................................... 8 Discussion................................................................................................................................... 17 Recommendations ..................................................................................................................... 17 References ................................................................................................................................... 19 Appendices ................................................................................................................................. 20

ABRAZO NEW TEACHER INDUCTION PROGRAM 2007–2008

1

EXECUTIVE SUMMARY

ABRAZO NEW TEACHER INDUCTION PROGRAM 2007−2008

Program Description

Many school districts are losing ground when it comes to hiring, training, and retaining qualified teachers, especially within schools serving large percentages of economically-disadvantaged and/or minority students (Snipes & Horwitz, 2007). In addition, research shows that as many as fifty percent of new teachers leave the profession within their first five years of teaching (Smith & Ingersoll, 2004). Many teachers report a lack of administrative support and the culture of their school buildings as just two reasons why they leave the profession. Therefore, districts have been working harder on training and supporting their beginning teachers to ensure teacher retention.

In response to the growing need to hire new teachers and to retain them in a large urban district, the Houston Independent School District (HISD) established the ABRAZO New Teacher Induction Program in the 2001−2002 academic year. ABRAZO is a Spanish word that means to greet or embrace. In ABRAZO, new teachers receive content and grade-level trainings from experienced teachers and are provided essential mentoring support to successfully navigate through their early years of teaching. Beginning/new teachers are defined as teachers with less than three years of teaching experience. The goals of the HISD ABRAZO New Teacher Induction Program are: (1) to increase the effectiveness, knowledge, and skills of new teachers and mentors; and (2) to increase teacher retention by building teacher efficacy, confidence, and support structures.

The design of HISD’s ABRAZO New Teacher Induction Program has expanded since its conception. In collaboration with the New Teacher Center of Santa Cruz, the administrators of the ABRAZO program have worked to build a comprehensive induction program that supports and meets the needs of teachers during their first few years of service. As of the 2007−2008 school year, the research-based HISD ABRAZO New Teacher Induction Program, provided by the Professional Development Services, consisted of the following components:

• Instructional Coordinators − who worked with new teachers assisting in the areas of classroom management, instructional support, and various professional development services.

• Campus-Based Mentors − who were campus-based veteran teachers that were paired with beginning teachers and provided guidance on content and grade-level instructional practices.

• Full-Time Release Mentors − who were veteran teachers that were released from classroom duty and served full-time in the district to support beginning teachers in schools with higher risk factors (e.g., higher numbers of students with low academic performance and/or from economically-disadvantaged backgrounds, high new teacher-staff ratio).

• Professional Learning Communities (PLC) − which were content-based support groups where teachers participated and developed new classroom instruction strategies.

• Professional Development Trainings − which were workshop opportunities for teachers where they were able to gain information about best practices in their classrooms based on empirical research.

For the academic years of 2007−2008 and 2008−2009, HISD was awarded a Beginning Teacher

Induction Mentor Program (BTIMP) grant from the Texas Education Agency. This grant helped to expand the full-time release mentor component of the ABRAZO program to include more beginning teachers at HISD schools with higher risk factors (e.g., higher numbers of students with low academic performance and/or from economically-disadvantaged backgrounds, high new teacher-staff ratio) as well as to enhance professional development activities for teachers.

HISD RESEARCH AND ACCOUNTABILITY

2

Purpose of the Evaluation The purpose of this evaluation summary is to outline the ABRAZO New Teacher Induction Program’s

processes and activities for the 2007−2008 school year. Within this report, there will a discussion of the program components that were provided for new teachers. To assess teacher perceptions of the program and its services, a mid-year survey was completed by new teachers and BTIMP teachers. An additional survey was available for all teachers exiting the district at the end of the 2007−2008 school year. The results of these surveys will be summarized. Teacher-cohort retention data will be presented for the past five years for ABRAZO participants.

Findings 1. What was the profile of HISD new teachers who participated in the ABRAZO New Teacher Induction

Program in 2007−2008?

For the 2007−2008, 1,094 HISD new teachers participated in the ABRAZO New Teacher Induction Program. Approximately, 74.5 percent of new teachers hired were female. There was a close distribution of African-American and White teachers hired at 35.6 percent and 35.7 percent, respectively. Twenty-three percent of the new teachers hired were Hispanic. Approximately, 36.4 percent of new teachers were assigned a full-time mentor.

2. What were the key components of ABRAZO and the professional development programs offered for

new teachers? • The ABRAZO program was a comprehensive induction program. The professional development

programs that were offered under ABRAZO included Mentoring (Campus-based and Full-time release mentors), Instructional Coordinators, Professional Learning Communities, and trainings on CLEAR Curriculum, Classroom Management, Instructional Strategies, Lesson Planning and the Professional Development and Appraisal System (PDAS).

3. How did beginning teachers feel about the mentor and support services received throughout their first

year of teaching?

• Sixty-one percent of all new teachers strongly agreed that they had a trusting and open relationship with their mentor. In addition, 53.1 percent of all beginning teachers strongly agreed that their mentor provided them with resources for classroom management and instruction. Over fifty-five percent of all new teachers reported that they received constructive feedback from their mentor after observations.

• In general, beginning teachers reported high satisfaction with the program services. Over 80 percent of teachers strongly agreed or agreed that the ABRAZO professional development trainings provided helpful information about the district, regional structure, and organizational culture. Teachers also reported gaining beneficial information about the district curriculum and instructional strategies.

4. What did beginning teachers report as their biggest challenges and greatest areas of need during their first year of teaching?

• The greatest challenge for beginning teachers was classroom management and discipline.

Approximately, 23.6 percent of teachers noted that discipline problems within their classroom had distracted them from instruction and/or had taken away from their ability to complete instruction.


3

• Approximately, 20 percent of teachers requested additional support in classroom management and discipline. Seventeen percent of teachers mentioned needing materials for differentiating instruction for the various learners in the classrooms along with 8.2 percent needing more assistance in developing creative lessons to engage students. Additionally, 12.9 percent requested assistance with lesson planning.

5. What were the district’s retention rates for all teachers new to the district from 2003-2008?

Over the past five years, the percentage of new teachers that remained with the district after one year has steadily increased from 95.4 percent in 2003−2004 to 96.7 percent in 2007−2008. According to the latest teacher exit data, the percentages of new teachers leaving HISD after two, three, and four years have all decreased. For example, the percentage of teachers leaving after four years was down to 28.6 percent for the 2004−2005 cohort as compared to 29.7 percent for the 2003−2004 cohort. In general, fewer new teachers are leaving the district, which means retention rates are increasing with each passing school year.

6. How did teachers exiting the district at the end of the 2007−2008 school year feel about their working

experiences in HISD? • During the summer of 2008, 154 teachers completed the on-line Teacher Exit Survey. Nearly, 43

percent of exiting teachers indicated that they completed four or fewer years of teaching. Eighteen percent of teachers noted that they were exiting service after one year of teaching. Approximately, 50 percent of responding teachers decided to leave HISD to teach in another school district, with only 1.7 percent of those teachers citing a higher salary as the reason. Twenty-one percent noted that they were leaving the district to pursue other career aspirations and 16 percent retired.

• Exiting teachers responded that they were satisfied with the salary (69.1 percent), the professional

development opportunities (61.8 percent), and the leadership opportunities (52.8 percent) they experienced in HISD. The biggest area of dissatisfaction was recognition and support from administrators. Forty-five percent of teachers also expressed dissatisfaction in their influence over workplace policies and practices.

Recommendations

1. The ABRAZO program provides a solid foundation about the district, region, and curriculum structure

and practices such that all teachers new to the district, regardless of experience level, could benefit from the depth of information. Based on the positive responses and benefits experienced by beginning new teachers, it is suggested that efforts are continued to enhance the ABRAZO program.

2. First-year and second-year teachers noted that classroom management and discipline were their

greatest challenges. Twenty-four percent of teachers noted that discipline problems within their classroom had distracted them from instruction and/or had taken away from their ability to complete instruction. School administrators, instructional coordinators, and mentors should collaborate to develop more and new ways to support beginning teachers in the areas of classroom management and discipline to help them manage behavior issues in the classroom.

3. New survey gathering techniques should be considered to get more exiting teachers to provide

reflections about their experiences in HISD. Only 154 teachers completed the on-line Teacher Exit Survey. A collaboration between the Professional Development Services department and the Human Resources department could be developed such that the Teacher Exit Survey could be incorporated into


4

the resignation process and/or exit interview. More exiting teachers would be aware of the survey and have an opportunity to fill out the survey.

4. Approximately, 49 percent of exiting teachers reported some level of dissatisfaction with the level of

support they received from administrators. In addition, over 45 percent of exiting teachers noted dissatisfaction with their level of influence over workplace policies and practices. Training facilitators from the Professional Development Services department should consider incorporating new techniques on providing support for staff and encouraging teacher decision-making in building leadership (i.e., principal, administrators) trainings.


