ERIC ED504236: Teacher Induction in Illinois: Evidence from the Illinois Teacher Study. Policy Research Report IERC 2003-2

16 Pages·2003·0.13 MB·English

by  ERIC

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Illinois Education Research Council
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Bringing Research to Policy and Practice
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P R R : IERC 2003-2
OLICY ESEARCH EPORT
Teacher Induction in Illinois:
Evidence from the Illinois Teacher Study
In this second report using data from the induction activities that we asked about. Most
Illinois Teacher Study, we provide results about teachers found the activities at least somewhat
teachers’ satisfaction with their preparation helpful in their transition to teaching.
courses and their participation in induction
activities. We also assessed the relationship Is participation in induction activities associated
between participation and intentions to remain in with intention to remain in teaching? We asked
teaching. new teachers if they intended to still be teaching
in 2006. Teachers who received at least six of the
Satisfaction with teacher preparation. Illinois’ eight induction activities we included were twice
teachers who entered teaching from the mid as likely to tell us that they intended to remain in
1990s to 2001 told us they were satisfied with teaching. And four activities stood out as most
their preparation programs. More than 80% felt important for retention – reduced assignments
their programs prepared them at least adequately such as committee work, release time to observe
to be ready for teaching. Somewhat fewer other teachers, workshops on topics such as
teachers were satisfied with their preparation to teaching methods, lesson planning or student
work with students with special needs, implement discipline, and access to computers and other
the Illinois Learning Standards, and use technologies to assess and try out classroom
technology for professional and instructional applications.
purposes. In focus groups, teachers told us they
would have liked to have more student teaching Illinois teachers find each of their induction
experience, and more realistic expectations of activities helpful. However, it is only by
what their first year of teaching would be like. providing a full range of opportunities, that
include most activities associated with induction
Participation in Induction Activities. The programs that we can expect to increase the
experiences new teachers have when entering proportion of teachers who choose to remain in
teaching can have a profound influence on their teaching.
successful transition into the profession and their
choices to remain in teaching. Induction This report, Teacher Induction in Illinois:
activities that help with this transition are the Evidence from the Illinois Teacher Study, is also
building blocks of an ongoing process of available at http://ierc.siue.edu under
professional development that accompanies “Publications.” For more information contact Dr.
teachers’ growth throughout their careers. Brenda Klostermann at the Illinois Education
From this study we have learned that nearly all Research Council. Her email is [email protected].
schools/districts in the Illinois public schools are
providing some type of induction activity, and Jennifer B. Presley
that most are providing a wider range of activities Director, IERC
than even five years ago. More than half of the
newest teachers, those who became certified in
1999-2000, received at least six of the eight
http://ierc.siue.edu IERC-2003-2
Teacher Induction in Illinois:
Evidence from the Illinois Teacher Study
Brenda K. Klostermann and Jennifer B. Presley, IERC
Michael T. Peddle and Charles E. Trott, with Lisa Bergeron, Center for Governmental Studies, NIU
HIGHLIGHTS OF FINDINGS
This report explores the early professional Ratings for “how to use technology” have improved
development activities of teachers who received (65% for Starters, 53% for Stayers).
initial certification in 1999/2000 (“Starters”) and
teachers with up to five years of teaching In focus groups, teachers indicated they would have
experience (“Stayers”) in the Illinois public liked to have more student teaching experience, and
schools (IPS). more realistic expectations about how hard their first
year of teaching would be.
S T
ATISFACTION WITH EACHER
PREPARATION COURSES PARTICIPATION IN INDUCTION ACTIVITIES
Both Starters and Stayers felt their undergraduate Schools and districts have stepped up new teacher
studies and teacher preparation courses adequately induction activities to help newly certified teachers
prepared them for teaching. “swim” rather than “sink” during the first year of
teaching.
Areas in which individuals reported feeling
adequately prepared include: (cid:127) Nearly all teachers in the study reported
• How to work collaboratively, receiving at least one induction activity,
and 90% received at least two.
(cid:127) Knowledge of the subject matter that they
are certified to teach, (cid:127) More than half (54%) of the Starters
received at least six of the eight activities
(cid:127) Overall readiness to teach,
included in the study, compared to just
(cid:127) Knowledge of and practice in appropriate
one third (32%) of the more experienced
instructional techniques, and,
Stayers.
