WWC review of this study

A comprehensive model of teacher induction: Implementation and impact on teachers and students. Evaluation of the New Teacher Center’s i3 Validation Grant, Final Report

Young, V., Schmidt, R., Wang, H., Cassidy, L., & Laguarda, K. (2017). Menlo Park, CA: SRI International

  • Randomized Controlled Trial
     examining 
    7,149
     Students
    , grades
    K-8

Reviewed: August 2018

At least one finding shows moderate evidence of effectiveness
At least one statistically significant positive finding
Meets WWC standards without reservations
English language arts achievement outcomes—Statistically significant positive effects found
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
    index
ESSA
rating

Achievement in English/language arts

New Teacher Center Induction Model vs. Business as usual

0 Days

Full sample;
6,147 students

0.06

-0.03

Yes

 
 
4
 
General Mathematics Achievement outcomes—Statistically significant positive effects found
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
    index
ESSA
rating

Achievement in mathematics

New Teacher Center Induction Model vs. Business as usual

0 Days

Full Sample;
4,972 students

0.14

-0.01

Yes

 
 
6
 
Teacher instruction outcomes—Indeterminate effects found
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
    index
ESSA
rating

Framework for Teaching: Questioning and discussion techniques

New Teacher Center Induction Model vs. Business as usual

2 Years

a randomly selected subsample of teachers;
157 teachers

0.58

0.37

No

--
More Outcomes

Framework for Teaching: Managing classroom procedures

New Teacher Center Induction Model vs. Business as usual

0 Days

a randomly selected subsample of teachers;
139 teachers

0.83

0.70

No

--

Framework for Teaching: Engaging students in learning

New Teacher Center Induction Model vs. Business as usual

2 Years

a randomly selected subsample of teachers;
157 teachers

0.58

0.43

No

--

Framework for Teaching: Creating an environment of respect and rapport

New Teacher Center Induction Model vs. Business as usual

0 Days

a randomly selected subsample of teachers;
159 teachers

0.35

0.31

No

--

Framework for Teaching: Communicating with students

New Teacher Center Induction Model vs. Business as usual

2 Years

a randomly selected subsample of teachers;
157 teachers

0.20

0.19

No

--

Framework for Teaching: Establishing a culture for learning

New Teacher Center Induction Model vs. Business as usual

2 Years

a randomly selected subsample of teachers;
159 teachers

0.03

0.27

No

--
Teacher retention outcomes—Indeterminate effects found
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
    index
ESSA
rating

Teacher retention: same district

New Teacher Center Induction Model vs. Business as usual

0 Days

Full sample;
629 teachers

N/A

N/A

No

--

Characteristics of study sample as reported by study author.


  • 18% English language learners

  • 88% Free or reduced price lunch

  • Female: 49%
    Male: 52%
  • Race
    Asian
    5%
    Black
    41%
    Not specified
    47%
    White
    8%
  • Ethnicity
    Hispanic
    45%
    Not Hispanic
    56%

  • Urban
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    Florida, Illinois

Setting

Two districts participated in the study. The districts included Broward County Public Schools (BCPS) located in Florida and Chicago Public Schools (CPS) located in Illinois.

Study sample

The majority (78%) of the teachers were female. 56% were White, 25% were Black, 13% were Hispanic. Most of the teachers had earned a Bachelor's degree (72%) or Master's degree (27%). 27% had earned only partial teacher certification. Students were roughly evenly distributed between grades 4-8. The majority were either Black (45%) or Hispanic (40%), 9% White and 5% Asian.87% qualified for free/reduced lunch. 19% were special education or had an IEP and 12% were English language learners.

Intervention Group

The New Teacher Center implemented high-quality teacher mentoring and induction. This program provided professional development, reseeach-based resouces, and online formative assessment tools for new teachers, mentors, and school leaders. New teachers received two years of support from mentors. Each new teacher was assigned a mentor and met weekly with their mentor for a total of 180 minutes each month. Online formative assessments were used to guide observation cycles and lesson planning.

Comparison Group

The comparison condition was business-as-usual. New teachers had access to the normal resources available to teachers in the district.

Support for implementation

Mentors were released from teaching assignment for the course of the mentorship. The mentors were trained under the New Teacher Center's induction model, receiving 12 professional learning days over 2 years. Mentor forums and in-field coaching, where a lead coach would observe the mentor's interactions with teacher and provide feedback, were provided along with formative assessments, developed by the New Teacher Center, to support mentoring sessions.

In the case of multiple manuscripts that report on one study, the WWC selects one manuscript as the primary citation and lists other manuscripts that describe the study as additional sources.

  • Schmidt, R., Young, V., Cassidy, L., Wang, H., & Laguarda, K. (2017). Impact of the New Teacher Center's New Teacher Induction model on teachers and students. Menlo Park, CA: SRI International.

 

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