1. New Teacher Induction

2. Identifying the Problem High teacher attrition among new teachers 40-50% of new teachers leave within their first five years of entry into the occupation (Ingersoll & Kralik, 2004). Teaching has not had structured induction and initiation processes that are typical of many white-collar occupations (Smith & Ingersoll, 2004). “Teacher retention has become a national crisis,” (National Commission on Teaching and America’s Future, 2003, p. 8).

3. Investigating the Problem Teachers generally work in isolation from colleagues (Ingersoll & Kralik, 2004) “Best and brightest” generally leave the field (Ingersoll & Kralik, 2004) Teacher recruitment not issue in teacher shortages, retention is (Ingersoll & Smith, 2003) Cost of teacher attrition: Each teacher turnover costs our system $11,500 (Charlotte Advocates for Education, 2004, p. 3) Attrition rate in high poverty schools is one-third higher than in low poverty schools (NCTAF, 2003) Research Question: Do induction programs increase the retention of beginning teachers? Solution: Implement an induction program

4. Intervention Orientation day: Overview of school procedures, etc. Mentoring program: New teachers paired with veteran teachers for the year Release time for collaboration, observation, feedback Mentors receive stipend & resources

5. Research Design and Measures Mixed methodology design using several measures Qualitative: Quarterly survey of new teachers and mentor teachers regarding quality of induction program and impact on teaching development Qualitative: Monthly observations of mentee by mentor Quantitative: Compare data on teacher retention from previous years (without induction program) and current year (with induction program)

6. Implementation of Plan and Progress Monitoring Threats to Validity and Solutions: –Fidelity issues with mentoring program (inconsistent quality and effort) –Solution: Create a structured timeline and format for mentoring; mentor teachers sign contract stating responsibilities and compensation Monitor progress by collecting data according to timeline, schedule check-in meetings with teachers if needed

7. References Charlotte Advocates for Education. (2004). The Role of Principal Leadership in Increasing Teacher Retention. Retrieved electronically from www.advocatesfored.org on July 13, 2006.www.advocatesfored.org Ingersoll, R. and Kralik, JM. (2004). The impact of mentoring on teacher retention: What the research says. Research Review, Education Commission of the States. Ingersoll, R. and Smith, T. (2003). The Wrong Solution to the Teacher Shortage. Educational Leadership, Vol. 60, Num. 8, pp. 30-33. National Commission on Teaching and America's Future (NCTAF). (2003). No Dream Denied: A Pledge to America's Children. Author: Washington, DC. Smith,T. and Ingersoll, R. (2004). What are the effects of induction and mentoring on beginning teacher turnover? American Educational Research Journal, Volume 41, Number 3, pp. 681-714.