(cid:127) Knowledge of and practice in assessment
techniques for their certified subject Induction activities most likely to have been
matter. received by both teacher groups include:
(cid:127) Access to computers and other
Areas in which individuals felt less prepared technologies to assess and try out
include: classroom applications (85% Starters;
(cid:127) How to work with students with special 72% Stayers),
needs,
(cid:127) District/school workshops aimed at new
(cid:127) How to implement the Illinois Learning teachers (81% Starters; 73% Stayers), and,
Standards into lessons, and,
(cid:127) Access at district/school expense to topical
(cid:127) How to use technology for professional workshops (e.g., teaching methods, lesson
and instruction purposes. planning, student discipline) (81%
Starters; 79% Stayers).
IERC-2003-2 2 http://ierc.siue.edu
Induction activities least likely to have been (cid:127) Access at district/school expense to attend
received, again for both teacher groups, include: workshops on topics such as teaching
(cid:127) Reduced duties (e.g., no committee methods, lesson planning, or student
assignments) (44% Starters; 34% Stayers), discipline, and,
and,
(cid:127) Access to computers and other
(cid:127) Release time to observe other teachers
technologies to assess and try out
(45% Starters; 37% Stayers).
classroom applications.
(cid:127) Starters were more likely to have received
classroom observation by experienced Twice as many Starters who participated in at least
teachers that were Stayers (61% versus six different induction activities reported intentions
36%). to be teaching in 2006.
(cid:127) About a third of those receiving from one
HELPFULNESS OF INDUCTION ACTIVITIES to five activities did not intend to be
teaching in 2006, compared to about 15%
Most teachers in both groups found all of the of those who received six or more
induction activities they received during their first activities.
year of teaching to be “somewhat” to “very” helpful.
And they hold similar opinions about which THE ROLE OF TEACHER SATISFACTION IN
induction activities were most helpful. INTENTIONS TO CONTINUE TEACHING
About half of teachers in the two groups found New teachers’ general satisfaction with teaching is
the following activities very helpful: related to:
(cid:127) Access to computers and other (cid:127) Finding their induction activities helpful,
technologies to assess and try out (cid:127) Receiving more induction activities,
classroom applications (56% Starters;
(cid:127) Receiving specific induction activities:
54% Stayers),
! Support sessions with school
(cid:127) Formal assignment of an experienced
administrators,
teacher to provide mentoring (55%
! Release time to observe other teachers,
Starters; 52% Stayers), and,
(cid:127) Access at school or district expense to ! Topical workshops, and,
seminars or workshops on topics such as ! Access to computers and other
teaching methods, lesson planning, or
technologies to assess and try out
student discipline (53% Starters; 44%
classroom applications, and,
Stayers).
(cid:127) Intending to teach in 2006.
P I A ! 85% of new teachers who are “very
ARTICIPATION IN NDUCTION CTIVITIES
I C T satisfied” intended to teach in 2006,
AND NTENTIONS TO ONTINUE EACHING
compared to
Four specific activities were associated with the ! 63% of those who are “somewhat
Starters’ intention to be teaching in 2006. However, satisfied,” and
two of the four (reduced activities and release time to ! 54% of those who are “dissatisfied”
observe other teachers) were least likely to have been
with teaching.
received.
(cid:127) Reduced duties (e.g., no committee
work),
(cid:127) Release time to observe other teachers,
http://ierc.siue.edu 3 IERC-2003-2
INTRODUCTION
This report explores the early professional first year of teaching has more than tripled over
development activities of newly certified teachers the last decade, from 16-17% of teachers with
and teachers with one to five years of teaching more than ten years of experience to 55% of
experience in the Illinois public schools (IPS). teachers who have taught for fewer than five
Data for this report were collected as part of a years.” (Darling-Hammond, 1997) As of 1999-
larger study examining the career plans and 2000, 30 states have some form of induction
experiences of the newly certified and program, however only 16 states require and fund
experienced teachers in the IPS.1 Individuals their induction program. (Ansell & McCabe,
were asked about their participation in specific 2003) In 2002, Illinois for the first time provided
induction activities for new teachers, and their some state support for approved programs for new
perception of the helpfulness of the activities. teachers.
Individuals also indicated their satisfaction with
teaching and their intentions to continue Research indicates induction activities can
teaching in the IPS in Fall 2006. This report help reduce the attrition of new teachers.
examines the relationship among participation in National data show that teachers who do not
induction activities, perceived helpfulness of participate in induction activities are nearly twice
induction activities, satisfaction with teaching, as likely to leave teaching within one to three
and intentions to be teaching in the IPS in 2006. years compared with those who do participate in
Satisfaction with teacher preparation courses is an induction program. (Lee, Cleary & Presley,
also discussed. 2001) Well-developed, high-quality programs
contribute to keeping new teachers on the job.
