|
Beyond Induction: Articulating the Long-Term Impact of an Induction Program on Beginning Teachers and Mentor Teachers
|
| Presenter(s):
|
| Susan Hanson, New Teacher Center, shanson@newteachercenter.org
|
| Abstract:
Long-term impact is an assumed goal of most educational programs. But, most evaluation designs do not include data collection beyond short-term outcomes. This paper focuses on the value of collecting data regarding the long-term outcomes and impact of a teacher induction program on beginning teachers and mentor teachers. The New Teacher Center provides comprehensive induction systems for new teachers to improve their effectiveness, retention, raise student achievement, and encourage leadership. Our induction programs are built around certain beliefs, one of which is that high quality induction impacts teachers and their practice far beyond their first years of teaching. Two studies were conducted to explore long-term outcomes and impact for both beginning teachers and the mentors who received ongoing professional development. Ways in which attention to long-term impact has many useful purposes in addition to providing evidence of positive impact beyond the life of the program will be discussed.
|
|
Development of the Teaching Opinion Survey (TOS): A Screening Tool for Alternative Teacher Preparation Programs
|
| Presenter(s):
|
| Brandi Trevisan, The Findings Group, brandi@thefindingsgroup.com
|
| Shelly Engelman, The Findings Group, shelly@thefindingsgroup.com
|
| Tom McKlin, The Findings Group, tom@thefindingsgroup.com
|
| Abstract:
Operation Reboot is an NSF-funded alternative teacher preparation program for former IT workers to become high school computer science educators. Each participant, paired with a classroom teacher, co-teaches high school classes for a school year, forming a partnership that enhances the pedagogical and content knowledge of both members. After the first two cohorts experienced high attrition rates, it became apparent that stronger screening measures and an examination of the participant values were necessary during the application process to identify those candidates most likely to become successful classroom teachers. For this reason, we developed the Teaching Opinion Survey (TOS) by drawing from extant measures of dispositions to teach, theory of intelligence, and success case interviews with exemplary high school teachers. The resulting instrument could be used by alternative teacher preparation programs to reduce attrition and select those candidates most likely to succeed.
|
| |