This paper: reviews research on beginning teacher induction programs, summarizing previous reviews of the topic; identifies various state- and local-level induction programs, analyzing best practices that exist today.
Arends, R. I., & Rigazio-DiGilio, A. J. (2000). Beginning Teacher Induction: Research and Examples of Contemporary Practice.
The main focus of this study is to find different kinds of variables that might contribute to variations in the strength and direction of the relationship by examining quantitative studies that relate mathematics teachers’ subject matter knowledge to student achievement in mathematics.
Ahn, S., & Choi, J. (2004). Teachers' Subject Matter Knowledge as a Teacher Qualification: A Synthesis of the Quantitative Literature on Students' Mathematics Achievement. Online Submission.
This issue is the second in a three-part series on quality teaching. The other two issues in the series focus on teacher recruitment and teachers' career structures and work environment. This issue examines research and expert consensus on teacher preparation,
Allen, M. (2000). Teacher Preparation and Induction. Progress of Education Reform, 1999-2001, 2(3), n3.
State-level policy support for teacher induction programs can help teachers realize their full potential, keep them in the profession, promote greater student learning, and save money. Higher education institutions and school districts must work together to provide high-quality and well-designed induction programs.
American Association of State Colleges and Universities (AASCU). (2006). Teacher induction programs: Trends and opportunities. Policy Matters, 3(10), 1–4.
A 10-year comparison of graduates from 4- and 5-year teacher education programs at the same institution revealed significant differences between graduates of the two programs. Limitations of the study and alternative explanations for these differences are discussed.
Andrew, M. D. (1990). Differences between graduates of 4-year and 5-year teacher preparation programs. Journal of Teacher Education, 41, 45–51
This article describes the efforts of eleven universities and colleges to assess their teacher education programs based on broad, commonly held outcomes.
Andrew, M. D., & Schwab, R. L. (1995). Has reform in teacher education influenced teacher performance? An outcome assessment of graduates of an eleven-university consortium. Action in teacher education, 17(3), 43-53.
Using professional self-regulation in medicine as a model, the National Commission on Teaching and America's Future has proposed sweeping changes in how teachers are trained and licensed, claiming that the reforms are well-grounded in research. This paper argues that the research literature offers far less support for the Commission's recommendations than is claimed.
Ballou, D., & Podgursky, M. (2000). Reforming Teacher Preparation and Licensing: What is the Evidence?. Teachers College Record, 102(1), 5-27.
This article reviewed a number of comprehensive instructional-mentoring programs and identified three critical factors that seem to be making a positive difference.
Barlin, D. (2010). Better mentoring, better teachers: Three factors that help ensure successful programs. Education Week, 29, 27.
The author uses teachers’ ratings on the North Carolina Educator Evaluation System to determine whether teacher preparation programs (TPPs) are associated with the evaluation ratings of their initially prepared teachers.
Bastian, K. C., Patterson, K. M., & Pan, Y. (2017). Evaluating teacher preparation programs with teacher evaluation ratings: Implications for program accountability and improvement. Journal of Teacher Education, 69(5), 429–447.
The purpose of this paper is to provide a comprehensive review of what is known about teacher induction in special education and to outline recommendations for the design of induction programs and further research.
Billingsley, B. S., Griffin, C. C., Smith, S. J., Kamman, M., & Israel, M. (2009). A Review of Teacher Induction in Special Education: Research, Practice, and Technology Solutions. NCIIP Document Number RS-1. National Center to Inform Policy and Practice in Special Education Professional Development.
This policy brief lays out five components of a vision for the future and identifies opportunities to support teacher education reform. Examples of promising developments are also addressed that involve full-scale program redesign featuring collaboration across general and special education.
Blanton, L. P., Pugach, M. C., & Florian, L. (2011). Preparing general education teachers to improve outcomes for students with disabilities. Washington, DC: American Association of Colleges for Teacher Education; National Center for Learning Disabilities. Retrieved from https://www.ncld.org/wp-content/uploads/2014/11/aacte_ncld_recommendation.pdf
The purpose of this overview is to provide information about the methods of teacher preparation, the current state of research on teacher preparation, challenges, trends, questions, and recommendations for those working to prepare teachers for success in the classroom.
