1 Newly Certified Teachers: Experiences of and Opinions About Teacher Induction in Illinois Brenda K. Klostermann Illinois Education Research Council Southern Illinois University Edwardsville American Evaluation Association, November 2004 Website: ierc.siue.edu

2 Background First year is “sink or swim” experience. Nationally, approximately 25% of new teachers leave within first three years (2000 Quality Counts). Between 32% and 40% of Illinois’ public school teachers leave within 5 years (Presley 2002). Research indicates induction activities can help reduce the attrition of new teachers.

3 Methods Telephone interviews in Nov-Dec 2001 Two random samples –Starters: initially certified in SY1999/2000 and working as a regular teacher in IPS in 2000/01(n=353) –Stayers: certified in SY1994/95 and working as a regular teacher in IPS in 1999/2000 and 2000/01 (n=381) Survey questions –Baccalaureate and Beyond Longitudinal Study –Survey of California Teachers –additional questions specifically for this study

4 Induction Activities Workshops aimed at new teachers Access at school/district expense to topical workshops Mentoring from an experienced teacher Release time to observe other teachers Observation by an experienced teacher Access to technologies to assess and try out in classroom applications Reduced duties (e.g., no committee work) Support sessions with school administrators

5 Number of Induction Activities Received

6 Percent of Teachers Receiving Induction Activities in First Year of Teaching

7 Percent of Teachers Rating Induction Activities as “Very Helpful”

8 Is participation in induction activities related to staying in teaching for new IL teachers? “Intention to teach in 2006” is proxy for “staying in teaching” Three measures of participation –Type of activity –Number of activities –Perceived helpfulness of activities

9 Starters’ Participation in Induction Activities by Their Intentions to Teach in IPS in 2006 p=.05 % Intending to Teach in Fall 2006 Induction ActivityParticipated Did Not Participate Reduced Duties87%70% Release Time to Observe84%72% Topical Workshops81%63% Access to Technologies80%60% Observation by Exp. Teacher80%73% Support Sessions78%77% New Teacher Workshops77%78% Mentoring76%82%

10 Number of Induction Activities Received By Starters, by Intention to Teach in IPS in 2006 % Intending to Teach in Fall 2006 # of Induction Activities Received Yes No and Not Sure 1 activity67%33% 2 activities67%33% 3 activities70%30% 4 activities72%28% 5 activities64%36% 6 activities84%16% 7 activities85%15% 8 activities87%13% p=.05

11 Starters’ Index of Helpfulness by Intention to Teach in 2006 Percent intending to teach in Fall 2006 Induction Helpfulness IndexYes No and Not Sure All were “somewhat or very helpful” 81%19% Some were “not at all helpful” 72%28% At least half were “not at all helpful” 65%35% p=.09

12 Role of Teacher Satisfaction in Intentions to Continue Teaching Teachers satisfied with their position are more likely to intend to teach in 2006 Teachers who found induction activities helpful were more satisfied with their jobs. Satisfaction was higher for teachers who received more induction activities Caution in ascribing causality due to nature of the study.

13 Factors Related to Starters’ Intentions to be Teaching in 2006 Number of Induction Activities Received Satisfaction with Teaching Position Intention to Teach in 2006 Perceived Helpfulness of Induction Activities Participation in:  Support Sessions  Topical Workshops  Release Time  Access to Technology  Reduced Activities

14 Recommended Strategies for Retaining Teachers Provide specific induction activities. Provide as many different activities as possible. Comprehensive induction programs likely reflect professional learning environments that are supportive of their teachers. In turn, increased teacher retention will improve schools as learning environments for students.

15 The Illinois Teacher Study Looked at career plans and experiences of random samples of Teachers newly certified in the starters and non/delayed starters; and Teachers leaving Illinois Public schools after with 1 to 5 years’ teaching experience - the leavers Respondents were representative of respective populations – except Chicago region (under- represented by about 10 percentage points)

16 The Starters 95% intended to be teaching in Illinois public schools after their first year of teaching (Fall 2002) 77% intended to be teaching in Illinois public schools in Fall 2006 –13% were undecided

17 Starters’ Participation in Induction Activities by Their Intentions to Teach in IPS in 2006 Percent intending to teach in Fall 2006 Induction ActivityParticipated Did Not Participate Reduced duties87%70% Release time to observe other teachers 84%72% Topical workshops81%63% Access to computers and other technologies 80%60% p=.05