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Impacts of Comprehensive Teacher Induction:

NCEE 2009-4072
August 2009

Summary of Findings After One Year: One-Year and Two-Year Districts Combined

An earlier report (Glazerman et al. 2008) presented findings after the first year of implementation of the comprehensive induction program within study districts. That report showed that teachers assigned to the treatment group reported significantly more induction support, but also that the additional support did not translate into positive impacts on key outcomes after one year.5 The additional induction support amounted to a greater likelihood of having a mentor formally assigned to beginning teachers (93 versus 75 percent), more time spent in meetings with the mentor (95 versus 74 minutes per week), and greater likelihood of receiving "a moderate amount" or "a lot" of assistance from mentors in areas such as classroom management (65 versus 40 percent), reviewing student work (55 versus 30 percent), and communicating with parents (38 versus 31 percent). There were no positive impacts on classroom practices, student achievement, teacher retention, or the composition of the district's teaching workforce after one year. Nor did we find any evidence of positive impacts on teachers' satisfaction or feelings of preparedness.

5 All references to "significance" in this report refer to statistical significance. A difference is deemed statistically significant in this report if the probability that it was observed by chance is less than 5 percent. The term "statistically insignificant"does not imply irrelevance for policymakers and similarly the term "statistically significant" does not necessarily mean "large" or meaningful for policy.