Cleaver, S., Detrich, R. & States, J. (2020). Overview of Teacher Preparation. Oakland, CA: The Wing Institute.https://www.winginstitute.org/quality-teachers-pre-service.
This chapter from "Studying Teacher Education" focus on the research procedures and the impact claims of researchers who study the complex phenomenon commonly labeled as a methods course or a teacher-
education-related field experience in a school or community.
Clift, R. T., & Brady, P. (2005). Research on methods courses and field experiences. Studying teacher education: The report of the AERA panel on research and teacher education, 309424.
This article outlines the challenges to creating productive clinical experiences for prospective teachers, and identifies strategies that have been found successful in confronting these challenges
Darling-Hammond, L. (2014). Strengthening clinical preparation: The holy grail of teacher education. Peabody Journal of Education, 89(4), 547-561.
New data and analysis from the National Council on Teacher Quality finds significant progress on the science of reading instruction in teacher preparation.
Drake, G., & Walsh, K. (2020). 2020 teacher prep review: Program performance in early reading instruction. Washington, D.C.: National Council on Teacher Quality. Retrieved from www.nctq.org/publications/2020-Teacher-Prep-Review:-Program-Performance-in-Early-Reading-Instruction
The National Council of Teacher Quality (NCTQ) review examines teacher preparation program progress in adopting the necessary components of evidence-based reading instruction. The report continues the effort of two previous reports offering educators a look at trends on preparation program progress on providing this essential training.
Drake, G., et al. (2020). Teacher Prep Review: Program Performance in Early Reading Instruction. National Council on Teacher Quality.https://www.nctq.org/dmsView/NCTQ_2020_Teacher_Prep_Review_Program_Performance_in_Early_Reading_Instruction
This research examines meta-analyses on the topic to identify those practices that predictably lead to effective classroom instruction. The paper examines practices such as teacher degrees, preparation models, methods of course delivery, technology-based instruction, cooperative learning practices, instruction methods, field experience, field experience supervision, and induction practices.
Dunst, C. J., Hamby, D. W., Howse, R. B., Wilkie, H., & Annas, K. (2020). Research Synthesis of Meta-Analyses of Preservice Teacher Preparation Practices in Higher Education. Higher Education, 10(1).
This paper looks at methods to enable teachers to generalize skills taught in pre-service to use in the classroom.
Fallon, D. (2004). Tapping the potential: Retaining and developing high-quality new teachers.
Teaching methods and field experience courses that focus on teaching make up only a small fraction of the postsecondary coursework required for teachers, especially for prospective secondary teachers.
Floden, R., & Meniketti, M. (2009). Research on the effects of coursework in the arts and sciences and in the foundations of education. In Studying teacher education (pp. 273-320). Routledge.
The goal of this paper was to document and analyze the research on the connection between teachers' preparation to teach special education students, their instructional practices once in the classroom, and their students' eventual learning achievement
Goe, L. (2006). The teacher preparation→ teacher practices→ student outcomes relationship in special education: Missing links and next steps: A research synthesis. Washington, DC: National Comprehensive Center for Teacher Quality. Retrieved September, 3, 2009.
This paper provides the first empirical examination of National Council on Teacher Quality (NCTQ) ratings, beginning with a descriptive overview of the ratings and documentation of how they evolved from 2013-2016, both in aggregate and for programs with different characteristics.
Goldhaber, D., & Koedel, C. (2019). Public Accountability and Nudges: The Effect of an Information Intervention on the Responsiveness of Teacher Education Programs to External Ratings. American Educational Research Journal, 0002831218820863.
This brief quantifies the fundamentally chaotic nature of elementary teacher preparation for initial certification, which is by far the most popular choice of individuals who consider teaching. While there is overlap in the topics each undergraduate/graduate program pair covers, what's more striking are the different course requirements--even though both programs are offered by the same education school at the same institution. Ideally, teacher candidates in each program pair should receive preparation that is not only consistent, but also high quality in its design.
Greenberg, J., & Dugan, N. (2015). Incoherent by Design: What You Should Know about Differences between Undergraduate and Graduate Training of Elementary Teachers. National Council on Teacher Quality.