5

ABRAZO NEW TEACHER INDUCTION PROGRAM

2007−2008

Program Description Many school districts are losing ground when it comes to hiring, training, and retaining qualified

teachers, especially within schools serving large percentages of economically-disadvantaged and/or minority students (Snipes & Horwitz, 2007). In addition, research shows that as many as fifty percent of new teachers leave the profession within their first five years of teaching (Smith & Ingersoll, 2004). Many teachers report a lack of administrative support and the culture of their school buildings as just two reasons why they leave the profession. Therefore, districts have been working harder on training and supporting their beginning teachers to ensure teacher retention.

In response to the growing need to hire new teachers and to retain them in a large urban district, the Houston Independent School District (HISD) established the ABRAZO New Teacher Induction Program in the 2001−2002 academic year. ABRAZO is a Spanish word that means to greet or embrace. In ABRAZO, new teachers receive content and grade-level trainings from experienced teachers and are provided essential mentoring support to successfully navigate through their early years of teaching. Beginning/new teachers are defined as teachers with less than three years of teaching experience. The goals of the HISD ABRAZO New Teacher Induction Program are 1) to increase the effectiveness, knowledge, and skills of new teachers and mentors, and 2) to increase teacher retention by building teacher efficacy, confidence, and support structures.

The design of HISD’s ABRAZO New Teacher Induction Program has expanded since its conception. In collaboration with the New Teacher Center of Santa Cruz, the administrators of the ABRAZO program have worked to build a comprehensive induction program that supports and meets the needs of teachers during their first few years of service. As of the 2007−2008 school year, the research-based HISD ABRAZO New Teacher Induction Program, provided by the Professional Development Services, consisted of the following components:

• Instructional Coordinators − who worked with new teachers assisting in the areas of classroom management, instructional support, and various professional development services.

• Campus-Based Mentors − who were campus-based veteran teachers that were paired with beginning teachers and provided guidance on content and grade-level instructional practices.

• Full-Time Release Mentors − who were veteran teachers that were released from classroom duty and served full-time in the district to support beginning teachers in schools with higher risk factors (e.g., higher numbers of students with low academic performance and/or from economically-disadvantaged backgrounds, high new teacher-staff ratio).

• Professional Learning Communities (PLC) − which were content-based support groups where teachers participated and developed new classroom instruction strategies.

• Professional Development Trainings − which were workshop opportunities for teachers where they were able to gain information about best practices in their classrooms based on empirical research.

For the academic years of 2007−2008 and 2008−2009, HISD was awarded a Beginning Teacher

Induction Mentor Program (BTIMP) grant from the Texas Education Agency. This grant helped to expand the full-time release mentor component of the ABRAZO program to include more beginning teachers at HISD schools with higher risk factors (e.g., higher numbers of students with low academic performance and/or from economically-disadvantaged backgrounds, high new teacher-staff ratio) as well as to enhance professional development activities for teachers.


6

Program Personnel/ Resources The ABRAZO New Teacher Induction Program’s management personnel for 2007−2008 included a

program manager, an induction manager, and a mentoring manager. The program also has approximately 10 instructional coordinators, 36 full-time mentors, and a research data specialist. Additionally, Professional Development Services works collaboratively with HISD Alternative Certification Program (ACP) staff to provide resources, training, and support to the new teachers. The principals at each school facilitated program operations by supporting new teachers and assigning mentors. Purpose of the Evaluation

The purpose of this evaluation summary is to outline the ABRAZO New Teacher Induction Program processes and activities for the 2007−2008 school year. Within this report, there will a discussion of the program components that were provided for new teachers. To assess teacher perceptions of the program and its services, a mid-year survey was completed by new teachers and BTIMP teachers. An additional survey was available for all teachers exiting the district at the end of the 2007−2008 school year. The results of these surveys will be summarized. Teacher-cohort data will be presented for the past five years for ABRAZO participants.

The following evaluation questions were addressed:

1. What was the profile of HISD new teachers who participated in the ABRAZO New Teacher Induction Program in 2007−2008?

2. What were the key components of ABRAZO and the professional development programs offered for new teachers?

3. How did beginning teachers feel about the mentor and support services received throughout their first year of teaching?

4. What did beginning teachers report as their biggest challenges and greatest areas of need during their first year of teaching?

5. What were the district’s retention rates for all teachers new to the district from 2003-2008? 6. How did teachers exiting the district at the end of the 2007−2008 school year feel about their

working experiences in HISD?

Review of the Literature

Unfortunately, teacher turnover rates across the United States continue to increase. The national

teacher turnover rate is 15.7 percent annually compared with the average rate for all professions, which is 11.9 percent, according to Ingersoll (2002) as referenced in the No Dream Denied (National Commission on Teaching and America’s Future, 2003). The new teacher turnover rate is even higher than the average rate for all teachers. Research shows that as many as 50 percent of new teachers leave the profession within their first five years of teaching (Smith & Ingersoll, 2004). Teacher retention is, particularly, important for schools that serve higher percentages of low-performing students, minority, and/or economically-disadvantaged children. These “high-needs” or higher risk factor schools can experience teacher turnover rates as high as 20 percent each school year (Ingersoll, 2004).

Why is teacher retention important? Teacher retention effects student performance. Research by Sanders and Rivers (1996) found that having a high-quality teacher for three or more years can increase student achievement by as much as 50 percentile points, even when controlling for socio-economic background. In reverse, Sanders and Rivers (1996) also report that when students are exposed to the least effective teachers for three years in a row, the ineffective teaching cannot be compensated for later by a sequence of highly effective teachers. For minority and high poverty children, having an experienced, qualified teacher can make a huge difference in their academic development and success (Hanushek, 2004). If schools are constantly replacing experienced teachers with new teachers, the level of instruction is relatively weaker than if more experienced teachers were providing the majority of instruction. These


7

schools can suffer from instructional gaps in critical subjects. In addition, the constant influx of new teachers into the school environment hinders the development of a cohesive school community that works together to improve student performance.

Teacher retention also affects school districts’ budgets and allocation of funds. The financial costs related to losing a teacher are growing. The National Commission on Teaching and America’s Future estimates that the average cost to recruit, hire, train, and then lose a teacher is $50,000. In 2007, the teacher turnover costs, which include recruiting, hiring, induction and training, were estimated to be over 35 million dollars for HISD (Barnes, Crowe, & Schaefer, 2007). When teachers choose to leave the district or the profession, the district’s investment in their recruitment, hiring, and professional development leave with them. This means that many school districts are constantly rehiring and training new teachers and using budget funds that could be used in other areas, such as purchasing new materials and/or improving campus instructional capacity. This financial waste of resources is one of the reasons school districts are working hard to reverse the current teacher turnover rates.

According to Strong (2005), the reasons teachers leave the profession fall into two main categories: working conditions (such as organizational culture, school demographics, administration) and personal factors (such as health, family). With various reasons why teachers leave, it becomes very important that school administrators develop their induction programs based on why teachers leave their district in order to have optimal effectiveness in reducing turnover rates (Smith & Ingersoll, 2004). With more and more new teachers leaving the profession and the need for quality instructors in the classrooms, school systems have taken the challenge to develop new teacher induction programs that support new teachers and, thereby, increase retention (Smith & Ingersoll, 2004). Induction programs for new teachers have been found to reduce teacher turnover and increase teachers’ feeling of confidence in the classroom (Johnson & Birkeland, 2003).

New teacher induction programs can vary in their forms. Some programs are one-day orientations, while others can span over a few years and include mentoring, professional development activities, and workshops (Strong, 2005). Mentoring is the guidance and support from a veteran teacher to a beginning teacher. Professional development activities can be workshops or lectures where teachers get a chance to learn more instructional strategies and how to enhance their classroom management skills. Programs that combine several induction activities have helped reduce turnover than those that include only one component. According to Wong (2004), the most successful induction programs include the following:

• an initial orientation that can last from 3-4 days before school begins; • continued professional development workshops for at least 3 years; • study groups in which teachers can support and learn from each other and create learning

communities; • a strong administration support element; • a mentoring component; • a structure for modeling effective teaching practices through inservices and mentoring; and • opportunities for teachers to make classroom observations of veteran teachers.

In general, school districts are investing in designing the most effective new teacher induction programs based on scientific research and best practices in an effort to reduce teacher turnover.

Methods

Data Collection

To obtain information on the program’s processes, components, and implementation, meetings were held with the director as well as the research and data specialist of the ABRAZO New Teacher Induction Program. In addition to discussions with program personnel, the ABRAZO website provided program details (http://www.houstonisd.org/portal/site/ProfessionalDevelopment/). Additional descriptions of the

http://www.houstonisd.org/portal/site/ProfessionalDevelopment/


8

induction and training activities were also found at the New Teacher Center’s website (http://www.newteachercenter.org). Information was gathered from PeopleSoft, the HISD Human Resources database, to access district retention data for new teacher cohorts for the last five school years, 2003−2004 to 2007−2008.