BACKGROUND (Weiss & Weiss, 1999) Basic induction programs
include an initial orientation to school personnel,
The first year of teaching is often referred to resources, and procedures. But successful
as a “sink or swim” experience. Novice teachers induction programs also address personal support
experience a reality shock when confronted with (e.g., stress management) and provide
the demands of teaching. Feeling overwhelmed opportunities to improve skills learned in teacher
and unsupported, some teachers do not last the preparation (e.g., handling discipline, using
first year, and many more do not stay past two to effective questioning techniques). The following
three years. A 2000 “Quality Counts” report by are characteristics that are reported to constitute
Education Week reported that 23% of new successful induction programs (Serpell &
teachers leave teaching within their first three Bozeman, 1999):
years. (Jerald & Boser, 2000) For Illinois, 32% (cid:127) A coherent structure with well-designed
to 40% leave within five years from Illinois activities that train beginning teachers on
public schools. (Presley, 2002) curriculum, effective teaching practice,
and behavior management issues;
Induction activities are being used more now (cid:127) A formal and structured mentoring
than in past years to help teachers’ entry into
component that focuses on improving
practice. In 1997 Linda Darling-Hammond
practice, provides mentors with training,
reported “the proportion of new teachers who
and compensates mentors;
have gone through an induction program in their
(cid:127) Release time or reduced teaching loads for
_________________________ beginning teachers and mentors, that
1 In the Fall of 2001, the Illinois Education Research sufficiently provides opportunities for
Council contracted with the Center for Government
Studies at Northern Illinois University to conduct the study
of teacher entry and retention in the Illinois public schools.
IERC-2003-2 http://ierc.siue.edu
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beginning teachers to observe and be 1. Starters - Individuals initially certified to
observed; teach in school year 1999/2000 and
(cid:127) A means of formative assessment that working as regular teachers in the Illinois
public schools (IPS) in the following year
emphasizes the assistance of beginning
(2000/01). These individuals had no
teachers on a continuum of professional
reported teaching experience in the IPS at
growth; and,
the time of certification.
(cid:127) Sufficient and on-going fiscal resources
2. Stayers - Individuals certified to teach in
and political support to sustain the
school year 1994/95 and reported as
program.
regular teachers in IPS in 1999/00 and
2000/01.4
This report explores the experiences of and
opinions about induction activities of newly
“Regular” teachers in this study include full-
certified teachers and teachers with one to five
time regular classroom teachers and full-time
years of teaching experience in the Illinois public
special education teachers in the IPS. A survey
schools (IPS). Data concerning teachers’ overall
instrument was developed for each of these
satisfaction with teaching and intentions to
groups. The instruments were created using
continue to teach in IPS relative to how helpful
questions adapted from the education component
they found their induction activities, and the
of the Baccalaureate and Beyond Longitudinal
number and type of activities received also are
Study (“Baccalaureate and Beyond Longitudinal
presented. The findings identify components for
Study,” National Center for Education Statistics,
professional development programs that are most
U.S. Department of Education, 1997) and the
likely to influence intentions to continue teaching
extensive instrument developed for the Task Force
in the IPS.
on Teaching and California’s Future (“Survey of
California Teachers,” The Task Force on
D
ATA
California’s Future, January 2001), as well as
questions initiated specifically for this study. The
Data for this study were obtained through
purpose of the sampling design for each survey
telephone interviews of individuals certified to
was to produce statewide random samples of each
teach in Illinois. The interviews were conducted
of the respective groups of certificate holders.
in late November through December, 2001.2 The
The surveys were not purposefully designed to
two samples of certified individuals used in this
facilitate sub-state or content area analyses.
report were derived from the Teacher Certification
Each survey had a question designed to
Information System (TCIS) and Teacher Service
determine whether an interviewee met the key
Record (TSR) databases maintained by the Illinois
definitional criterion to participate in the survey
State Board of Education (ISBE) and were
for which a contact was made; contacts who failed
identified as follows:3
to meet the criterion were to be eliminated from
the samples. For example, if the survey was to be
of individuals who were regular teachers in the
_________________________
Illinois public schools in 2000/01 and it was
2 In the Fall of 2001, the Illinois Education Research
Council contracted with the Center for Government reported in the interview that the individual did
Studies at Northern Illinois University to conduct this
study. Advanced Data-Comm Inc. from Dubuque, Iowa _________________________
was hired by the latter group to administer the telephone
4 The number of teaching service years was not extracted
surveys.
from the TSR. Thus, we do not know how many years
3 Data on two other groups were also collected. However, Stayers had been teaching between 1994/95 and 1999/00.
those participants were not asked about induction activities We can say for certain that they were regular IPS teachers in
because they were not regular teachers in 2000/01. See 1999/00 and 2000/01 and it is likely that most were
DeAngelis, Peddle, Trott, and Bergeron, IERC, (December
teaching in 1995/96.
