Improving the Effectiveness of Beginning Teachers

Improving the Effectiveness of Beginning

TeachersWashington, DC

July 17, 2014

Ellen Moir,Chief Executive Officer

Copyright © 2014 New Teacher Center. All Rights Reserved.

Every child deserves a great teacher.


Teacher effectiveness is the most important factor in student learning

Root Cause

Problem

Great teachers are MADE, not born

The system is failing to make great teachers

Low-income schools are getting the newest, least effective teachers

DriversNTC’s Insight

NTC’s Solution

New teachers…

• Poor preparation

• Toughest assignments

• Sink or swim on the job

So 50% quit within 5 years

• Great teachers are made, not born

• Support teachers well early in career so students learn more and teachers stay

Intensive teacher induction model dramatically improves effectiveness of new teachers


New Teacher Center improves student learning

by accelerating the effectiveness of new teachers and school

leaders.


New teacher gets better faster and

stays longer

Increased Student Achievement

System-wide Impact

NTC trains mentor

New teacher gets on early path to

excellence

Mentor supports new teacher


NTC’s (TELL) InitiativeTeaching, Empowering, Leading and Learning!


Involves working with key education stakeholders to administer NTC’s anonymous teaching conditions survey across a state.

The purpose is to gather input from those people which research shows have the most affect on student achievement: the teachers and administrators in our schools.

The data collected is publicly reported at the school and district levels as well as the state level.

Guides and tools are provided by NTC to help leaders utilize their TELL data in improvement planning.

NTC’s (TELL) Initiative


What Have We Learned?

Research Shows:

1. Connection to Student Achievement*

2. Connection to Keeping Effective Teachers*

* Please contact NTC for details on research related to any of the above items


NTC’s Cross-State Analyses of TELL State Results 2012-2013

In summary:• Educators agree that conditions in

five of the eight survey areas are present in their schools: School and Teacher Leadership, Community Engagement and Support, Facilities and Resources, Managing Student Conduct

• Instructional practices, professional development, time are lacking. Educators across the nine states consistently report that they lack time to collaborate and plan and are burdened with routine paperwork.

• Certain states showed consistency in indicating the presence of positive teaching conditions.

Please visit http://www.newteachercenter.org/products-and-resources/all/161 to download Report.

http://www.newteachercenter.org/products-and-resources/all/161

The numbers in this chart represent approximately 42,000 new teachers (years 1-3) across these seven states.

0

10

20

30

40

50

60

70

80

90

100

59.4

77.1

67.861.5

90.0

81.3

63.268.5

94.9

83.680.7

77.376.7 77.5

66 68.3

81.187.5

76.3 7676.6 76.4

63.169.1

73.6

83.1

71.6 73.5

Percent of Beginning Teachers In-dicating School Supports Exist on

Select TELL Survey QuestionsOR 2014 MA 2014 NC 2014 CO 2013 KY 2013 MD 2013 TN 2013

Pe

rce

nt

Agr

ee

me

nt

(S

um

of

‘Agr

ee

’ an

d ‘S

tro

ngl

y A

gre

e’)

Improved my instructional practice

Has helped me to impact my students’ learning

Has been important in my decision to continue teaching

at this school

0

10

20

30

40

50

60

70

80

90

100

72.8 73.3

63.6

78.5 80.574.6

78.8 80.5

72.274.3 75.8

68.2

84.8 86.480.4

72.7 74.9

64.8

77.8 78.6

72.1

Overall, the additional support I received as a new teacher:

OR 2014 MA 2014 NC 2014 CO 2013 KY 2013 MD 2013 TN 2013

Perc

ent A

gree

men

t (S

um o

f ‘Ag

ree’

and

‘Str

ongl

y Ag

ree’

)

The numbers in this chart represent approximately 42,000 new teachers (years 1-3) across these seven states.


Policy Recommendations


Require comprehensive induction programs for new teachers following entry-level licensure, extending for a minimum of two years.

Successful completion of a high-quality induction program that provides embedded coaching and feedback by well-trained mentors should be a requirement for professional licensure.


Embed analysis and improvement of teaching and learning conditions in school improvement processes at the state, district, and school level.

• States should promote the involvement of educators, school and district leaders, and communities in using data from validated surveys to identify and improve key elements of a positive school environment.

• Principals require preparation and support in leading teacher development and creating supportive conditions for teaching and learning.


Thank youFor More Information:

Ellen Moir

Founder & CEO

[email protected]

www.newteachercenter.org

Documents

Improving the Effectiveness of Beginning Teachers