ERIC Number: ED498332
Record Type: Non-Journal
Publication Date: 2007-Jan
Reference Count: N/A
Keeping New Teachers: A First Look at the Influences of Induction in the Chicago Public Schools. Research Report
Kapadia; Kavita; Coca, Vanessa
Consortium on Chicago School Research
Induction has become an increasingly popular strategy for school districts across the country that seek solutions for high attrition rates among teachers who are new to the profession. In Illinois public schools, the attrition rate among new teachers can be as high as 40 percent after only five years on the job. Such turnover levels are costly for school districts and ultimately can erode student achievement. Chicago has embraced induction as a means for retaining good teachers. In addition to the Chicago Public Schools' (CPS) "Guidance, Orientation, Leadership, Development, Empowering New Teachers" (GOLDEN ) Teachers Program, induction programs with various models and degrees of teacher contact are in operation in different regions of the city and among diverse populations of novice teachers. To probe the effects of teacher induction, the Consortium on Chicago School Research (CCSR) included a new battery of questions designed specifically for new teachers on its spring 2005 surveys of CPS elementary and high school teachers. This first look at the influences of teacher induction uses responses from these surveys to evaluate the effects of participating in induction activities on teachers' reports of the quality of their teaching experience, whether they intend to continue teaching, and whether they plan to remain in the same school. Key findings from this study are: (1) In general, novice teachers are positive about their teaching experience; (2) Many individual, classroom, and school factors, most particularly the number of students with behavioral problems, are strongly associated with novices' plans to continue teaching; (3) A welcoming faculty that assists new teachers and strength of school leadership are the two school-level factors that have the greatest influence on novices' reports of good teaching experiences and intentions to continue teaching; (4) Reports about the quality and perceived helpfulness of various induction activities, such as mentoring and supports, are highly predictive of novices reporting a good teaching experience and planning to continue teaching, regardless of where these activities originate; (5) Intensive contextual induction can help novice teachers have good early teaching experiences that encourage them to continue in the profession; and (6) For new CPS teachers, participating in an induction program alone does not influence their plans to continue teaching or guarantee they receive these supports. Across the nation, school systems like Chicago's are taking steps to support their novice teachers. Knowing who these teachers are and the context in which they work will help organizers to create induction programs that better deliver mentoring and other supports, which will enable this and future generations of teachers to have a good experience, continue in the profession, and stay in the same school. Given the vital role that principals and school faculties can play in helping new teachers remain in CPS, the report concludes that a broader definition of induction programming to include school-based initiatives is required. The authors advocate that learning how to keep new teachers is only the first step for large urban districts where a range of factors makes retention a high priority and recommend study of how intensive contextual induction can be designed to improve new teacher practice and, ultimately, the academic achievement of Chicago's children. The following are appended: (1) Variables Used in Analyses; (2) Rasch Analysis; (3) Models Used in this Report; (4) Summary of Logistic Regression Analyses; and (5) Summary of HLM Analyses for Chapter 3. [John Q. Easton assisted in writing this report.]
Descriptors: Teaching Experience, Instructional Leadership, School Districts, Public Schools, Mentors, Beginning Teachers, Beginning Teacher Induction, Teacher Persistence, Labor Turnover, Urban Schools, Elementary School Teachers, Secondary School Teachers, Teacher Attitudes, Teaching Conditions, Correlation, Collegiality, Administrator Role
Consortium on Chicago School Research. 1313 East 60th Street, Chicago, IL 60637. Tel: 773-702-3364; Fax: 773-702-2010; Web site: http://www.consortium-chicago.org
Publication Type: Numerical/Quantitative Data; Reports - Research
Education Level: Elementary Education; High Schools
Sponsor: Joyce Foundation, Chicago, IL.
Authoring Institution: Consortium on Chicago School Research, IL.
Identifiers - Location: Illinois