2002) for further details.
http://ierc.siue.edu 5 IERC-2003-2
not hold such a position, then the interview was experience explored why teachers leave IPS during
to have ended. Interviews with up to 400 their first five years. 6 Five focus groups were
individuals from each sample were completed, conducted in mutually exclusive school districts in
although sample sizes decreased slightly during Illinois, two in southern Illinois, one in
the analysis phase as misclassification errors were southwestern Illinois, one in northern Illinois,
discovered. A small number of Starters, for and one in central Illinois. Thirty-five teachers
example, were found during the survey to be participated in the groups. Teachers were
holding non-regular teaching positions in the IPS, compensated $20 for their time and assured
including aide and substitute positions; these confidentiality of their responses. The same
people were eliminated. The cooperation rate was interview protocol was used in each of the groups.
72% for Starters and 70% for Stayers.5 A note-taker compiled detailed notes, and each
Differences that are reported in this study were session was tape-recorded to check for accuracy.
significant at the 0.05 level of confidence. This Each focus group was summarized and a set of
means that we are 95% certain that if we were to summary observations of the combined focus
examine a different sample, we would receive groups was generated. Themes were identified to
similar results. synthesize and compile the data.
Follow-up focus groups with newly certified
teachers and teachers with one to five years
_________________________
5 A cooperation rate is based on those who were contacted
to participate in the survey, regardless of whether they
agreed to participate. Cooperation rates do not include
people whom the survey administrators did not reach or
people for whom the survey administrators did not have
correct contact information (“bad phone numbers”). The
percentage of bad phone numbers in this study was 24
percent for the Starters and 15 percent for the Stayers.
Subsequent comparisons between the characteristics of the
samples and those of the populations from which the
samples were drawn suggest that the samples are quite
representative of their respective populations with one
noteworthy exception. Individuals from the Chicago region _________________________
are underrepresented by about 10 percentage points (61
6 In April 2002, the Illinois Education Research Council
percent of the respondent group versus about 70 percent of
contracted with Program Evaluation for Education and
the population) for the Starters and 18 percentage points
Communities (PEEC), Carbondale, IL, to conduct the
(50 percent of the respondent group versus 68 percent of
the population) for the Stayers. focus groups.
IERC-2003-2 http://ierc.siue.edu
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RESULTS
S T P C
ATISFACTION WITH EACHER REPARATION OURSES
Starters and Stayers were asked about the Importantly, the “how to use technology”
adequacy of their undergraduate studies and criterion improved from an adequacy rating of
teacher preparation courses in preparing them for 53% for Stayers to 65% for Starters. On the
teaching. Over 80% of the respondents from each other hand, the ratings on “how to work with
teacher group judged their preparation as students with special needs” did not show
adequate or more than adequate on the following improvement.
criteria (see Chart 1):
(cid:127) How to work collaboratively; New teachers in the focus groups talked about
(cid:127) Knowledge of the subject matter that they their preparation for teaching. Commonly, they
expressed the need for more clinical experience,
are certified to teach;
especially student teaching. They said that a one-
(cid:127) Overall readiness to teach;
semester student teaching experience was
(cid:127) Knowledge of and practice in appropriate
insufficient to expose them to the range of
instructional techniques; and,
“difficult discipline dynamics” a teacher would
(cid:127) Knowledge of and practice in assessment encounter and too short to address the self-doubt
techniques appropriate for the subject that new teachers experience in challenging and
matter they are certified to teach. motivating students. In addition, teachers in the
focus groups expressed the need for more realistic
Teachers gave their lowest ratings (i.e., less expectations about their first year of teaching. As
than 70% of respondents) of adequacy to three one teacher said, “[Teacher educators] need to
aspects of their preparation courses. These were: change the expectation that teaching will be
(cid:127) How to work with students with special easy…they need to admit that teaching will be
needs; one of the hardest things you ever do.”
