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More Swimming,
Less Sinking:
Effective Support For New Teachers
Sue Anderson, TAP Coordinator, OSPI
Mindy Meyer, New Teacher Induction Project Coordinator,
CSTP

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Why focus on induction?

About 25% of new teachers are no longer

teaching in WA five years later.
Each teacher who leaves costs WA taxpayers
about $45,000.
The churn of teachers is highest in highpoverty schools, where the needs for stability in
the teaching force are greatest.

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New Teacher Induction Project

Partnership between the Center for Strengthening the

Teaching Profession (CSTP) and OSPI
Funded by the Paul G. Allen Family Foundation
(recently joined by the Gates Foundation)
5 year project:

2 ESDs (105 and 113)

2 large districts (Spokane and Highline)
5 small districts (Mary M. Knight, Raymond, Rochester,
Toppenish, Cle Elum/Roslyn)

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Induction Standards
Hiring
Orientation
Mentoring
Professional

Development
Assessment for Learning
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Survey Information:

Web-based survey sent to all new teachers (as

designated by districts) in May, 2006
University of WA administered survey, collated
and scrubbed data
N = 686 (44 ESAs reported separately)
Results by district available for districts with at
least ten respondents

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Hiring

Look at the data for the following questions:

#3 (p. 1)
#15 (p. 5)
#17 (p. 6)
#18 (p. 6)

What are some conclusions you might draw?

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Mentoring

Look at the responses for questions 5 12

(pp. 1 3)

What surprises you? What might impact how

you think of your own districts mentoring
model?

What cross-tabs might be interesting to run?

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Question #10

Planning Lessons

Not at all

Slightly

Mod amt

Great amt

14.5%

32.5

30.7

22.3

Planning assessments

17.1

33.1

32.9

16.6

Looking at student work

28.3

33.4

27.6

10.7

Disc needs of specific students

8.5

20.4

34.8

36.2

Disc approaches to discipline

9.4

20.1

34.1

36.5

Being observed + rcvng fdbk

16.8

23.1

29.5

30.6

Observing mentor

24.2

31.8

23.4

20.5

Observing other teachers

13.7

29.1

31.5

25.7

Devel specif Pro Growth goals

18.2

30.0

32.2

19.7

Disc sched or time mgmt

11.8

29.3

34.9

23.9

Alignmt of instruc w/ EALRs

23.7

33.0

27.2

16.1

31.6

35.1

24.9

8.4

Devel cultural competency

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Professional Development

Look at the responses for the following

questions:

#13 (p. 4)
#14 (p. 5)
#16 (p. 6)

In what ways might this data influence what

kinds of PD your district offers to new
teachers?

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Of general interest

Look at the results table for question #20

(p. 8A).

What might be some conclusions you could

draw from this table?

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Retention

Look at the responses to questions:

#21 (p. 8A)

#22 (p. 9A)
#23 (p. 9A)
#26 (p. 10)

What do you find interesting? Scary?

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Q #23: Rate the foll. factors on how much they

would influence your decision to leave tchng

Not at all

Lack of collegial interaction

Moderate
amount

Great
amount

30.2 % 29.2

24.5

14.9

Ltd oppor for LT career devel

18.5

23.9

35.1

21.1

Salary

12.8

25.7

35.1

25.1

Lack of time for planning, etc.

11.1

26.5

31.6

29.3

Lack of administrative support

12.7

19.8

31.9

34.5

Negative school climate

11.2

16.3

27.4

44.0

Student discipline problems

14.9

32.8

34.0

17.1

High expectations of St perform

42.7

31.3

19.1

5.2

Family reasons

19.7

25.2

26.7

27.3

Other career interests

39.4

31.0

18.1

9.9

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Slightly

Conclusions and next steps: 3-2-1

3

important ideas that you want to

remember

things youd like to know more about

action youll take on this when you

return to your district

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