new teacher center 2012 symposium presentation

Review of State Policies on Teacher Induction

14th National Symposium on Teacher Induction

February 6, 2012

Copyright © 2011 New Teacher Center. All Rights Reserved.

when we focus on teachers, our students succeed


Who’s in the Room?Raise your hand if you are a:• Classroom Teacher• Mentor or Coach• School Leader• District Leader• Union Leader• Policy Maker• State Department of Education Staff• University Faculty/Staff• Non-Profit Organization Staff


Session Outcomes1. To learn about the current status of

induction from our Summary of State Policies on Teacher Induction.

2. To examine NTC policy criteria and to use them to assess existing state policies.

3. To think about how the policy summaries could be utilized in your work.


What Is Policy & Why It Matters

• Includes statutes, regulations, code, rules, program standards & other program guidance and support.

• Influences the design and scope of induction and mentoring programs.

• Creates a supportive context & establishes an expectation that induction will be provided to every beginning teacher.

• States with more comprehensive policies provide local programs enhanced opportunities and guidance to implement high-quality induction and mentoring approaches.


Review of State Policies on Teacher Induction

• Resource for state/local policymakers, advocates, and other stakeholders

• Summary of state policies (statutes, regulations, codes, rules, program standards & other guidance) on educator induction

• Web-based, annual updates (Current: 2010-11)

• Components include individual state summaries & accompanying policy paper with analysis and recommendations

• Formative in nature – did NOT grade/rank states


NTC State Policy CriteriaPolicy Criterion Description

1. Teachers Served Two years of induction support required?

2. Administrators Served Two years of induction support required?

3. Program Standards Formal standards govern program design & operation?

4. Mentor Selection Rigorous selection process required?

5. Mentor Training Foundational training & ongoing PD required?

6. Mentor Assignment Policy addresses mentor assignment, manageable mentor caseloads & release time?

7. Program Delivery Policy identifies key program elements: contact time, formative assessment & observation?

8. Funding Dedicated program funding?

9. Teacher Accountability Participation in/completion of induction required to advance to professional teaching license?

10. Program Accountability State assesses/evaluates/monitors program quality?


Activity = 10 minutes

• Take 5 minutes to individually read through a state summary that is either:

• Your state or• A state of interest

• Take 5 minutes to individually identify two things:• How the state fares on the policy criteria.• Identify which criterion is of most interest to you for

further discussion in our next activity.


Findings/AnalysisCriterion 1: Teachers Served

• 27 states require some form of induction or mentoring for all beginning teachers (BTs).

• 11 states meet criterion 1 for requiring induction for first- and second-year BTs.

• 6 states require induction for more than two years, typically three.


Findings/AnalysisCriterion 2: Administrators Served

• 16 states require some form of professional support for all beginning school principals.

• 3 states meet criterion 2 by requiring induction or mentoring for first- and second-year school administrators.


Findings/AnalysisCriterion 3: Program Standards

• 15 states have formalized induction program standards.

• Another 20 states provide detailed program requirements in administrative code, regulations or through informal program guidelines.


Findings/AnalysisCriterion 4, 5, 6: Mentor Selection, Training &

Assignment

• At least 29 states clearly define who is eligible to serve as a mentor teacher.

• 31 states require mentor training. 15 require training plus ongoing mentor professional development.

• 22 states address mentor assignment within their policies.

• 3 states affirmatively allow for full-time mentors. 10 states effectively prohibit the utilization of full-time mentors.


Findings/AnalysisCriterion 7: Program Delivery

• 30 states mention the issue of mentoring time within their policies in some fashion.

• 11 states quantify a minimum amount of mentor-BT contact time

• At least 16 states address formative assessment.• At least 25 states address classroom observation,

either by and/or of the BT. • 9 states address all three elements (contact time,

formative assessment, and classroom observation).


Findings/AnalysisCriterion 8: Funding

• 17 states provided dedicated funding for induction and mentoring in the 2010-2011 school year.

• 11 states provide induction funding to all of its school districts, and among them only 4 states provide funding for local induction program costs.

• 4 states made funding available through a competitive induction grant program but don’t require induction and mentoring.

• 6 states reserve all funding for mentor stipends.


Findings/AnalysisCriterion 9: Teacher Accountability

• At least 22 states require participation in or completion of an induction program to advance from an initial to professional teaching license.

• Only 10 states require induction for certification/licensure & also require a program of at least two years in length.


Findings/AnalysisCriterion 10: Program Accountability

• At least 22 states have a clear focus on induction program quality & program improvement.

• 6 states create the tightest linkage between program evaluation & state induction program standards.

• 12 states take a compliance-focused approach, requiring local programs to submit program plans, verify the provision of induction and mentor support or require some local evaluation activities.

• 16 states require local evaluation activities, but don’t play an active or leadership role.


Activity• Form 3 groups at different tables depending on

your criterion of interest. • 3 groups: Mentor Quality (4, 5, 6), Program Quality

(3, 7, 10) and State Requirements (1, 2, 8, 9).• Prompt to Discuss: = 12 minutes

• What are your recommendations for state policy related to your criterion of interest?

• What would you recommend a state require in relation to your criterion of interest?

• Group share out: = 8 minutes• What are your tables’ recommendations?


Policy Paper Recommendations

• Read through the recommendations = 5 minutes

• While reading the recommendations, think about:• Which ones are most useful or controversial.• Which ones should be changed or eliminated• Do you have any additional recommendations?

• Share ideas with an elbow partner = 5 minutes

• Share out to room = 5 minutes


Closing Question

•How would you use this information to help re-shape induction policy in your state? What are some of the obstacles?


Our Next Steps• Gather up-to-date policy information for each of the 50 states.

• Provide the 50 state reviews and policy paper to state policymakers and program leaders so they can begin to use them as a roadmap for developing stronger induction policies.

• Advocate for & help to develop more comprehensive educator induction policy in states.

•What are some of the questions that still need to be answered?

Thank you50 state reviews available on the NTC Website:

http://www.newteachercenter.org/policy/policy-map

Liam Goldrick

[email protected]

David Osta

[email protected]

Jennifer Burn

[email protected]

http://www.newteachercenter.org/policy/policy-map

mailto:[email protected]




new teacher center 2012 symposium presentation

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