The New Teacher Center (NTC) has released a new study, Review of State Policies on Teacher Induction, which summarizes the Center’s analysis of induction and mentoring policies across the country. The paper uses a battery of criteria to highlight leading state policies, and makes policy recommendations that the Center believes will help states design and implement comprehensive, high-quality induction and mentoring programs.
The paper highlights recent research that shows beginning teachers are more prevalent in the teaching force than at any other time since the 1980s. Clearly, the need for high-quality teacher preparation programs, followed by comprehensive teacher induction programs, is crucial for developing a highly effective teacher workforce.
For each state, NTC summarizes the existing policies related to 10 key criteria “most critical to the provision of universal, high-quality induction and mentoring support” for new teachers. The summaries capture all relevant policies, statutes, regulations, induction program standards, and other guidance on new teacher induction and mentoring.
NTC’s analysis shows that all states have a lot of work to do with regard to teacher induction policies and practices. Half of all US states don’t require any type of teacher induction or mentoring support; and only three states require schools and districts to provide multi-year support to new teachers, require teachers to complete an induction program to obtain a professional teaching license, and provide dedicated state funding for these programs. But even these states do not have perfect systems.
NTC has several recommendations for improving and supporting comprehensive induction programs in all states:
1. Teachers Served: State policy should require that all teachers receive induction support during their first two years in the profession.
2. Administrators Served: State policy should require that all school administrators receive induction support during their first two years in the profession.
3. Program Standards: The state should have formal program standards that govern the design and operation of local teacher induction programs.
4. Mentor Selection: State policy should require a rigorous mentor selection process.
5. Mentor Training: State policy should require foundational training and ongoing professional development for mentors.
6. Mentor Assignment and Caseload: State policy should address how mentors are assigned to beginning teachers, allow for manageable mentor caseloads, and encourage programs to provide release time for mentors.
7. Program Delivery: State policy should identify key induction program elements, including a minimum amount of mentor-new teacher contact time, formative assessment of teaching practice, and classroom observation.
8. Funding: The state should provide dedicated funding to support local educator induction programs.
9. Educator Accountability: The state should require participation in and/or completion of an induction program to advance from an initial to professional teaching license.
10. Program Accountability: The state should assess or monitor program quality through accreditation, program evaluation, surveys, site visits, self-reports, and other relevant tools and strategies.
To read the full paper, please visit http://newteachercenter.org/products-and-resources/policy-reports/review-state-policies-teacher-induction
