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    Learner-ready to expert practioner: Academy supports teachers' transitions while addressing equity

    By Learning Forward
    February 2019
    Vol. 40 No. 1
    In fall 2016, more than 50% of teachers in Kokomo, Indiana, were leaving the profession within their first three years. Within the district, low-performing schools in particular struggled to retain teachers. Kokomo was far from alone in this trend, which is common across the country where high-poverty, high-minority, urban, and rural public schools have among the highest rates of turnover (Ingersoll, Merrill, & Stucky, 2014). The costs of teacher attrition are high for districts. According to a report from the Learning Policy Institute, each teacher who leaves the profession costs her district between $17,000 and $22,000. And this does not take into consideration the impact of the revolving door on students and school improvement efforts (Carver-Thomas & Darling-Hammond, 2017). Each teacher who leaves the profession

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    Authors

    Lynn Holdheide and Lisa Lachlan-Hache

    Lynn Holdheide (lholdheide@air.org) is director and Lisa Lachlan-Haché (llachlan@air.org) is principal researcher at the Center on Great Teachers and Leaders at the American Institutes for Research.

    References

    Benedict, A., Holdheide, L., Brownell, M., & Foley, A. (2016). Learning to teach practice-based preparation in teacher education. Washington, DC: American Institutes for Research.

    Billingsley, B., Bettini, E., & Jones, N.D. (in press). Supporting special education teacher induction through high-leverage practices. Remedial and Special Education.

    Carver-Thomas, D. & Darling-Hammond, L. (2017). Teacher turnover: Why it matters and what we can do about it. Palo Alto, CA: Learning Policy Institute.

    Ingersoll, R. (2011). Do we produce enough mathematics and science teachers? Phi Delta Kappan, 92(6) 37-41.

    Ingersoll, R. & May, H. (2012). The magnitude, destinations, and determinants of mathematics and science teacher turnover. Educational Evaluation and Policy Analysis, 34(4), 435-464.

    Ingersoll, R., Merrill, L., & Stuckey, D. (2014). Seven trends: The transformation of the teaching force, updated April 2014. CPRE Report (#RR-80). Philadelphia, PA: Consortium for Policy Research in Education, University of Pennsylvania.

    Ingersoll, R.M. & Strong, M. (2011). The impact of induction and mentoring programs for beginning teachers: A critical review of the research. Review of Educational Research, 81(2), 201-233.

    Konoske-Graf, A., Partelow, L., & Benner, M. (2016). To attract great teachers, school districts must improve their human capital systems. Washington, DC: Center for American Progress.

    McLeskey, J. & Brownell, M. (2015). High-leverage practices and teacher preparation in special education (Document No. PR-1). Gainesville, FL: University of Florida, Collaboration for Effective Educator Development, Accountability, and Reform Center.

    Schmidt, R., Young, V., Cassidy, L., Wang, H., & Laguarda, K. (2017). Impact of the New Teacher Center’s new teacher induction model on teachers and students. Menlo Park, CA: SRI International.

    SRI Education. (2018). Evaluation of the New Teacher Center (NTC) i3 Scale-up Grant: Cohort 1 preliminary teacher and student impact. Available at www.sri.com/sites/default/files/brochures/preliminary_cohort_1_achievement_and_observation_results_evaluation_update_1.pdf.

    Stanulis, R.N. & Floden, R.E. (2009). Intensive mentoring as a way to help beginning teachers develop balanced instruction. Journal of Teacher Education, 60(2), 112-122.

    Sutcher, L., Darling-Hammond, L., & Carver-Thomas, D. (2016). A coming crisis in teaching? Teacher supply, demand, and shortages in the U.S. Palo Alto, CA: Learning Policy Institute.

    Villar, A. & Strong, M. (2007). Is mentoring worth the money? A benefit-cost analysis and five-year rate of return of a comprehensive mentoring program for beginning teachers. ERS Spectrum, 25(3), 1-17.

    Wilson, S.M., Rozelle, J.J., & Mikeska, J.N. (2011). Cacophony or embarrassment of riches: Building a system of support for quality teaching. Journal of Teacher Education, 62(4), 383-394.

    Youngs, P., Jones, N., & Low, M. (2011). How beginning special and general education elementary teachers negotiate role expectations and access to professional resources. Teachers College Record, 113(7), 1506-1540.

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