Training Programs Help New Teachers Succeed, Study Finds

Schools that use formal programs of training and support for new teachers are highly successful in retaining teachers and giving them the support and tools they need to be successful, according to a new study

The first year of teaching is often considered the make-or-break year, as a high percentage of teachers decide to leave the profession during that initial period, according to the study - "Learning the Ropes: Urban Teacher Induction Programs and Practices in the United States." The study was released by Recruiting New Teachers, a national non-profit educational research organization based in Belmont, Mass.

The study points out that nearly one-fourth of all new teachers leave the classroom in the first three years and nearly 10% leave in the first year.

"In education, teachers who make the transition from novice to seasoned professional often do so by navigating solo through uncharted waters," said Elizabeth F. Fideler, co-author of the report. "What new teachers experience is in stark contrast to the experiences of medical residents, law associates and even rookie basketball players, who are required to go through extended training, development, and mentoring during their respective induction periods."

The study found that induction programs improve new teachers' knowledge, skills and performance, provide personal support, introduce new teachers to school system norms and procedures, and familiarize them with school system values. These programs are especially effective in urban school districts.

WEAC working for strong training programs

In Wisconsin, WEAC is continuously working to advance professional development programs for all teachers, including beginning teachers.

• Last year, WEAC strongly supported creation of the Professional Standards Council, which is working to provide for the continual professional development of teachers. .
• WEAC's Professional Development Academy is a catalyst for promoting and delivering quality, meaningful staff development to members and school districts throughout Wisconsin.
• WEAC has developed a Beginning Teacher Handbook.
• WEAC Resolution B-1 Teacher Education Programs calls for strong internship and student teacher programs.
• WEAC is advocating effective teacher training and support programs as part of the proposed changes in teacher licensing.

NEA's Chase backs study's findings

NEA President Bob Chase called the study "a beacon of insight and information in our quest to attract and retain high quality teachers."

"This study confirms what common sense and experience have told us all along," said Chase. "The toughest test of all for beginning teachers is the first time they enter the classroom. As educators and policy-makers, we ought to channel all the resources we can to help new teachers to not just survive their first year of teaching, but to thrive and succeed in their most important charge - boosting student achievement."

Chase expressed concern that the tremendous demand for teachers may create pressures to lower standards to fill an estimated 2 million vacancies over the next decade.

At the July 1999 NEA Representative Assembly, delegates approved several new resolutions addressing teacher preparation and professional development. They overwhelmingly approved a resolution that puts the NEA firmly on record endorsing mandatory support systems for new teachers. The resolution calls for all new teachers to have mentors to help them survive and thrive in their first years in the classroom. The policy also states that assistance to new teachers must be no less than one year in duration.

Delegates also voted to support stricter guidelines for teacher certification and to strenuously oppose out-of-field teaching assignments, where teachers are required to teach subjects outside their licensed area of expertise.

Chase said National Board Certified teachers can be important role models for new teachers. National Board Certification is a voluntary endeavor teachers take on to improve their teaching skills. Many say it is akin to earning a "black belt in teaching."

Speaking before NEA delegates, National Board of Professional Teaching Standards President Barbara Kelley called on educators and policy-makers to insist on the highest standards in meeting the demand created by a teacher shortage.

"The students in this country cannot afford even one inadequately prepared teacher," said Kelley. "Hospital patients expect doctors to update their skills on a regular basis and to have access to the latest research and best practices. Students should expect no less from their teachers."

NEA has produced a package of products and services provided to beginning teachers to help guide them through first-year difficulties through the Association's just-launched new teacher initiative. The resources include a collection of NEA professional books, Internet tools and a new teacher CD-ROM.

Posted July 28, 1999