(cid:127) How to implement the Illinois Learning
In summary, Starters and Stayers rated their
Standards into lessons; and,
teacher preparation courses positively. Most felt
(cid:127) How to use technology for professional
adequately prepared for their first year of
and instructional purposes.
teaching. Areas where improvement can be made
include better training for working with special
It should be noted that the Illinois Learning
needs students, implementing the Illinois
Standards were not in place when the Stayers
Learning Standards, and using technology for
received their preparation and certification, which
professional and instruction purposes.
helps explain their low evaluation of their
preparation on “how to implement the Illinois
Learning Standards into their lessons.”
http://ierc.siue.edu 7 IERC-2003-2
Chart 1
Respondents' Ratings of Adequacy of Teacher Preparation
How to work collaboratively 85 92
Knowledge of subject matter 92
90
Overall readiness to teach 87
90
Appropriate instructional techniques 86
86
Appropriate assessment techniques 84
82
How to work with parents 68 73
Classroom organize & management 70
73
Use technology 53
65
Implement IL learning standards 47
64
How to work with special needs students 65
62
0 10 20 30 40 50 60 70 80 90 100
% Rating Adequate or More than Adequate
Starters Stayers
T ’ P I I A
EACHERS ARTICIPATION N NDUCTION CTIVITIES
Teachers who were Starters and Stayers were different induction activities in their first year of
asked questions about “professional support teaching. The induction activities most likely to
activities” or induction activities they may or may have been received by both Starters and Stayers
not have received in their first year of teaching. A include access to computers and other
total of 353 Starters and 381 Stayers answered technologies to assess and try out classroom
questions pertaining to participation in specific applications, district/school workshops aimed at
induction activities. new teachers, and workshops at district/school
expense on topics such as teaching methods,
Schools/districts have stepped up their efforts lesson planning and student discipline. Induction
to provide a range of activities to help newly activities least likely to have been received, again
certified teachers “swim” rather than “sink” during for both Starters and Stayers, include reduced
their first year of teaching. Most Starters and duties (e.g., no committee assignments), and
Stayers in this study received some sort of release time to observe other teachers. Stayers
induction (Chart 2). But Starters are receiving a were also less likely to have received classroom
greater number of different induction activities observation by experienced teachers.
than Stayers. More than half of the Starters
received six, seven, or eight different activities Our third measure of induction is the
while two-thirds of Stayers received five or fewer helpfulness of induction activities during teachers’
activities. first year of teaching. Both Starters and Stayers
were asked this question. Only teachers reported
In addition, Starters are more likely to have as having participated in an induction activity
received each activity than are Stayers. Chart 3 were asked to rate that activity. Since only 1% of
provides the percent of teachers receiving the Starters and 2% of Stayers received no activity,
IERC-2003-2 http://ierc.siue.edu
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Chart 2
Number of Induction Activities Received by
"Starters" and "Stayers"
30
21
Percent of 20 1516 1517 15 18
12 13 12 11
respondents 8 8 9
10 5
2 3
1
0
0 1 2 3 4 5 6 7 8
# of activities
Starters Stayers
Chart 3
Percent of Teachers Receiving Induction Activities
in First Year of Teaching
72
Technology Access
85
73
New Teacher Workshops
81
79
Topical Workshops
81
61
Support Sessions
75
53
Mentoring
72
36
Observation
61
37
Release Time to Observe
45
34
Reduced Duties
44
0 10 20 30 40 50 60 70 80 90
Starters Stayers
most participants are included in the following • Access at school or district expense to
discussion. Of the eight induction activities seminars or workshops on topics such as
identified in the surveys, both Starters and Stayers teaching methods, lesson planning, or
reported the same three activities (and in the same student discipline.
order) with the highest response of being “very
helpful” (see Charts 4 and 5): Overall, the induction activities were at least
“somewhat helpful.” In all cases, the “not at all
• Technologies to assess and try out helpful” rating never exceeded 17% of those who
classroom applications. had received the activity.
• Formal assignment of an experienced
teacher to provide mentoring.
http://ierc.siue.edu 9 IERC-2003-2
Chart 4
Ratings of Induction Activities by Starters
Technology Access 56 38 6
Mentoring 55 33 13
Topical Workshops 53 43 5
Reduced Duties 44 43 14
Support Sessions 41 49 10
Release Time to Observe 38 50 12
Observation 38 53 9
New Teacher Workshops 36 48 16
0% 20% 40% 60% 80% 100%
Very Helpful Somewhat Helpful Not at all helpful
Chart 5
Ratings of Induction Activities by Stayers
Technology Access 54 36 11
Mentoring 52 39 9
Topical Workshops 44 46 10
Reduced Duties 36 47 17
Support Sessions 31 59 11
Release Time to Observe 42 44 14
Observation 35 51 14
New Teacher Workshops 31 52 17
0% 20% 40% 60% 80% 100%
Very Helpful Somewhat Helpful Not at all helpful
Note: Due to rounding, total numbers may not equal 100.
IERC-2003-2 http://ierc.siue.edu
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