This Issue Paper presents a brief review of the legal and policy foundations and best professional practices for inclusive services. It also provides a discussion of key components of inclusive services that should be incorporated in teacher preparation at the preservice and inservice levels.
Holdheide, L. R., & Reschly, D. J. (2008). Teacher Preparation to Deliver Inclusive Services to Students with Disabilities: TQ Connection Issue Paper. National Comprehensive Center for Teacher Quality.
The most successful teacher induction programs reported here include opportunities for experts and neophytes to learn together in a supportive environment promoting time for collaboration, reflection and acculturation into the profession of teaching.
Howe, E. R. (2015). Exemplary Teacher Induction: An International Review. In In Search of Subjectivities (pp. 33-44). Routledge.
This paper describes some implication of research on learning to teach to the design of induction and mentoring programs.
Huling-Austin, L. (1992). Research on learning to teach: Implications for teacher induction and mentoring programs. Journal of teacher education, 43(3), 173-180.
This paper is based on an analysis of seven alternative certification programs to determine the characteristics of effective programs. Overall, findings suggest that an effective alternative certification program places candidates in schools with strong leadership, a collegial atmosphere, and adequate materials.
Humphrey, D. C., Wechsler, M. E., & Hough, H. J. (2008). Characteristics of effective alternative teacher certification programs. Teachers College Record, 110(1), 1-63.
This study examines whether such supports have a positive effect on the retention of beginning teachers. The study also focuses on different types and components of induction, including mentoring programs, collective' group activities, and the provision of extra resources and reduced workloads.
Ingersoll, R. M., & Smith, T. M. (2004). Do teacher induction and mentoring matter?. NASSP bulletin, 88(638), 28-40
The authors use six years of data on student test performance to evaluate the effectiveness of certified, uncertified, and alternatively certified teachers in the New York City public schools. This study also evaluates turnover among teachers with different certification status and the impact on student achievement of hiring teachers with predictably high turnover
Kane, T. J., Rockoff, J. E., & Staiger, D. O. (2008). What does certification tell us about teacher effectiveness? Evidence from New York City. Economics of Education review, 27(6), 615-631.
This paper highlights the importance of making the preparation of teachers as scientific as possible by basing instruction on scientific evidence and making teaching an applied science.
Kauffman, J. M. (2012). Science and the Education of Teachers. In Education at the Crossroads: The State of Teacher Preparation (Vol. 2, pp. 47-64). Oakland, CA: The Wing Institute.
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
The Teacher Education Committee at Northwestern Oklahoma State University approved the development of a competency-based teacher education program. A subcommittee identified and wrote professional education competencies which students should master prior to program completion.
Lehr, M. (1981). Changes in Teacher Education: The Holy Grail of Quality.
This report is based on efforts by the National Center for Education Statistics to collect data on teacher preparation and qualifications using a nationally representative survey of full-time public school teachers whose main teaching assignment is in English/language arts, social studies/social sciences, foreign language, mathematics, or science (or who teach a self-contained classroom).
Lewis, L., Parsad, B., Carey, N., Bartfai, N., Farris, E., & Smerdon, B. (1999). Teacher quality: A report on the preparation and qualifications of public school teachers. NCES 1999-080. Washington, DC: U.S. Department of Education, National Center for Education Statistics. Retrieved from https://nces.ed.gov/pubs99/1999080.pdf
This study focused on preservice general education teachers who were prepared to use an evidence-based teaching practice and the effects the practice had on their pupils’ academic performance.
Maheady, L., Harper, G. F., Mallette, B., & Karnes, M. (2004). Preparing preservice teachers to implement class wide peer tutoring. Teacher Education and Special Education, 27(4), 408-418.
This paper is the story of Fast Start. This paper will explain exactly how they transformed their approach to pre-service training and built Fast Start, and what they’ve learned along the way. They hope that their experience—including our failures—can serve as a road map for other preparation programs that want to find new ways to help new teachers find success.
Menzes, A., & Maier, A. (2014). Fast Start: Training Better Teachers Faster, with Focus, Practice and Feedback. TNTP. Retrieved from https://eric.ed.gov/?id=ED559704
National Center for Education Statistics. U.S. Department of Education presents the data of public school teachers who held a postbaccalaureate degree, public school teachers who held the certificate, and the year of experience.