Sample

A total of 1,094 teachers were identified from the ABRAZO database and the HISD Human Resources database, PeopleSoft, as having less than three years of experience during the 2007−2008 academic year. All teachers meeting this criteria are served by the ABRAZO program. Demographic characteristics, including gender, race/ethnicity, advanced degrees, and teacher by program, were also obtained from PeopleSoft. Instruments

In order to collect beginning teachers’ perceptions about the program, a questionnaire was given in January 2008. A survey link to the New Teacher Induction Program Fall Questionnaire was electronically mailed to all ABRAZO teachers. When teachers clicked the link, they were directed to an on-line survey asking for their reflections on their first year of teaching. A text-version of the computerized Fall Questionnaire is included in Appendix A. Teachers who were a part of the Beginning Teacher Induction Mentoring Program (BTIMP) were mailed a similar questionnaire and asked to return it to the Department of Research and Accountability. The BTIMP survey is included in Appendix B. The Working Conditions and School Climate and Attitudes sections of the National Center for Education Statistics’ Teacher Questionnaire: Schools and Staffing Survey served as models for designing the surveys. (Details about survey can be found at http://nces.ed.gov/surveys/sass/). Modifications and additions were made to the surveys based on the specific goals and program components within the ABRAZO program, information from the New Teacher Center of Santa Cruz, and research of Ingersoll (2004). Teachers exiting the district in the spring of 2008 were given access to an electronic survey on the HISD website to share their perceptions on their teaching experience in HISD. A text-version of the computerized Teacher Exit Survey is included in Appendix C. All on-line surveys were administered through the Survey Monkey On-line Survey system (www.surveymonkey.com).

Data Analysis

The survey data were aggregated into Microsoft EXCEL databases and the Statistical Package for Social Sciences (SPSS) was used to calculate descriptive statistics. Items marked “N/A” and missing data were not included in calculating the percentages. Percentages were based on the total number of responses. Open-ended responses were summarized for each respondent.

Results

What was the profile of HISD new teachers who participated in the ABRAZO New Teacher Induction Program in 2007−2008?

A profile of 1,094 HISD new teachers who participated in the ABRAZO program is presented by gender, ethnicity, advanced degrees, and program in Table 1 (see page 9). As evident in Table 1, 74.5 percent of new teachers hired were female. There was a close distribution of African-American and White teachers hired at 35.6 percent and 35.7 percent, respectively. Approximately, 22.9 percent of the new teachers hired were Hispanic. The majority of new teachers held a bachelor’s degree (85.4 percent). Nearly 14 percent held master’s degrees and .7 percent had earned a doctorate. Nearly 72 percent of the new teachers were classified as regular education teachers and 11.5 percent were special education teachers. Approximately, 36.4 percent of new teachers were assigned a full-time mentor.

http://www.newteachercenter.org/


9

Table 1: Profile of New ABRAZO Teachers, 2007−2008 N % Total 1,094 100

Gender Male 279 25.5 Female 815 74.5 Ethnicity African American 390 35.6 Asian 59 5.4 Hispanic 250 22.9 Native American 4 .4 White 391 35.7 Advanced Degrees

Bachelor’s 930 85.4

Master’s 152 13.9 Doctorate 8 .7

Teacher by Program Regular 786 71.8 Bilingual 109 10.0 ESL 53 4.8 Career & Technology 20 1.8 Special Education 126 11.5

Full-time mentor Yes 398 36.4

What were the key components of ABRAZO and the professional development programs offered for new teachers?

The ABRAZO program provided beginning teachers with a support system that helped them become more confident in their delivery of instruction as well as acclimated to the HISD culture. The main premises of the program were as follows: (1) the efficacy of new teachers can be increased with high levels of support and professional trainings; and (2) professional learning communities can help schools develop the organizational culture that promotes cooperation among teachers and staff and, ultimately, increase teacher retention. Guided by the principles of the New Teacher Center of Santa Cruz and the scientific-based research of Smith and Ingersoll (2004), the ABRAZO program was a comprehensive induction program that included a mixed-model mentoring (campus-based and full-time mentors), instructional coordinators, professional learning communities, and professional development trainings. The ABRAZO New Teacher Induction Program components during the 2007−2008 school year were as follows: Mentoring (Campus-based Mentors)

Campus-based mentors were assigned to all certified teachers with fewer than three years of teaching experience as well as to beginning teachers who were enrolled in an alternative certification program (ACP). Teachers that were new to the district but had more than three years of previous teaching


10

experience were assigned a campus colleague (buddy) who provided campus support. New teachers were paired with a mentor from the same certification area, grade-level, and or curricular assignment. Mentors provided guidance in the areas of district and school policies and procedures, lesson planning and development, classroom management, and encouragement. Mentors also conducted classroom observations and feedback sessions with new teachers. Mentors built relationships and employed cognitive coaching. Cognitive coaching is a method of instruction in which teachers and mentors work together to help teachers think out the process of planning, decision-making, and problem solving. (Details about cognitive coaching can be found at http://www.cognitivecoaching.com.)

Mentoring (Full-time Release Mentors)

Within HISD, full-time release mentors (FTM) were assigned to new teachers who worked in “high needs” schools. These schools were those that had a higher concentration of students who demonstrated lower academic performance and/or higher numbers of students who were classified as economically disadvantaged. These schools also reported high teacher turnover and high new teacher-staff ratio. The FTMs served as change agents who were responsible for providing the personal morale and mentoring support for new teachers whom may otherwise be overwhelmed by the new job as well as the challenging school environment. For the 2007−2008 school year, approximately 398 teachers were assigned a FTM.

Instructional Coordinators

Instructional coordinators played a vital role in the ABRAZO program. The coordinators served as curriculum specialists for beginning teachers equipping them and/or connecting new teachers with needed resources. They also provided mentoring support to new teachers and campus-based mentoring using cognitive coaching techniques. Instructional coordinators assisted teachers in developing instructional strategies that helped them successfully plan and deliver instruction in the classroom. These coordinators also helped new teachers enhance their classroom management skills as well as provided training and demonstrations of best practices for beginning teachers.

Professional Learning Communities

All first-year and second-year teachers were required to participate in a professional learning community (PLC). Engagement in learning experiences with others (in a group) occurred in various forms. Implementation of cooperative learning activities in the classroom comprised many dynamics for planning, such as identifying the roles of each member in the team, developing communication skills, teaching group decision-making skills, assessment, and accountability.

The professional development topics that were addressed in the ABRAZO New Teacher Induction Program were as follows: CLEAR Curriculum

To provide all students with a rigorous and relevant educational experience, HISD has developed the CLEAR (Clarify Learning to Enhance Achievement Results) curriculum, which is aligned with the Texas Essential Knowledge and Skills (TEKS) and the Texas Assessment of Knowledge and Skills (TAKS). The curriculum provided structure and resources for teachers in the best practices in lesson design and delivery. CLEAR curriculum also provided all teachers with a clear understanding of what their students need to know and be able to do by the end of each grade level and/or course. CLEAR provided teachers four basic categories of information for each objective. The categories were as follows:

(1) Content specifications detailed what content should be taught in order to meet the intent of the

objective. This section also included notes to the teacher regarding the concepts themselves. (2) Prerequisites and instructional considerations showed teachers how to plan lessons aligned to the content specifications. Teachers saw how knowledge and concepts were developed in prior grade levels. Students were able to study or review prerequisite learning. Instructional considerations


11

contained strategies, activities, and ideas for effective instruction. Teachers did not have to use all of the suggestions; however, they represented practices that were proven successful in improving student achievement. (3) Assessment considerations featured several types of assessments that teachers used to determine whether or not students mastered the objective. Where applicable, alignment to standardized tests was provided. (4) Connections to other objectives facilitated an integrated instruction by providing linkages to other content areas and within the content area. The mathematics and science sections emphasized the process skills best linked to the objective to provide context for and application of learning.

Classroom Management

Classroom management trainings incorporated strategies used to maintain a productive learning environment for planned teacher actions. These actions included establishing class rules, procedures, and routines, organizing materials and students, and managing teacher responses. Instructional Strategies

Trainings were conducted to provide teachers with the key knowledge of activities, processes, and resources to effectively deliver instructional content. Teachers also learned about strategies that can help their students master classroom objectives. Lesson Planning

Lesson planning provided the process for organizing the materials, activities, time, and content of a lesson. Lesson planning was based on the appropriate content standards, assessment outcome, students’ needs, and resources. Professional Development and Appraisal System (PDAS)

Professional Development and Appraisal System (PDAS) is the State of Texas’ approved evaluation system for teachers. The goal of PDAS was to increase the level of professional practices of teaching, incorporate the learner-centered proficiencies, and promote continuous professional development. The process included a minimum of one 45-minute observation and completion of the Teacher Self-Report form. PDAS included 51 criteria within eight domains reflecting the Proficiencies for Learner-Centered Instruction adopted in 1967 by the State Board for Educator Certification (SBEC). The domains were:

1. Active, Successful Student Participation in the Learning Process, 2. Learner-Centered Instruction, 3. Evaluation and Feedback on Student Progress, 4. Management of Student Discipline, Instructional Strategies, Time/Materials, 5. Professional Communication, 6. Professional Development, 7. Compliance with Policies, Operating Procedures and Requirements, and 8. Improvement of All Students' Academic Performance.

