Induction

All Research

TITLE
SYNOPSIS
CITATION
Instructional Coaching: Professional development strategies that improve instruction

This article discusses instructional coaching as well as the eight factors that can increase the likelihood that coaching will be a real fix for a school. Instructional coaching holds much potential for improving the way teachers teach and the way students learn, but that potential will only be realized if leaders plan their coaching program with care. 

Annenburg Institute for School Reform. (2004). Instructional Coaching: Professional development strategies that improve instruction.Retrieved from: http://www.annenberginstitute.org/publications/professional-development-strategies-professional-learning-communitiesinstructional-coac

 

Professional development and teacher learning: Mapping the terrain

Teacher professional development is essential to efforts to improve our schools. This article maps the terrain of research on this important topic. It first provides an overview of what we have learned as a field, about effective professional development programs and their impact on teacher learning. 

Borko, H. (2004). Professional development and teacher learning: Mapping the terrain. Educational Researcher30(8), 3–15.

Make Room for the Principal Supervisors

This report describes how Denver Public Schools hired personnel to coach and evaluate its principals.

Gill, J., (2013). Make Room for the Principal Supervisors. The Wallace Foundation.

Proceedings from the Wing Institute’s Fifth Annual Summit on Evidence-Based Education: Education at the Crossroads: The State of Teacher Preparation

This article shared information about the Wing Institute and demographics of the Summit participants. It introduced the Summit topic, sharing performance data on past efforts of school reform that focused on structural changes rather than teaching improvement. The conclusion is that the system has spent enormous resources with virtually no positive results. The focus needs to be on teaching improvement.

Keyworth, R., Detrich, R., & States, J. (2012). Introduction: Proceedings from the Wing Institute’s Fifth Annual Summit on Evidence-Based Education: Education at the Crossroads: The State of Teacher Preparation. In Education at the Crossroads: The State of Teacher Preparation (Vol. 2, pp. ix-xxx). Oakland, CA: The Wing

Review of research on the impact of beginning teacher induction on teacher quality and retention.

The objective in this review was to summarize and critique empirical research on the impact of beginning teacher induction on teacher retention and teacher quality (particularly studies in which teacher effectiveness was evaluated by using student achievement measures).

Rogers, M., Lopez, A., Lash, A., Schaffner, M., Shields, P., & Wagner, M. (2004). Review of research on the impact of beginning teacher induction on teacher quality and retention.

Teacher Induction Found to Raise Student Scores

Teachers who received two years of comprehensive induction services boosted student scores in reading and math more than teachers in a comparison group who didn’t receive the support, a study released today by the U.S. Department of Education’s Institute of Education Sciences finds.

 

Sawchuk, S. (2010) (2010, June 28). Teacher induction found to raise student scores. Education Week. Retrieved from www.edweek.org/ew/articles/2010/06/28/36induction.h29.html

Lean on Me: Peer Mentoring for Novice Principals

This study focuses on the experiences of ten novice principals involved in a principal mentoring program in a large urban school district to examine the connections of theory and practice from training received in their administrative preparation program. It sought to understand the impact of receiving support and mentoring in retaining principals. Three themes emerged from the data: (1) the importance of networking with other principals, (2) individualized support with mentors, and (3) continuous development and professional growth. The research presented will contribute to the agenda of retaining quality administrators in the field.

Simieou, F., Decman, J., Grigsby, B., & Schumacher, G. (2010). Lean on me: Peer mentoring for novice principals. International Journal of Educational Leadership Preparation, 5(1), 1-9.

Teacher induction, mentoring, and retention: A summary of the research

This paper reviews the research literature on new teacher mentoring, focusing on issues of definition, why teachers quit, and the effects of mentoring on retention. 

Strong, M. (2005). Teacher induction, mentoring, and retention: A summary of the research. The New Educator1(3), 181-198.

The impact of newly qualified teachers (NQT) induction programmes on the enhancement of teacher expertise, professional development, job satisfaction or retention rates: A systematic review of research literature on induction
The main aim of this report is to identify and map studies that will shed light on the impact of induction programmes on teacher performance, career development and retention rates.

Totterdell, M., Bubb, S., Woodroffe, L., & Hanrahan, K. (2004). The impact of newly qualified teachers (NQT) induction programmes on the enhancement of teacher expertise, professional development, job satisfaction or retention rates: A systematic review of research literature on induction. Research evidence in education library.

Effects of teacher induction on beginning teachers’ teaching: A critical review of the literature

Drawing on literature since 1997, this review explores the effects of teacher induction on beginning teachers' conceptions and practice of teaching, and it identifies three approaches to understanding such effects, as found in the literature. 

Wang, J., Odell, S. J., & Schwille, S. A. (2008). Effects of teacher induction on beginning teachers' teaching: A critical review of the literature. Journal of teacher education59(2), 132-152.

Education Leadership: A Bridge to School Reform
This report describes how Denver Public Schools hired people to coach and evaluate its principals.
DeVita, M., Colvin, R., Darling-Hammond, L., Haycock, K. (2007). Education Leadership: A Bridge to School Reform. The Wallace Foundation.
Assessing Learning-Centered Leadership: Connections to Research, Professional Standards, and Current Practices
Research shows that most assessments of school leaders are ineffective in gauging how leaders are - or are not - promoting learning. This Wallace Perspective describes a possible new direction, highlights new assessment instruments and discusses unknowns in using assessments to improve leadership and benefit students.
Portin, B. S. (2009). Assessing the effectiveness of school leaders: New directions and new processes. The Wallace Foundation
Getting Principal Mentoring Right: Lessons from the Field
Mentoring for new principals, once rare, is now required by half the nation’s states. That’s a major advance, but many programs are not yet tailored to developing principals who can drive better instruction, according to this Wallace analysis. The report looks at two school districts that stress mentoring - Jefferson County (Kentucky) and New York City -and proposes guidelines for effective mentoring.
Spiro, J., Mattis, M. C., & Mitgang, L. D. (2007). Getting principal mentoring right: Lessons from the field. Wallace Foundation.
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