New Teacher Center's two - year
Teacher Induction program prepares mentors to support new teachers and accelerate growth through 1:1, ongoing, job - embedded feedback and formative assessments in an optimal learning environment for both educators and students.
Not exact matches
Currently, Title II of ESSA supports
teacher residency
programs that
prepare teachers in shortage subject areas or to teach in high - needs schools; high - quality
induction programs; job - embedded professional development focused on continuous improvement of
teachers» skills; and career ladders for accomplished
teachers.
We also know that some of the options available for funding under Title II such as
induction programs and rigorous
teacher residency
programs will support our ability to address
teacher shortages and help us provide everyone's children with fully
prepared and effective professional
teachers.
More than half of rural districts and a third of high - need districts report not having enough
teachers or staff, despite years of investments in
teacher induction and support
programs (Legislative Analyst's Office 2016).10 In the long run, the state should continue and expand its current
programs to
prepare, recruit, and retain high quality math
teachers, particularly in hard - to - staff areas.
New
Teacher Center describes strong
induction programs as those that include instructional mentoring for new
teachers by carefully selected, well -
prepared mentors; formative assessment for
teachers and support systems to drive continuous improvement; professional learning communities for mentors and new
teachers; engaged principals; and supportive school environments and district policies.9 Research suggests that regular contact between beginning
teachers and mentors over a period of at least two years can propel improved teaching and greater student learning.10
First - year
teachers often feel underprepared when they first enter the classroom, and are less likely than more experienced
teachers to report being well
prepared to implement state or district curriculum.45 As a result, nearly one in seven new
teachers leaves the classroom before completing their third year, with most citing classroom management, the burden of curriculum freedom, and unsupportive school environments as their greatest stressors.46 Too often,
teachers begin their careers in a sink - or - swim situation, with little to no formal
induction or support system and inadequate professional learning.47 By providing new
teachers with evidence - based professional learning — including through comprehensive, high - quality
induction programs — schools and districts can create a more supportive pathway to success in the classroom.
The first year of teaching is often a blur of lessons learned in the hot seat while students fail to learn all that they could.13 Nearly 1 in 7 new
teachers leave the classroom before completing their third year, with most citing classroom management, the burden of curriculum freedom, and unsupportive school environments as their greatest challenges.14 According to the National Center for Education Statistics,
teachers with three or fewer years of teaching experience are less likely than more experienced
teachers to report being very well -
prepared to maintain order and discipline in the classroom.15 Additionally, new
teachers were less likely than more experienced
teachers to report being well -
prepared to implement state or district curricula.16 Residency and
induction programs can provide essential practical training in classroom management, assessment and data literacy, and differentiation or special education techniques.17
As one who has looked into
teacher preparation
programs and has been a
teacher for many years, I would like to see all
programs focus on
induction and support so that all
teachers enter the workforce well
prepared for the challenges they will face.»