How do beginning teachers feel about the mentor and support services received throughout their first year of teaching?

All beginning teachers of HISD were asked to complete the Fall Questionnaire to reflect on their mentor, school, and personal teaching experiences during their first semester in HISD. Approximately 506 teachers completed the survey. One scale included in the Fall Questionnaire asked teachers about their mentor relationship and interactions. A four-point Likert scale was used as a format for these questions: “Strongly agree” = 1, “Agree” = 2, “Disagree” = 3, and “None applicable (N/A)” = 4. Table 2 highlights

http://portals.tea.state.tx.us/educators/page.aspx?id=170#p


12

the responses (in percentages) of new teachers about their experiences with their mentor. Table 2 shows that 61.4 percent of new teachers strongly agreed that they had a trusting and open relationship with their mentor; 55.4 percent strongly agreed that their mentor had observed them and had given feedback; and 53.1 percent strongly agreed that their mentor provided instructional resources.

Forty-two teachers participating in the Beginning Teacher Induction Mentoring Program (BTIMP) also answered these questions about their full-time mentors. Overall, BTIMP teachers were also very pleased about the relationship they developed with their mentor during their first semester of teaching. Fifty-nine percent strongly agreed that they shared a trusting and open relationship, 68.4 percent noted that they received constructive feedback from their mentor after observations; and 53.1 percent strongly agreed that their mentor provided them with resources for classroom management and instruction. These findings corresponded with one of the ABRAZO program's objectives, which was to insure that beginning teachers felt supported by their mentors as well as received assistance with their instructional practices.

Another scale included in the Fall Questionnaire asked teachers to reflect on their work experiences as they related to their school organization and culture. A four-point Likert scale was used as a format for these questions: “Strongly agree” = 1, “Agree” = 2, “Disagree” = 3, and “None applicable (N/A)” = 4. Table 3 provides a summary of these reflections. Table 3 reveals that approximately 56 percent of beginning teachers strongly agreed that they felt welcomed and supported in their new school, and 50 percent strongly agreed that the school administrators were supportive and encouraging and that they feel comfortable in school. Twenty-two percent of teachers disagreed with the statement ‘Student discipline is good on my campus.’

Table 2: Survey Response Rates of ABRAZO Teachers to Experiences with Mentor Teacher, 2007−2008 Question Strongly

Agree %

Agree

%

Disagree

%

N/A %

We share a trusting and open relationship with effective communication.

61.4

32.2

4.1

2.4

We meet regularly to plan, ask questions, and/or problem-solve (at least once a week).

47.1

33.2

16.5

3.2

My mentor helped me set up my room. 31.1 30.2 26.6 10.1 My mentor meets with me before or after school to plan.

46.0

32.0

27.2

4.3

I receive emotional support/encouragement from my mentor.

57.5

33.0

6.2

3.2

I observed my mentor or an experienced teacher model a lesson.

57.3

28.9

10.3

3.4

My mentor conducts observations of one of my lessons at least once a month.

49.1

34.3

12.3

4.3

My mentor provides helpful feedback after an observation of my teaching.

55.4

31.7

8.4

4.5

My mentor provides instructional resources.

53.1

36.8

7.1

3.0

We analyze student work. 32.6 37.2 23.0 7.2 My mentor shared daily procedures and HISD expectations and culture.

44.1

39.1

12.9

3.9

My mentor has helped me to effectively manage my class(es).

45.0

37.3

12.8

4.9

My mentor has helped me to effectively improve my instructional skills and teaching strategies.

46.9

38.1

10.5

4.5


13

On the Fall Questionnaire, teachers were asked to share their feedback on the professional development trainings they had attended before school started and during the first semester. Over 80 percent of teachers strongly agreed or agreed that they had gained helpful information about the district, the regional structure, the organizational culture, and the district curriculum (CLEAR).

What did beginning teachers report as their biggest challenges and greatest areas of need during their first year of teaching?

An optional section of the Fall Questionnaire was available for teachers to reflect on the challenges they faced as a new teacher. A total of 216 teachers noted their challenges. The response rates are presented in Table 4 (see page 14). The greatest challenge was classroom management and discipline. Approximately 23.6 percent of teachers noted that discipline problems within their classroom had distracted them from instruction and/or had taken away from their ability to complete instruction. Six percent of teachers responded that they struggled with being able to motivate and keep students engaged in lessons, which could cause classroom management issues.

Another issue that teachers considered a challenge was creating and delivering a variety of lessons for the diverse learners within their classrooms. Ten percent of teachers commented that they struggled with providing differentiated instruction for their classrooms, which included students who learned at different paces as well as students with special needs. Other challenges that were mentioned were lesson planning (8.3 percent), a lack of enough supplies and/or instructional resources (7.9 percent), time management (7.4 percent), a lack of teacher/administrator support (6.5 percent), paperwork (5.6 percent), being treated like the “new kid on the block” (4.6 percent), and dealing with a large classroom size (4.6 percent).

Table 3: Survey Response Rates of ABRAZO Teachers to School and Work Experiences, 2007−2008 Question Strongly

Agree %

Agree

%

Disagree

%

N/A %

I felt welcomed and supported. 55.9 36.0 7.7 0.4

Materials, supplies, and equipment are available.

39.9

48.4

10.9 0.9

School administrators are supportive and encouraging.

49.6

40.2

9.4 0.9

Routine duties and paperwork interfere with my planning.

23.1

33.8

39.8 3.2

Department/grade level meetings (PLCs) are helpful.

35.8

48.4

13.2 2.6

There is cooperative effort among staff members.

39.7

51.3

7.7 1.3

Principal/Assistant Principal conducts walk-through and gives feedback.

43.6

50.0

4.5 1.9

I am satisfied with my class size/teaching schedule.

40.9

43.1

14.9 1.1

I am comfortable in the school environment.

50.2

42.1

6.4

1.3 Student discipline is good on my campus. 30.1 45.4 22.4 2.1


14

Table 4. Survey Response Rates of ABRAZO Teachers for Areas of Challenge and Needs for Additional Support, 2007-2008

Areas of Challenge % Areas of Need for Additional Support %

Classroom Management 23.6 Classroom Management 20.4 Differentiated Instruction 10.2 Differentiated Instruction 17.5 Lesson planning 8.3 Lesson planning 12.9 Materials 7.9 Technology 11.7 Time management 7.4 Materials 11.1 Lack of Administrator Support 6.5 Engaging Students 8.2 Engaging Students 6.0 Curriculum 7.6 Paperwork 5.6 Administration 4.7 Being new 4.6 Paperwork 1.7 Classroom size 4.6 Analyzing Student Data 1.8

A total of 171 teachers also expressed the areas in which they wanted additional support. The response rates are presented in Table 4. Approximately, 20 percent of teachers requested additional support in classroom management and discipline. Seventeen percent of teachers mentioned needing materials for differentiating instruction for the various learners in the classrooms and 8 percent needed more assistance in developing creative lessons to engage students. In addition 12.9 percent of teachers wanted more training on lesson planning and 7.6 percent of teachers wanted more information about the district curriculum (CLEAR). Approximately, 12 percent of teachers noted the need for integrating more technology within their classroom and/or needing more training on technology as it related to instruction and lesson applications. What were the district’s retention rates for all teachers new to the district from 2003-2008?

In order to access teacher retention rates for all teachers new to the district, cohort data were compiled for the last five school years, 2003−2004 to 2007−2008. The cohort retention data are presented in Table 5 (see page 15). Table 5 reveals that, over the past five years, the percentage of new teachers that remained with the district after one year has steadily increased from 95.4 percent in 2003−2004 to 96.7 percent in 2007−2008. One exception to this steady increase was in the 2005−2006 school year, when 94.9 percent of first-year teachers stayed in the district. According to the latest teacher exit data, the percentages of new teachers leaving HISD after two, three, and four years have all slightly decreased. Specifically, the percentage of teachers leaving after two years for the 2006−2007 cohort was 12.1 percent as compared to 12.4 percent for the 2003−2004 cohort. The percentage of teachers leaving after three years was 21.2 percent for the 2005−2006 as compared to 21.6 percent for the 2003−2004. The percentage of teachers leaving after four years was 28.6 percent for the 2004−2005 cohort as compared to 29.7 percent for the 2003−2004 cohort. In general, fewer new teachers are leaving the district, which means retention rates are increasing with each passing school year.


