Comprehensive teacher induction programs¶

Element · All elements
Evidence · 8 claims (1 mixed, 7 against) · 5 studies (4 causal, 1 theoretical), q1–q3 · 0 of 5 report an effect size · 5 claims rest on one study

Description¶

Comprehensive teacher induction is a support model for new teachers that "goes beyond traditional induction by relying on carefully selected and trained full-time mentors". It also "includes an intensive curriculum involving instructional support and professional development, opportunities to observe experienced teachers, and assessment tools for teachers that permit ongoing evaluation of practice and constructive feedback". It was evaluated against business-as-usual induction in a national randomized controlled study.

Design Implications¶

Context¶

Requirements¶

• Carefully selected and trained full-time mentors
• An intensive curriculum involving instructional support and professional development
• Opportunities to observe experienced teachers
• Assessment tools permitting ongoing evaluation of practice and constructive feedback

Constraints¶

• In its second-year randomized evaluation, it produced no measurable improvements in student test scores, retention, or retained-teacher qualifications relative to business-as-usual induction

Target Learners¶

• New teachers

Target Learning Goals¶

• Instructional support for new teachers
• Ongoing evaluation of teaching practice and constructive feedback
• Reducing teacher turnover

Claims¶

• Comprehensive teacher induction did not measurably improve the qualifications of teachers who were retained compared to business-as-usual induction [-M]
• Comprehensive teacher induction did not measurably increase the percentage of teachers remaining in their district or in the profession compared to business-as-usual induction [-M]
• Comprehensive teacher induction did not lead to measurable improvements in student test scores compared to business-as-usual induction in the second year of a randomized controlled study [-M]
• Comprehensive teacher induction produced no measurable improvements whether delivered as a one-year or two-year program [-M]
• Working conditions shape educator retention and also influence recruitment decisions and the effectiveness of collaborative evaluation and induction [~W]
• Comprehensive teacher induction generated no significant improvements in student achievement in the first year [-M]
• Comprehensive teacher induction did not increase teacher retention during novice teachers' first year [-M]
• Comprehensive teacher induction generated no significant improvements in novice teachers' classroom practices in the first year [-M]

Related Elements¶

• Comprehensive teacher induction program model
• Comprehensive teacher induction programs (full-time trained mentors plus structured support curriculum)

Examples¶

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Key Sources¶

• Eric Isenberg, Steven Glazerman, Martha Bleeker, Amy Johnson, Julieta Lugo-Gil, Mary Grider, Sarah Dolfin, Edward Britton. (2009). Impacts of Comprehensive Teacher Induction: Results from the Second Year of a Randomized Controlled Study. Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. https://www.mathematica.org/publications/impacts-of-comprehensive-teacher-induction-results-from-the-second-year-of-a-randomized-controlled-study