Mentoring and Induction:
Evidence-Based Practices
Copyright © 2017 American Institutes for Research. All rights reserved.
REL Southwest Bridge Event
Lisa Lachlan-Haché, Ed.D.
August 30, 2017
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Mission
The mission of the Center on Great Teachers
and Leaders (GTL Center) is to foster the
capacity of vibrant networks of practitioners,
researchers, innovators, and experts to build
and sustain a seamless system of support for
great teachers and leaders for every school in
every state in the nation.
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What is induction? Induction is a system of coordinated and aligned
supports designed to provide new educators with a
supportive pathway into the profession.
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Mentoring vs. Induction Mentoring is one-on-one support and feedback provided
by an experienced veteran educator to a new or struggling
educator.
Induction is a larger system of support for new educators
that often includes mentoring but also includes additional
supports such as professional development, curriculum
planning, and orientation.
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What is the purpose of induction? Teacher and leader development occurs on a
continuum that spans the entire career of an educator.
Mentoring and induction activities facilitate the preservice
to inservice transition for new educators.
InserviceMentoring and
InductionPreservice
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National Landscape 29 states have policies requiring some type of mentoring
or induction support for new teachers.
20 states have policies requiring support for first-time
principals.
9 states require support for new teachers beyond their first
2 years.
16 states provide some dedicated funding for induction.
2 states fund statewide teacher induction programs.
Source: New Teacher Center, 2016.
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National Landscape In a review of the 16 submitted state ESSA plans:
14 states include teacher induction and mentoring to
address:
• Talent management (9)
• Equity (6)
• Licensure (2)
• Preparation (2)
• Retention (2)
• Professional development (1)
8 states include principal induction and mentoring
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Connecting EffortsWhen part of a coordinated talent development strategy,
mentoring and induction can connect with and support many
state- and district-driven initiatives.
Improving equitable access to excellent educators
Alleviating teacher shortages
Addressing school turnaround
Implementing Every Student Succeeds Act (ESSA)
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6 Reasons Why Induction Matters1. New teachers are less likely to leave the profession if
they are provided with a mentor in their content area and
if they participate in formal planning and collaboration
with other teachers (Ingersoll & Smith, 2004; Ingersoll &
Strong, 2011).
2. Receiving high-quality induction and mentoring has been
associated with first-year teachers showing student
performance gains equivalent to those of fourth-year
teachers who did not have this support (Strong, 2006).
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6 Reasons Why Induction Matters3. 68% of National and State Teachers of the Year who had
an assigned or informal mentor ranked mentoring among
their top three most important supports for developing
their effectiveness as a teacher.
4. Respondents who had a mentor ranked “modeled
effective teaching practices” as the most important
characteristic of their mentor for developing their
effectiveness as a teacher.
Source: Center on Great Teachers and Leaders, 2014.
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6 Reasons Why Induction Matters5. Empirical evidence exists to support the claim that mentoring
and induction activities have a positive impact on teacher
commitment and retention, teacher classroom instructional
practices, and student achievement (Ingersoll & Strong, 2011).
6. Teachers participating in a comprehensive induction program
had greater gains in student achievement (2–4 months of
additional learning in ELA and 2–5 months of additional
learning in math) compared to students whose new teachers
received traditional new teacher support (Schmidt, Young,
Cassidy, Wang, & Laguarda, 2017).
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Induction in Practice There is wide variation in the way in which mentoring and
induction activities and programs are implemented at
schools and in districts (DeCesare, Workman, &
McClelland, 2016; New Teacher Center, 2016; Strong,
2009).
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Impact of Mentoring and Induction
Based on a review of research from Ingersoll and Strong, 2011
Mentoring
and
inductionInstructional
efficacy
Satisfaction
with working
conditions
Student
achievement
Retention
1. Rigorous mentor selection based on qualities of an effective mentor
2. Ongoing professional development and support for mentors
3. Sanctioned time for mentor-teacher interactions
4. Multiyear mentoring
5. Intensive and specific guidance moving teaching practice forward
6. Professional teaching standards and data-driven conversations
7. Ongoing beginning teacher professional development
8. Clear roles and responsibilities for administrators
9. Collaboration with all stakeholders and a focus on program
improvement
What do effective induction
programs look like?
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Districts cite lack of funding, lack of time, and lack of
stipends as a barrier to implementing adequate mentoring
programs (DeCesare, Workman, & McClelland, 2016).
Teacher attrition in the United States overall costs more
than $2 billion a year, at a rate of nearly $10,000 per
teacher who leaves (The Alliance for Excellent Education,
2014).
Investing in comprehensive induction can create a payoff
of $1.37 for every $1.00 invested (Villar & Strong, 2004).
Funding for Induction and Mentoring
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Are the Tides Turning?
Funding for Comprehensive Mentoring
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In a 2016 review, 16 states provided some dedicated
funding for induction.
In 14 out of 16 submitted state ESSA plans, 12 states are
using Title IIA, and 2 states are using state funds to
support induction and mentoring efforts.
Sources: New Teacher Center, 2016; GTL Center 2017
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Stay tuned for upcoming:
GTL Mentoring and Induction Toolkit Gap Analysis Activity
Root Cause Analysis
Activity
Data-Driven Dialogue
Activity
District Inventory of
Induction Practices
District Tally Activity for
Elements of Effective
Mentoring
Mentor Standards Review
Developing Mentor
Selection Criteria
Facilitated Decision-
Making Points Reflection
Exercise for Recruitment,
Selection, Assignment,
and Matching
Facilitated Decision-
Making Points Reflection
Exercise for Mentor
Development,
Assessment, and
Communities of Practice
Monitoring and
Continuous Improvement
Exercises
The Role of the Principal
New Teacher
Development Scope and
Sequence
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This presentation was distributed under Contract ED-IES-12-C-0012 by Regional Educational Laboratory Southwest. The content of the presentation does not necessarily reflect the views or policies of the Institute of Education Sciences or the U.S. Department of Education, nor does mention of trade names, commercial products, or organizations imply endorsement by the U.S. Government.
Disclaimer
Advancing state efforts to grow, respect, and retain great teachers
and leaders for all students
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www.twitter.com/gtlcenter
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Lisa Lachlan-Haché, EdD
1000 Thomas Jefferson Street NW
Washington, DC 20007-3835
877-322-8700
www.gtlcenter.org | www.air.org