15

Table 5. District Teacher Retention Data, 2003−2008* 2003−2004 2004−2005 2005−2006 2006−2007 2007−2008 N % N % N % N % N %

Total Number of New Teachers

1,687

100

1,828

100

1,858

100

1,807

100

1,606

100

Number of New Teachers Left HISD

2003−2004 84 4.6 − − − − − − − − 2004−2005 132 7.8 80 4.4 − − − − − − 2005−2006 155 9.2 160 8.8 94 5.1 − − − − 2006−2007 136 8.1 165 9.0 146 7.9 78 4.3 − − 2007−2008 68 4.0 117 6.4 152 8.2 141 7.8 53 3.3

Total Number of Exiting Teachers

575

33.7

522

28.6

392

21.2

219

12.1

53

3.3

Total Number of Retained Teachers

1,112

66.3

1,306

71.4

1,466

78.8

1,588

87.9

1,553

96.7

*The total number of new teachers for each cohort includes all teachers new to the district, regardless of years of experience.

How did teachers exiting the district at the end of the 2007−2008 school year feel about their working experiences in HISD?

Teachers who made the decision to end their teaching service at the end of the 2007−2008 school year were asked to fill out an electronic survey. One hundred and fifty-four teachers completed the on-line survey as of mid-August 2008. Table 6 (see page 16) provides a profile of the Exit Survey respondents. Nearly, 43 percent of exiting teachers indicated that they completed four or fewer years of teaching. Eighteen percent of teachers noted that they were exiting service after one year of teaching. Approximately, 49 percent of teachers were certified in an undergraduate program and 22 percent were certified through the HISD alternative certification program. Approximately, 50 percent of responding teachers decided to leave HISD to teach in another school district with 1.7 percent of those teachers citing higher salary as the reason. Twenty-one percent noted that they were leaving the district to pursue other career aspirations and 16 percent retired.

Additional findings from the survey are also presented. In general, exiting teachers responded that they were satisfied with the salary (69.1 percent), the professional development opportunities (61.8 percent), and the leadership opportunities (52.8 percent). The biggest area of dissatisfaction was recognition and support from administrators. Twenty-eight percent of teachers responded that they were extremely dissatisfied and 20.8 percent noted they were somewhat dissatisfied with the level of support they received from administrators. Teachers also expressed dissatisfaction in their influence over workplace policies and practices. Over 45 percent of teachers reported some level of dissatisfaction in this area. Entire survey data results will be reported out annually in a Research Brief from the Department of Research and Accountability.

Fifty-eight teachers who noted that they left HISD for another school district were directed to answer an additional set of questions during the on-line survey. These questions sought to assess the degree of influence various factors had on their decision to leave. Fifty-six percent of the teachers noted that a lack of feeling valued in the workplace was a determining factor and 17.5 percent responded it heavily influenced


16

Table 6. Profile of Exit Survey Respondents, 2007−2008 N % Total 154 100

First Year No 125 81.7 Yes 28 18.3 Number of Years Completed

1-4 65 42.8 5-10 42 27.6 11-15 12 7.9 16-20 10 6.6 21-25 5 3.3 26+ 18 11.8

Certification Pathway Certified in undergraduate program 73 48.7 Houston ISD Alternative Certification Program

33 22.0

Other Alternative Certification Program 33 22.0 Deficiency plan 9 6.0 Teach for America (through HISD) 7 4.7

Reasons to Leave HISD Accepted position in another district (other

reasons-not higher salary) 56 47.9

Pursuing Other Career Aspirations 25 21.4 Retired 19 16.2 Spouse job-related relocation 8 6.8

Family concerns (stay-at-home parenting, caregiver of sick relative)

5

4.3

Accepted position in another district (higher salary)

2 1.7

their decision to leave the district. Work conditions and policies and overall support from administrators were determining factors for leaving for 46.4 percent and 43.9 percent of teachers, respectfully. Thirty-five percent of teachers responded that their teaching assignment was a determining factor and 14 percent noted that their teaching assignment heavily influenced their decision to work in another district. Salary, benefits, and incentive pay were all rated as factors that had no influence on teachers’ decision to leave for 38.2 percent, 40.4 percent, and 58.2 percent of teachers, respectfully.

Since research has shown that administrators can play a role in teachers’ decision to leave a particular school or the teaching profession, questions about the effectiveness of building leadership were included in the Exit Survey for all exiting teachers. Table 7 (see page 17) displays the response rates. About 32 percent of teachers responded that their building leadership was not at all effective at communicating respect and valuing teacher input and 34.6 percent of teachers noted that their building leadership was not at all effective at involving the teaching staff to solve school or department problems. Approximately, 30 percent of teachers felt that their building leadership was very effective at encouraging professional collaboration among teachers and very effective at facilitating and encouraging professional development activities for teachers.


17

Table 7. Survey Response Rates of Exiting Teachers to Building Leadership Questions, 2007−2008 Indicate how effective your building level leadership addressed each of the following during your experience in HISD.

Very

effective

Somewhat effective

Slightly effective

Not at all effective

Communicated respect and valued teacher input 23.1 25.0 19.4 32.4

Provided instructional leadership 24.1 25.9 21.3 28.7

Encouraged effective professional collaboration among teachers

29.6 21.3 31.5 17.6

Involved teaching staff to solve school or department problems

24.3 15.9 25.2 34.6

Promoted a safe and orderly environment 27.1 32.7 23.4 16.8

Facilitated and encouraged professional development activities for teachers

29.9 33.6 27.1 9.3

Discussion

The ABRAZO New Teacher Induction Program has been developed to provide new teachers with

content and grade-level trainings as well as essential mentoring support to successfully navigate through their early years of teaching. During the 2007−2008 school year, the ABRAZO program was a comprehensive model induction program that included a mixed-model mentoring (campus-based and full-time mentors), instructional coordinators, professional learning community (PLC), and professional development trainings. The program aimed to increase the effectiveness, knowledge, and skills of new teachers; and to increase teacher retention by building teacher efficacy, confidence, and support structures.

Overall, new teachers reported high levels of satisfaction with the program’s mentor support structure and the professional development services. Over 60 percent of new teachers strongly agreed that they had a trusting and open relationship with their mentor and over eighty percent of teachers strongly agreed or agreed that the ABRAZO professional development trainings provided helpful information about the district and regional structure and culture. Teachers also reported gaining beneficial information about the district curriculum and instructional strategies.

Given the positive reflections from teachers about the ABRAZO program as well as the moderate increases in teacher retention, it is evident that the developments and enhancements made to the ABRAZO program since its inception have had substantial benefits for beginning teachers. Program components including mentoring, professional development, and learning communities have helped beginning teachers develop more confidence and improve their delivery of instruction. Efforts should be made to continue to strengthen the ABRAZO induction program.

Recommendations

1. The ABRAZO program provides a solid foundation about the district, region, and curriculum structure and practices such that all teachers new to the district, regardless of experience level, could benefit from the depth of information. Based on the positive responses and benefits experienced by beginning new teachers, it is suggested that efforts are continued to enhance the ABRAZO program.


18

2. First-year and second-year teachers noted that classroom management and discipline were their greatest challenges. Twenty-four percent of teachers noted that discipline problems within their classroom had distracted them from instruction and/or had taken away from their ability to complete instruction. School administrators, instructional coordinators, and mentors should collaborate to develop more and new ways to support beginning teachers in the areas of classroom management and discipline to help them manage behavior issues in the classroom.

3. New survey gathering techniques should be considered to get more exiting teachers to provide

reflections about their experiences in HISD. Only 154 teachers completed the on-line Teacher Exit Survey. A collaboration between the Professional Development Services department and the Human Resources department could be developed such that the Teacher Exit Survey could be incorporated into the resignation process and/or exit interview. More exiting teachers would be aware of the survey and have an opportunity to fill out the survey.

4. Approximately, 49 percent of exiting teachers reported some level of dissatisfaction with the level of

support they received from administrators. In addition, over 45 percent of exiting teachers noted dissatisfaction with their level of influence over workplace policies and practices. Training facilitators from the Professional Development Services department could consider incorporating new techniques on providing support for staff and encouraging teacher decision-making in building leadership (i.e., principal, administrators) trainings.


19

References

Barnes, G., Crowe, E., & Schaefer, B. (2007). The High Cost of Teacher Turnover in Five districts: A Pilot

Study. Washington DC: The National Commission on Teaching and America’s Future. Center of Cognitive Coaching. (2008). Overview of Cognitive Coaching. Retrieved from

http://www.cognitivecoaching.com/overview.htmHanushek, E. (2004). The revolving door: a path-breaking study of teachers in Texas reveals that working

conditions matter more than salary-research. Education Next. Available at http://findarticles.com/p/articles/mi_m0MJG/is_1_4/ai_111734755/print.

Houston Independent School District. (2004). ABRAZO New Teacher Induction Program Report 2003−2004. HISD, Department of Research and Accountability.

