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 Steachers’ education, certification, teaching assignments, professional development, collaboration,and supportive work environment. In addition, comparisons by instructionallevel and poverty level of the school provide information about the distribution ofteacher quality. This information provides a context for understanding teachers’reports of preparedness to meet the challenges they face in their classrooms.National Center for Education Statistics. Progress Through the Teacher Pipeline:1992–93 College Graduates and Elementary/Secondary School Teaching as of 1997.Washington, D.C.: U.S. Department of Education, 2000.This report is the second in a series that follows 1992–93 college graduates’ progressthrough the teacher pipeline using data from the Second Follow-up of theBaccalaureate and Beyond Longitudinal Study (B&B:93/97). This report focuses on theacademic characteristics and preparation for teaching of those who took various stepstoward teaching and is organized by a conceptual “teacher pipeline” that represents ateacher’s career. The pipeline includes preparatory activities—considering teaching, studentteaching as an undergraduate, becoming certified to teach, and applying forteaching jobs—as well as teaching experiences and plans for teaching in the future.National Center for Education Statistics. Attrition of New Teachers Among RecentCollege Graduates: Comparing Occupational Stability Among 1992–93 CollegeGraduates Who Taught and Those Who Worked in Other Occupations. Washington,D.C.: U.S. Department of Education, 2001.This research examines the occupational stability of bachelor’s degree recipientsduring the first four years after receiving their degrees. The analyses address the question,were graduates who were teaching in 1994 more or less likely than those in otheroccupations to leave the workforce or work in a different occupation in 1997? Thisreport aptly details the teacher attrition problem.National Commission on Teaching and America’s Future. No Dream Denied: APledge to America’s Children. Washington, D.C.: National Commission on Teachingand America’s Future, 2003.Building on their 1996 report What Matters Most, NCTAF examines the quality ofAmerica’s teaching profession through the lens of recruiting and retaining excellentteachers for every child. To ensure that “highly qualified” beginning teachers meet thehigh standards anticipated by the No Child Left Behind Act, the commission makesrecommendations about teacher preparation, the characteristics of schools to supportteacher learning, and hiring and support practices, including induction programs, toprovide benchmarks for overall teacher professional development.Public Education Network. The Voice of the New Teacher. Washington, D.C.: PublicEducation Network, 2003.This report contains research into the perspectives of new teachers on the quality ofteacher preparation, the first years of teaching, and supports provided by districts andschools during early years in the profession. Conducted in four communities—Chattanooga, Tennessee; New York, New York; Seattle, Washington; and Washington,D.C.—the research surveyed more than 200 teachers. New teachers made several rec-61
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 Nommendations regarding new teacher induction, including more support in learninghow to teach high-risk students (including special education and LEP students).Sanders, William, and June Rivers. Cumulative and Residual Effects of Teachers onFuture Student Academic Achievement. Knoxville: University of Tennessee Value-Added Research and Assessment, 1996.The study by statistician William Sanders finds that fifth graders who had beentaught for the previous three years by very effective teachers gained fifty percentilepoints more on a state’s assessment than those who had been taught by ineffectiveteachers. Students whose initial achievement levels are comparable have different academicoutcomes as a result of the sequence of teachers to which they are assigned.Serpell, Zewelanji, and Leslie Bozeman. Beginning Teacher Induction: A Report onBeginning Teacher Effectiveness and Retention. Washington, D.C.: NationalPartnership for Excellence and Accountability in Teaching, 1999.This report discusses the effectiveness of induction programs and resulting outcomesfor beginning teacher retention, beginning teacher effectiveness, and mentorparticipation. The various components of induction programs are provided, with indepthdiscussion of: the role of the mentor; characteristics of effective mentorship andof successful induction programs; release time; and program evaluation and assessment.Included are aspects of induction programs that administrators, mentors, andinductees identify as essential to a program’s success. Indicators of increased teachereffectiveness as they resulted from programs in California, Idaho, Montana, NorthCarolina, Wisconsin, and Toronto are detailed. Statistics showing high retention ratesfor inducted teachers are given for Texas, California, Montana, and Wisconsin.Strong, Michael. A Study of New Teacher Retention: The Effects of Mentoring forBeginning Teachers. Santa Cruz, CA: University of California, New Teacher CenterReport, 2001.This study examines sixty-three teachers eight or nine years after they were enrolledin an induction support program that provided them with veteran teachers releasedfull-time as mentors. A control sample of twenty-five teachers from neighboring districtsnot involved with a full-release mentoring program was also studied.Texas Center for Educational Research. The Cost of Teacher Turnover. Austin, TX:Texas Center for Educational Research, 2000.This is an analysis of teacher shortage and teacher turnover in the state of Texas.The study uses industry model estimates to gauge the cost of teacher turnover, includingseparation costs, hiring costs, and costs for training and supporting new employees.Using the most conservative model—25 percent of the leaving teacher’s salary—thereport determines that Texas loses $329 million a year to turnover. Using other industrymodel estimates based on Texas teacher turnover rates, the state loses as much as$2.1 billion annually.62
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