|Title:||Impacts of Comprehensive Teacher Induction: Final Results from a Randomized Controlled Study|
The final report on an impact evaluation of comprehensive induction on beginning teachers compares retention, achievement, and classroom practices of teachers who were offered comprehensive induction services to teachers who were offered the support normally offered by the school.
Teachers assigned to receive comprehensive induction for either one or two years were supported by a full-time mentor who received ongoing training and materials to support the teachers' development. The teachers also were offered monthly professional development sessions and opportunities to observe veteran teachers.
The teachers were followed for three years. Key findings include:
The report, Impacts of Comprehensive Teacher Induction: Final Results from a Randomized Controlled Study, uses data collected from 1,009 beginning teachers in 418 schools in 17 districts. Districts included in the study were not already offering comprehensive induction services, including paying for full-time mentors.
Novice teachers in approximately half of the schools were assigned by lottery to receive comprehensive induction services. In 10 of the districts, these teachers were provided one year of comprehensive induction services; in the remaining 7 districts, the teachers were provided two years of services. Teachers in the schools not assigned to receive comprehensive induction services were provided the support normally offered to novice teachers by the school.
Teacher practices were measured via classroom observations conducted in the spring of 2006. Data on teacher retention were collected via surveys administered in the fall of 2006, 2007, and 2008. Student test scores were collected from district administrative records for the 2005–06, 2006–07, and 2007–08 school years.
|Cover Date:||June 2010|
|Web Release:||June 28, 2010|
|Publication #:||NCEE 20104027
|Authors:||Steven Glazerman, Eric Isenberg, Sarah Dolfin, Martha Bleeker, Amy Johnson, Mary Grider, Matthew Jacobus: Mathematica Policy Research. Melanie Ali, Project Officer, Institute of Education Sciences.|
|Type of Product:||Evaluation Report|
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