Houston Independent School District. (2008). Professional Development Services ABRAZO Program. Retrieved from http://www.houstonisd.org/portal/site/ProfessionalDevelopment

Ingersoll, R. (2002). The teacher shortage: A case of wrong diagnosis and wrong prescription. NASSP Bulletin, Vol. 86, (June 2002), pp.16-31.

Ingersoll, R. (2004). Why do high-poverty schools have difficulty staffing their classrooms with qualified teachers? Report Prepared for Renewing Our Schools, Securing Our Future. A National Task Force on Public Education, a joint initiative of the center for American Progress and the Institute for America’s Future.

Johnson, S., & Birkeland, S. (2003). Pursuing a sense of success: New teachers explain their career decisions. American Educational Research Journal, Vol.40, No. 3, pp. 581-617.

National Center for Education Statistics. (2007). Teacher Questionnaire: Schools and Staffing Survey. Retrieved from http://nces.ed.gov/surveys/sass/

National Commission on Teaching and America’s Future. (2003). No Dream Denied: A Pledge to America’s Children. Available at www.nctaf.org

The New Teacher Center. (2008). Retrieved from http://www.newteachercenter.orgSanders, W. & Rivers, J. (1996). Cumulative and Residual Effects of Teachers on Future Student

Academic Achievement. Research Progress Report. Knoxville, TN: University of Tennessee Value-Added Research and Assessment Center.

Smith, T. & Ingersoll, R. (2004). What are the effects of induction and mentoring on beginning teacher turnover? American Educational Research Journal, Vol. 41, No. 3, pp. 681-714. Snipes, J. & Horwitz, A. (2007). Recruiting and retaining effective teachers in urban schools. Washington,

DC: Council of the Great City Schools. Survey Monkey On-line Survey Management System. (2008). Retrieved from www.surveymonkey.com Strong, M. (2005). Mentoring new teachers to increase retention: A look at the research. Research Brief ,

December 2005, #05-01, Santa Cruz, CA: New Teacher Center@ UC Santa Cruz. Wong. H. (2004). Induction programs that keep new teachers teaching and improving. NASSP Bulletin,

Vol. 88, No. 838, pp. 41-58.

http://www.cognitivecoaching.com/overview.htm

http://findarticles.com/p/articles/mi_m0MJG/is_1_4/ai_111734755/print

http://nces.ed.gov/surveys/sass/

http://www.nctaf.org/

http://www.newteachercenter.org/


20

APPENDIX A

New Teacher/Mentee Fall Questionnaire

(Text version of Computer-based survey)

Congratulations to you for completing your first semester as a new teacher. Please take this opportunity to provide us with feedback about your beginning teacher experiences during the Fall 2007 semester. We value your responses which provide information to allow Houston ISD to continuously grow and improve support. The survey will have questions in the following areas: --Demographic Information --Mentor Support --School Experiences --New Teacher Reflections --Professional Development trainings For the benefit of your privacy, it is not necessary to provide a copy of this survey to your mentor or school. Please click on Continue to begin the survey.

Continue >>


21

APPENDIX A (CONTINUED)New Teacher Demographics 1. Indicate your Region. _________________________ (Dropdown box provided on computer version) 2. Indicate your School campus. ______________________ (Dropdown box provided on computer version) 3. Indicate the number of years of teaching experience you had before beginning this year with HISD. _____ 0 (1st yr. teacher) _____ 2-3 years *Exit the survey _____ 1 (2nd yr. teacher) _____ More than 5 years *Exit the survey 4. If you are working towards Texas Teacher certification this 2007−08 year in an Alternative Certification Program, select the program name. (Dropdown box provided on computer version) --If your ACP Program does not appear in the list, please select Other in the menu list and type the ACP Program name in the blank box. --If you are a certified first-year teacher, select First-year Certified Teacher. Other (please specify) ____________________________ (Text box provided for typing comments) 5. What grade level(s) do you currently teach? Check all that apply. ____ Prekindergarten ____ 6th ____ Kindergarten ____ 7th ____ 1st ____ 8th ____ 2nd ____ 9th ____ 3rd ____10th ____ 4th ____11th ____ 5th ____12th 6. Using the pulldown menu, identify your primary instructional content area. Examples of Areas—Elementary- Generalist (EC-Grade 2), Secondary-Mathematics- Middle School (Dropdown box provided on computer version) --If your primary Content Area does not appear in the list, please select Other in the menu list and type the Content Area(s) in the blank box.

Continue >>


22

APPENDIX A (CONTINUED)Mentor Support and Experiences 7. When did you meet your mentor for the first time? ____ The week before students began in August, 2007 ____Within the first 1-2 week(s) after I was hired as a new teacher ____Three weeks or more after I was hired as a new teacher ____I have not been assigned a mentor teacher. (Skip to question #9) ____Comments (optional)— (Text box provided for typing comments) 8. Mentor-NT partnership: Please read ALL statements first, then check all that apply. ____ I am assigned a campus-based mentor from the same campus. ____ My mentor and I are assigned to different campuses. ____ My mentor is a district-assigned Full Time Release Mentor. ____ My mentor is a member of my grade level team or content department. ____ My mentor is a member of a different grade level team or content department. ____ I am aware of the Campus Lead Mentor and have met and/or received support from him/her. ____ I was not aware that my school had a Campus Lead Mentor/Contact Person. ____ Comments (optional)— (Text box provided for typing comments)

Continue >>


23

APPENDIX A (CONTINUED)9. Respond to the following statements based upon your experiences with your mentor teacher: Question Strongly

Agree Agree Disagree N/A

We share a trusting and open relationship with effective communication.

We meet regularly to plan, ask questions, and/or problem-solve (at least once a week).

My mentor helped me set up my room.

My mentor meets with me before or after school to plan.

I receive emotional support/encouragement from my mentor.

I observed my mentor or an experienced teacher model a lesson.

My mentor conducts observations of one of my lessons at least once a month.

My mentor provides helpful feedback after an observation of my teaching.

My mentor provides instructional resources.

We analyze student work.

My mentor shared daily procedures and HISD expectations and culture.

My mentor has helped me to effectively manage my class(es).

My mentor has helped me to effectively improve my instructional skills and teaching strategies.

Continue >>


24

APPENDIX A (CONTINUED)School and Work Experiences 10. Respond to the following statements based upon your experiences in your school environment: Question Strongly


I felt welcomed and supported.

Materials, supplies, and equipment are available.

School administrators are supportive and encouraging.

Routine duties and paperwork interfere with my planning.

Department/grade level meetings (PLCs) are helpful.

There is cooperative effort among staff members.

Principal/Assistant Principal conducts walk-through and gives feedback.

I am satisfied with my class size/teaching schedule.

I am comfortable in the school environment.

Student discipline is good on my campus.

Continue >>


25

APPENDIX A (CONTINUED) New Teacher Reflections11. Share your personal reflections in response to each statement. Question Strongly


I have as much enthusiasm about teaching now as I did in the beginning of the year.

I feel that I am making an impact in my students' lives.

My university certification program provided a good foundation and practical experiences to prepare me for the classroom.

I feel my students are learning the materials I present in class.

I feel good about my choices to become a teacher in Houston ISD.

12. On a scale of 1 to 3, rate your level of instructional practice at the mid-year point: 1

Proficient 2

Growing 3

Struggling Classroom management strategies

Using CLEAR curriculum for planning

Identifying resources and manipulatives

Student data analysis Creating engaging activities

Using cooperative grouping

Integrating technology in instruction

Using formal and informal assessments

Implementing an effective grading system (grade book)

Parent communication

Motivating students

Working with Special Education students

Working with Second language learners (ESL)

Working with G/T students

Continue >>


26

APPENDIX A (CONTINUED)

13. Optional: Please share 1 to 2 comments on:

• challenges you faced as a new teacher; and • areas in which you would like additional support.

Challenges I faced as a (Text box provided for typing comments) new teacher: Area(s) in which I'd like (Text box provided for typing comments) additional support:

Continue >>


27

APPENDIX A (CONTINUED) Professional Development Training and Support 14. State-required trainings: Please read ALL statements, then check all that apply. Check at least one box in each grouping of statements. _____ I attended PDAS (Professional Dev. and Appraisal System) training in Houston ISD during this school year. _____ I completed PDAS training in a previous year in Texas and provided appropriate documents to my administrator. _____ I have not attended PDAS training and will register for a Spring session on eTRAIN. _____ I have a section of the TExES/ExCET exam to complete for certification. _____ I have taken and passed all portions of the required exams for my certification. 15. ABRAZO New Teacher Training: Please read ALL statements first, then check all that apply. _____ I attended the ABRAZO August Preservice on August 8-10, 2007 -Days 1-3. _____ I was hired after August/September and was not able to attend. I will attend the Spring Welcome/NEO on February 9, 2008, if applicable. _____ I attended the ABRAZO Day 4 Learning Community training on October 13 (or make-up dates), 2007. _____ I will attend ABRAZO Day 5 Learning Community training on January 26, 2008. _____ I will attend alternate content-related professional development session(s). All HISD trainings must reflect on your eTRAIN transcript to receive credit. 16. Share your feedback on the HISD ABRAZO Preservice activities (August 8-10, 2007) for new teachers. If you did not attend, please skip to question #17 I gained useful information on: Strongly Agree Agree Disagree N/A District and regional structure, culture, and support staff.

