Tapping the Potential - Alliance for Excellent Education

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TA P P I N G T H E P O T E N T I A L : R E TA I N I N G A N D D E V E L O P I N G H I G H - Q U A L I T Y N E W T E A C H E R Sand practice knowledge about best teaching practices as the standard for assessing anew teacher’s work. These components are correlated with the widely accepted nationalteaching standards. The requirement that an outside assessor be part of this twomemberassessment team adds to its thoroughness and objectivity.Adequate and Stable FundingThe costs of new teacher induction in Tangipahoa are greatest for first-year teachersand decline somewhat for second- and third-year teachers. This is because first-yearteachers receive some training prior to the start of the school year, as well as four professionaldevelopment sessions during the school year. Second- and third-year teachersreceive professional development only during the school year, with second-year teachersreceiving three sessions, and third-year teachers receiving two. In addition, theLaTAAP program is two years in length, so this cost is not incurred for third-year teachers.The costs detailed below are for first-year teachers in the Tangipahoa program duringthe 2003–04 school year. The costs for second-year and third-year teachers duringthe same academic year were $3,465 and $2,421, respectively. Tangipahoa funds itsinduction program by integrating federal, state and local funding sources.Costs for the 2003–04 school year, first-year teachers:LaTAAP mentors and evaluators$1,030/teacherPre-service induction training for new teachers$213/teacherTeachers in year 1 follow-upprofessional development (4 sessions)$298/teacherFull-time mentors and TangipahoaFIRST administrator salaries/benefitsfor teachers with less than 3 years experience$2,066/teacherTotal cost$3,607/teacherEvaluation of the Induction ProgramThe Louisiana Department of Education collects evaluations twice a year fromparishes who receive LaFIRST grants on their preservice and ongoing induction training.Tangipahoa FIRST regularly gathers and reviews data about all aspects of its programfrom all participants.A Bird’s-Eye View of Tangipahoa:Induction from the Perspectiveof a New TeacherA new teacher in Tangipahoaparticipates in an intensive fourdaytraining in August. InSeptember, the principal assignsthe new teacher a LaTAAP mentor,and they begin meeting weekly. Acouple of times during the semester,the teacher is observed by theLaTAAP mentor, who talks withthem about their ability to meetstate teaching standards. Theteacher is also assigned aTangipahoa FIRST mentor.Through the help of LaTAAP orTangipahoa FIRST mentors, somenew teachers observe otherteachers. Tangipahoa FIRST mentorsvisit the new teacher onceevery two to three weeks, offerindividualized assistance withproblems, and help with dailytasks like grading papers or developinglessons. Three times duringtheir first year, new teachersattend day-long Tangipahoa FIRSTtraining sessions on topics theyhave selected.EffectivenessQuantitative BenefitsLouisiana’s most recent evaluation of LaFIRST (2002–03) contains useful informationto judge the effectiveness of induction. Using data from twenty-eight of the sixtysixLouisiana parishes, both tables show responses from grant administrators, mentorteachers, and new teachers. Table 1 displays how each group viewed the effectivenessof their programs for new teachers.Table 2 displays how each group compared the student outcomes of teachers inLaFIRST to those who were not in the program.Overall, the data demonstrate that LaFIRST is successful at improving the effectivenessof new teachers, especially in terms of classroom management. The story differs,45
A L L I A N C E F O R E X C E L L E N T E D U C AT I O NA Bird’s-Eye View of Tangipahoa:Induction from the Perspectiveof a MentorLaTAAP mentors are required tomeet with each of their one or twomentees for a total of thirty hoursper year. On average, they meeteach week for an hour to giveadvice, assist with problems, and,when matched by subject area,help with lesson plans. As often asthey can, LaTAAP mentors conductfocused observations.They oftenarrange for the new teacher toobserve their own or other classrooms,and they formally observethe new teacher one time in thesecond semester.The observationis preceded and followed by conversationsabout the lesson inorder to meet state requirements.Though principals are required torelease mentors for observations,many have to make extra time tomeet with new teachers.Tangipahoa FIRST mentors arereleased from their duties to befull-time mentors because theyare responsible for around eighteennew teachers. Generally, FIRSTmentors meet with two teachersper day, but they sometimesspend up to a week with strugglingteachers. During meetings,mentors assist teachers with lessonplanning, grading, gatheringresources and materials, andwhatever else the teacher needs.When not working with teachers,mentors prepare and lead trainingsessions for new teachers.Table 1: New Teacher EffectivenessLaFIRST was effective in Grant Mentor Newimproving new teachers’: Administrators Teachers TeachersTeaching 5.3 4.9 4.5Comfort in the classroom 5.4 5.0 4.7Adjustment to the school/school system 5.4 5.0 4.7Professional growth 5.4 5.0 4.8Retention NA NA 4.0Ability to facilitate student learning 5.1 4.9 4.6Preparation for assessment 5.3 5.2 4.9Average scores (Range 1=Not Effective; 6=Very Effective)Table 2. Differences Between LaFIRST New Teachers and NonparticipantsDifferences between newteachers in LaFIRST and Grant Mentor Newnew teachers who were Administrators Teachers Teachersnot in LaFIRST were seen by: yes yes yesHigher test scores 93% 67% 58%Higher classroom grades 79% 64% 58%Fewer classroom-management problems 100% 81% 83%Increased participation from parents 57% 24% 35%Higher homework completion 54% 34% 42%Better attendance 61% 31% 38%though, according to the person being asked. In general, program administrators aremore positive about the benefits of the program.The report also asked LaFIRST parishes to report their retention rates. TangipahoaParish had a 100 percent retention rate for certified teachers in 2002–03. A full 85 percentof all recipients reported rates of 80 percent or higher. For 2001–02, the averageretention rate of second-year teachers was 88 percent.Qualitative BenefitsTangipahoa FIRST and its local administration of LaTAAP are consistently praised bynew teachers, LaTAAP mentors, and principals alike. During a focus group conductedfor this report, a representative mix of teachers, mentors, and principals praisedTangipahoa’s induction. Three teachers claimed that full-time mentors had saved themfrom quitting, built their confidence and teaching ability, and facilitated such a turnaroundin their classrooms that they actually looked forward to returning the next year.One high school teacher commented, “Having a mentor teacher has been the most helpfullearning experience for me as a teacher. At all times, I was able to ask questions, seemodels, and hear related experiences. This has helped me to develop my teaching skilland grow as a professional.”46
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