NCTAF-GSU Induction Project. Final ReportReport as inadecuate




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National Commission on Teaching and America's Future

The National Commission on Teaching and America's Future (NCTAF) and Georgia State University (GSU) developed a model for induction of new teachers in urban high need schools. A model induction program, developed over the three-year implementation period, includes: (1) The BRIDGE (Building Resources: Induction and Development for Georgia Educators), an online, peer-reviewed bank of teacher resources; (2) The Professional Growth Plan (PGP), an individual growth plan; and (3) Cross Career Learning Community (CCLC), the professional learning community designed to emphasize induction support, providing both face-to-face and online support and dialogue to help new teachers and their colleagues grow in knowledge and skills. The model has been implemented in high needs schools in metropolitan Atlanta, with goals of supporting new teachers with current technological aids, opportunities for professional development, and a supportive community that enhances teaching ability and careers. The expected outcomes of this support for teachers are a higher retention rate for teachers and increased student achievement. The Induction Project has four major long-term objectives: (1) Create learning communities and improve teacher satisfaction in high-needs schools; (2) Increase retention rate of teachers in high-need schools, especially of new teachers; (3) Improve quality of teacher skills in high-need schools; and (4) Increase K-12 student achievement and school performance in high-needs schools. Findings are included from the data collected for each objective with an evaluation of the Year 3 CCLC activities. Evaluation of effectiveness is based on surveys of facilitators and participants, logs kept of meeting dates and attendees, teacher retention data from surveys of principals by Georgia State University liaisons, and data from the Georgia statewide testing program. In addition, evaluation data were gathered by collecting information from the professional development schools (PDS) data and from site coordinators. This report indicates that the CCLCs are perceived as useful and helpful in creating a positive environment for teachers. Statewide testing data shows statistically significant improvement in elementary treatment schools contrasted with the comparison schools, a continued superior achievement in middle schools, and an increase in high schools that is not statistically significant. Seven appendixes include: (1) Stipend Requirements For Facilitators; (2) Cross Career Learning Communities Survey; (3) Data Sources; (4) Lists of Protocols used in CCLC Meetings; (5) Topics Discussed in CCLC Meetings (6) Professional Growth Plan Comments; and (7) Professional Growth Plan for Cross Career Learning Community. (Contains 10 tables.) ["NCTAF/GSU Induction Project Final Report" was published by Cross Career Learning Opportunities and funded by the Wachovia Foundation.]

Descriptors: Models, Beginning Teacher Induction, Urban Education, Student Needs, Professional Development Schools, Activities, Discourse Communities, Teacher Persistence, Academic Achievement, Elementary Secondary Education, Teacher Recruitment, Teaching Skills, Teacher Effectiveness, Professional Development

National Commission on Teaching and America's Future. 2100 M Street NW Suite 660, Washington, DC 20047. Tel: 202-429-2570; Fax: 202-429-2571; Web site: http://www.nctaf.org





Author: Black, Linda; Neel, John H.; Benson, Gwen

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=4200&id=ED504316







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