Comprehensive teacher induction programs (full-time trained mentors plus structured support curriculum)¶

Element · All elements
Evidence · 3 claims (3 against) · 3 studies (3 causal), q3 · 0 of 3 report an effect size

Description¶

The article describes comprehensive teacher induction as a support model for novice teachers in which "comprehensive teacher induction provides novice teachers with carefully selected and trained full-time mentors, as well as a curriculum of intensive and structured support." Two such programs were evaluated in a large-scale randomized controlled study, with first-year impacts measured on teacher retention, classroom practices, and student achievement.

Design Implications¶

Context¶

Requirements¶

• Carefully selected and trained full-time mentors
• A curriculum of intensive and structured support

Constraints¶

• First-year impacts on retention, classroom practices, and student achievement were null in the evaluated randomized controlled study

Target Learners¶

• Teachers just entering the profession

Target Learning Goals¶

• Improving classroom practices
• Improving student achievement
• Increasing teacher retention

Claims¶

• Comprehensive teacher induction produced no significant improvements in student achievement in year 1 [-W]
• Comprehensive teacher induction produced no significant improvements in classroom practices in year 1 [-W]
• Comprehensive teacher induction did not increase teacher retention during novice teachers' first year [-W]

Related Elements¶

• Comprehensive teacher induction program model
• Comprehensive teacher induction programs

Examples¶

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Key Sources¶

• Steven Glazerman, Sarah Dolfin, Martha Bleeker, Amy Johnson, Eric Isenberg, Julieta Lugo-Gil, Mary Grider, Edward Britton. (2009). Comprehensive Teacher Induction: Year 1 Impact Findings from an RCT. Washington, DC: Annual Institute of Education Sciences Research Conference. https://www.mathematica.org/publications/comprehensive-teacher-induction-year-1-impact-findings-from-an-rct