District curriculum (CLEAR) and on-line resources

Instructional resources for my teaching assignment

Information covered was appropriate and helpful.

Presenter(s) were knowledgeable, provided resources, and were able to respond to questions.

Comments (optional) -- (Text box provided for typing comments)

Continue >>


28

APPENDIX A (CONTINUED)

17. Please share 1 to 2 comments on the ABRAZO New Teacher Learning Community content/grade level trainings offered by Professional Dev. Services (PDS):

• value/strength; and • suggestions for improvement.

Value to me: (Text box provided for typing comments) Suggestions: (Text box provided for typing comments)

Continue >>


29

APPENDIX A (CONTINUED)Thank you! We appreciate your feedback. Your responses will be instrumental in improving professional development and support experiences for new teachers in Houston ISD. Thank you! Pearl Black [email protected] Manager ABRAZO New Teacher Induction Program Professsional Development Services Houston Independent School District 18. Optional: The HISD Professional Development Services department occasionally shares feedback with various audiences. Please provide your New Teacher Testimony if you would be willing to allow us to share your feedback. Providing your name is optional. What delighted or surprised you most about your new teacher support experience in HISD? What did you learn that will be a benefit to a new teacher? Your full name: (Text box provided for typing name) Your email address: (Text box provided for typing email address) Your testimonial: (Text box provided for typing comments)


30

APPENDIX B

HOUSTON INDEPENDENT SCHOOL DISTRICT

New Teacher Induction Program Fall Questionnaire

2007 – 2008

We invite you to participate in completing a survey of your teaching experiences in the Houston Independent School District (HISD). Your contribution assists in our evaluation process and is greatly appreciated.


31

APPENDIX B (CONTINUED)

INSTRUCTIONS

1) The data you enter on this form will be captured in an electronic format. Please print all information clearly (marking appropriate boxes), using a black or blue ball point pen.

Sample marking for answer choice

2) If you are unsure about how to answer a question, please give the best answer you can rather than leave it blank.

3) If you have questions, contact Houston Independent School District Research and Accountability, Mail Route 10 Kathy Terry, Ph.D. [email protected] 713-556-7548 office 713-556-6730 fax

FREQUENTLY ASKED QUESTIONS Why should I participate in this survey?

Information you provide contributes valuable data to guide our decisions as we provide resources for the development of effective work practices and a supportive organization. The compiled data will assist us to identify trends from the experiences and concerns of new teachers in Houston ISD. This will provide a foundation of needed support for beginning teachers to assist their practices and positively impact student achievement. As educators, we care about the development of all children.

Why is HISD conducting this survey?

The purpose of this survey is to collect relevant information about our organization’s support of teachers new to the profession. In addition, the survey will gather insights on the conditions of new teachers’ experiences in Houston ISD schools.

Who is conducting this survey?

Houston ISD Professional Development Services - New Teacher Induction Program in collaboration with the Department of Research and Accountability is conducting the survey.

Will my identity be kept confidential?

Yes. HISD will report the data only in statistical summaries so that individuals cannot be identified. Names or other personal information will not be captured in the compiled data. By the Research and Accountability team, you have been given an id number so that we can make sure you take the survey in the fall and the spring, however, that id number will not revealed to anyone.

How do I complete and submit the questionnaire?

1) Complete this hard copy and return to Dr. Kathy Terry, HISD Research and Accountability in the enclosed envelope. You can also fax your completed survey to (713) 556-6730.

mailto:[email protected]


32


New Teacher Induction Program Fall Questionnaire

2007 – 2008

1. Is this your FIRST-YEAR teaching in Houston ISD?

Yes No

2. Select the statements that apply to you.

I am currently a Texas certified teacher with no prior teaching experience.

I am an international teacher with teaching experience in another country.

I am currently participating in the following ACP or university-based program:

Check one: HISD ACP/Teach for America Region IV ACP

ACT-Houston I Teach TX

Other ACP or University (please specify): ______________

3. Which grades are you teaching in your FIRST YEAR teaching assignment?

Mark (X) for all that apply.

Prekindergarten 7th

Kindergarten 8th

1st 9th

2nd 10th

3rd 11th

4th 12th

5th Elementary multiple grades

6th Secondary multiple grades

4. What is your certification or the certification you are seeking? Mark (X) for all that apply.

Elementary Secondary High School

Bilingual ESL Regular

Special Education Content Area: __________________


33

APPENDIX B (CONTINUED) 5. Which of the following best describes your MENTOR assignment?

a. I am assigned a campus teacher mentor in the same content area

b. I am assigned a campus teacher mentor from a different content area

c. I am assigned a teacher mentor from another campus

d. I am assigned a full time mentor teacher from the district

e. I do not have a mentor

6. When did you meet your mentor for the first time?

a. The week before school began

b. The first week of school

c. At the end of August

d. I have never met my mentor

7. How often does your MENTOR collaborate with you (such as in person, via e-mail, or by phone?)

a. Daily

b. Once or twice a week

c. Every other week

d. Every two weeks e. Once a month


34

APPENDIX B (CONTINUED)SCHOOL ORGANIZATION: CONDITIONS AND EXPERIENCES 8. To what extent do you agree or disagree with each of the following statements? Mark (X) in the box that corresponds to your level of agreement for each statement.

Strongly agree

Somewhat agree

Somewhat disagree

Strongly disagree

Not applicable

a The principal lets staff members know what is expected of them.

1 2 3 4 5

b Necessary materials such as textbooks and supplies are available.

1 2 3 4 5

c Necessary equipment such as a copy machine is available to conduct instruction

1 2 3 4 5

d The school administrator’s behavior toward the staff is supportive and encouraging.

1 2 3 4 5

e Routine duties and paperwork interfere with my planning. 1 2 3 4 5

f Opportunities are provided for collaboration with grade/content level in planning instruction.

1 2 3 4 5

g I engage in reflective conversations regarding teaching practices with grade level team/colleagues/mentor.

1 2 3 4 5

h There is a great deal of cooperative effort among the staff members for school initiatives.

1 2 3 4 5

i The principal or assistant principal conducts walkthroughs and gives constructive feedback.

1 2 3 4 5

j There is a large focus on performance of students on state/local tests.

1 2 3 4 5

k Student assessment data is used at my campus to make instructional decisions.

1 2 3 4 5

l I am satisfied with my class size. 1 2 3 4 5

m I am generally satisfied with my decision to become a teacher. 1 2 3 4 5

n The principal and/or assistant principal has an open door policy/accessible. 1 2 3 4 5

o The principal and/or assistant principal is visible on campus. 1 2 3 4 5

p Support meetings are conducted at my campus for new teachers. 1 2 3 4 5

q I felt welcomed and supported my first semester from faculty and staff members. 1 2 3 4 5


35

APPENDIX B (CONTINUED) MENTOR SUPPORT SYSTEM

9. To what extent do you agree or disagree with each of the following statements? Mark (X) in the box that corresponds to your level of agreement for each statement.

Strongly agree

Somewhat agree

Somewhat disagree

Strongly disagree

Not applicable

a My mentor and I share a trusting, open relationship. 1 2 3 4 5

b I can contact my mentor any time via telephone or e-mail.

1 2 3 4 5

c My mentor responds to my calls or e-mails in a timely manner.

1 2 3 4 5

d I meet with my mentor at least once a week. 1 2 3 4 5

e I have observed my mentor conduct a lesson. 1 2 3 4 5

f My mentor went over the teaching resources that are in my classroom.

1 2 3 4 5

g My mentor covered my class while I observed an experienced teacher.

1 2 3 4 5

h My mentor conducted an observation of one of my lessons at least once a month.

1 2 3 4 5

i I received constructive feedback from my mentor after observations or walkthroughs.

1 2 3 4 5

j My mentor provides me with resources for instruction and classroom management.

1 2 3 4 5

k My mentor has participated in our grade level/content meetings.

1 2 3 4 5

l My mentor provided assistance with instructional planning and activities.

1 2 3 4 5

m My mentor stayed with me before or after school, or during my conference period to plan, when necessary.

1 2 3 4 5

n I feel I can count on my mentor for support. 1 2 3 4 5

o I can talk freely with my mentor. 1 2 3 4 5

p I received emotional support/encouragement from my mentor.

1 2 3 4 5

q My mentor informed me about professional development opportunities.