National Center for Education Statistics. U.S. Department of Education. (2018b). The condition of education 2018: Characteristics of public school teachers. NCES 2018-144. Retrieved from https://nces.ed.gov/fastfacts/display.asp?id=58
This study follows 305 preservice teachers (PSTs) who student taught in Chicago Public Schools (CPS) in 2014-15 and were subsequently hired in CPS in 2015-16.
Ngang, T. K., Yunus, H. M., & Hashim, N. H. (2015). Soft skills integration in teaching professional training: Novice teachers’ perspectives. Procedia-social and behavioral sciences, 186, 835-840.
The authors use data from a four-year experiment in which teachers and students were randomly assigned to classes to estimate teacher effects on student achievement. Teacher effects are estimated as between-teacher (but within-school) variance components of achievement status and residualized achievement gains.
Nye, N., Konstantopoulos, S., & Hedges, L. (2004). How large are teacher effects? Educational Evaluation and Policy Analysis, 26(3), 237–257. Retrieved from https://doi.org/10.3102/01623737026003237
This policy report provides a look at the decline in the enrollment of American teacher preparation programs, along with potential consequences for schools and the student they serve.
Partelow, L. (2019). What to Make of Declining Enrollment in Teacher Preparation Programs. Center for American Progress. https://www.americanprogress.org/issues/education-k-12/reports/2019/12/03/477311/make-declining-enrollment-teacher-preparation-programs/
Describes a Sonoma County (California) school district's peer coaching program designed to meet the needs of new, probationary, and experienced teachers. The program succeeded because participation was voluntary, the training empowered teachers and improved their coaching skills, and teachers continued to meet as a group and learn from each other.
Raney, P., & Robbins, P. (1989). Professional growth and support through peer coaching. Educational Leadership, 35(6), 35-38.
Increasingly, states and teacher education programs are establishing minimum requirements for cooperating teachers’ (CTs’) years of experience or tenure. Undergirding these policies is an assumption that to effectively mentor preservice teachers (PSTs), CTs must themselves be instructional effective. The authors test this assumption using statewide administrative data on nearly 2,900 PSTs mentored by over 3,200 CTs.
Ronfeldt, M., Brockman, S. L., & Campbell, S. L. (2018). Does cooperating teachers’ instructional effectiveness improve preservice teachers’ future performance. Educational Researcher, 47(7), 405–418.
This analysis examines the available research on effective teaching, how to impart these skills, and how to best transition teachers from pre-service to classroom with an emphasis on improving student achievement. It reviews current preparation practices and examine the research evidence on how well they are preparing teachers
States, J., Detrich, R. & Keywroth, R. (2012). Effective Teachers Make a Difference. In Education at the Crossroads: The State of Teacher Preparation (Vol. 2, pp. 1-46). Oakland, CA: The Wing Institute.
This paper is part of a bigger research project and focuses on issues related to soft skills and teaching professional training. The purpose of this paper is to explore the extent of soft skills that has been integrated in teaching professional training from the novice teachers’ perspectives.
Tang, K. N., Yunus, H. M., & Hashim, N. H. (2015). Soft skills integration in teaching professional training: Novice teachers’ perspectives. Procedia-Social and Behavioral Sciences, 186, 835–840.
The authors recommend a shift in focus for TFA from a program of mixed impact to one that makes measureable changes in the quality of education in America. Recommendations for policymakers and districts are provided.
Vasquez Heilig, J., & Jez, S. J. (2014). Teach For America: A return to the evidence.
A year-long researcher-teacher professional development group with a next-year followup was conducted with seven general education teachers from two elementary schools in a large urban school district in the southeastern United States. The components of successful professional development programs are discussed and implications for teacher education are offered.
Vaughn, S., Hughes, M. T., Schumm, J. S., & Klingner, J. (1998). A collaborative effort to enhance reading and writing instruction in inclusion classrooms. Learning disability quarterly, 21(1), 57-74.
This report examines research on teacher certification, reviewing every published study or paper, and many unpublished dissertations, cited by prominent advocates of teacher certification.
Walsh, K. (2001). Teacher Certification Reconsidered: Stumbling for Quality.