1 2 3 4 5

r My mentor helped me with setting up my classroom. 1 2 3 4 5

s My mentor has given me constructive feedback of my teaching practices.

1 2 3 4 5



36

TEACHING REFLECTIONS

10. To what extent do you agree or disagree with each of the following statements? Mark (X) in the box that corresponds to your level of agreement for each statement.

Strongly agree

Somewhat agree

Somewhat disagree

Strongly disagree

Not applicable

a I feel that I am making an impact in my students' lives.

1 2 3 4 5

b I am confident in my abilities to teach my students. 1 2 3 4 5

c I have as much enthusiasm about teaching now as I did in the beginning of the year.

1 2 3 4 5

d I feel my students are learning the materials I present in class.

1 2 3 4 5

e I know that I can exert a positive influence on the academic development of my students.

1 2 3 4 5

AREAS OF SUPPORT

11. Identify topics from which you received specific assistance. Check all the support that applies.

ABRAZO/ Campus/ PDS Mentor Peer Administrative Trainings No Topics Support Support Support Support SupportClassroom setup Campus/District policy/procedures CLEAR Curriculum/ Lesson planning Classroom management Instructional strategies Small-group activities Student assessments Grade book setup Student data analysis Special needs student Differentiated instruction PDAS-Formal Evaluation Parent communication Technology equipment/software


37

APPENDIX B (CONTINUED)12. List 2 or more challenges have you faced as a new teacher.

13. List 2 or more areas where we could have provided additional support.

14. So far in this school year, grade yourself as a teacher in overall practice and effectiveness. Mark (X) in the box for your response.

A+ A A- B+ B B- C+ C C- D+ D D- F

Additional Comments (optional)

Thank you for taking the time to complete the New Teacher Induction Program Fall Questionnaire. Your feedback will help guide our efforts to improve the experiences of new teachers in Houston ISD so that they may better serve our students. If you have questions about the questionnaire, contact Dr. Kathy Terry at Houston ISD Department of Research and Accountability [email protected] or 713-556-7548.

mailto:[email protected]


38

APPENDIX C

Exit Survey for Teachers Resigning 2007−2008 Year

(Text version of Computer-based survey) We invite your participation in completing this on-line Teacher Exit Survey in reflecting on your teaching experiences in the Houston Independent School District (HISD). Sharing your feedback about what the district is doing well and what it could be doing better will help us to focus our attention on the areas that most need improvement. Click NEXT to proceed to the Instructions page.

Next >>


39

APPENDIX C (CONTINUED)

2. FREQUENTLY ASKED QUESTIONS If you want to proceed to the Instruction page, scroll down and click NEXT. 1) Why should I participate in this survey? Information you provide contributes valuable data in providing appropriate resources for the development of effective work practices and a more supportive organization. The compiled data assists in identifying trends from the experiences of teachers in Houston ISD. The feedback informs the District’s practices in supporting teachers to positively impact student achievement. 2) Why is HISD conducting this survey? HISD seeks to collect relevant information about our organization’s support of teachers. The survey allows HISD to gather insights on the conditions and experiences of our teachers. 3) Who is conducting this survey? The HISD Human Resources and Professional Development departments are conducting the survey. 4) Will my identity be kept confidential? Yes. HISD will report the data only in statistical summaries so that individuals will not be identified. Name and employee ID are requested to verify employment status. However, names or other personal information will not be reported in the compiled data or provided to outside agencies. 5) Who do I contact if I have questions? If you have questions, contact Houston ISD Professional Development Services *** 713-556-7100 Harold Winston [email protected] Melanie Evans-Smith [email protected]

<< Prev

Next >>


40

APPENDIX C (CONTINUED)3. INSTRUCTIONS 1) Please answer each question with the best response that applies to your experience. 2) You will either click in the box to mark your response; select from a drop-down menu; or type in your response. 3) If you have to revisit your response on a previous page, use the PREVIOUS button on the bottom of the survey screen (scroll down). Do not use the BACK button on your browser.

4) Answer ALL questions before moving to the next page. Then, scroll down and click NEXT to advance through the survey.

Click NEXT to continue.

<< Prev

Next >>

4. DEMOGRAPHIC INFORMATION *1. Employee ID number (5-digit number) (Text box provided for typing comments) Data used to verify employment. 2. Provide your name as recorded on Houston ISD records. Last Name: (Text box provided for typing comments) First Name: (Text box provided for typing comments) Middle Initial: (Text box provided for typing comments) *3. Did you begin as a FIRST-YEAR teacher in Houston ISD in 2007−2008? Yes No 4. Indicate the number of years you have completed in Houston ISD as a teacher. 1-4 5-10 11-15 16-20 21-25 26+ 5. Click in the box that indicates your initial pathway to earn your teaching certification.

Certified (in undergraduate program) Deficiency plan Teach for America (through HISD) Houston ISD ACP Other Alternative Certification Program Other (please specify) (Text box provided for typing comments)

*Requires a response before respondent can move to next page

<< Prev

Next >>


41


5. DECISION TO LEAVE HOUSTON ISD *1. Click (X) for the one statement that best describes your decision to leave Houston ISD. I retired.

** I resigned to accept a position in another school district for a higher salary (public or private; in-state or out-of-state) – excluding college/university university.

** I resigned to accept a position in another school district for reasons other than salary (i.e. leadership opportunity, teaching assignment, climate, closer to home, etc. public or private; in-state or out-of-state) – excluding college/university.

Declining enrollment dissolved my position and I choose to leave the district.

I resigned to accept a position at a college or university.

I am leaving teaching to pursue other career aspirations and outside opportunities.

Spouse job-related relocation

I resigned due to not completing my teaching certification.

Family concerns (such as stay-at-home parenting, care-giver for sick relative, return to home state, etc.) *Requires a response before respondent can move to next page

**Respondents automatically directed to question 6. Decision to Leave-Part 2; All others directed to question 7. Reflections on Your Experiences in the Profession

<< Prev

Next >>


42


6. DECISION TO LEAVE -Part 2 1. For each factor that actually influenced your decision to leave Houston ISD schools to seek a position in another school district, click the degree of influence. Determining

Factor Heavily

Influenced Moderately Influenced

Slightly Influenced

No Influenced

Salary

Benefits (i.e. options, plans, payments)

Incentives (i.e. stipends, performance pay)

Proximity to school/district

Job security

Teaching assignment

Leadership position or promotion

Workplace conditions and policies

Professional development opportunities

Overall support from administrators

Overall support from district

Sense of value in workplace

Other (please specify) (Text box provided for typing comments)

<< Prev

Next >>


43


7. REFLECTIONS ON YOUR EXPERIENCES IN THE PROFESSION 1. Rate your overall teaching experience in HISD in terms of each of the following aspects. Click one box for each row. Extremely

Satisfied Slightly Satisfied

Neutral Somewhat Dissatisfied

Extremely Dissatisfied

Salary

Benefits -Health insurance

Benefits -Retirement plan

Having district performance model to offer incentive pay (i.e. ASPIRE awards)

Opportunities for self-directed professional development

Recognition and support from administrators

Leadership opportunities

Influence over workplace policies and practices

Autonomy in classroom decisions

Sense of personal accomplishment (I made a difference)

Input in teaching assignment (grade level, content, classroom structure, school location, etc.)

<< Prev

Next >>


44


8. SCHOOL ORGANIZATION: Conditions and Experiences 1. Rate the impact of the school conditions on your overall efficacy (satisfaction, ability to do the job, performance) in teaching. Consider your overall experience in HISD. Click X in a box for each row. Consistently

Positive Moderately

Positive Moderately

Negative Consistently

Negative Not applicable or Indifferent

Campus leadership District-or Regional-level support

Access to the district curriculum

Resources available Use of data to inform practices at school level (i.e. Value-added data, TAKS, etc.)

Campus-based professional development

Time to plan and learn with colleagues

Time to individually plan Campus management plan for student misbehavior

Focus on state and/or local tests and/or results

Support to teach students with special needs (ie, G/T, Special Ed., varied Reading levels, ESL/Bilingual, etc.).

School climate and culture

School safety



45

2. Indicate how effective your building level leadership addressed each of the following during your experience in HISD. Click a rating for each statement. Very

effective Somewhat effective

Slightly effective

Not at all effective

Communicated respect and valued teacher input

Provided instructional leadership

Encouraged effective professional collaboration among teachers

Involved teaching staff to solve school or department problems

Promoted a safe and orderly environment

Facilitated and encouraged professional development activities for teachers

SURVEY COMPLETE Thank you for your time in completing this Teacher Exit Survey. Your feedback will help guide our efforts to improve the experiences of teachers in Houston ISD so that they may better serve our students. 1. OPTIONAL: Additional Comments (Text box provided for typing comments)

Documents

ABRAZO EVALUATION REPORTABRAZO New Teacher Induction Program are: (1) to increase the effectiveness, knowledge, and skills of new teachers and mentors; and (2) to increase teacher