Impacts of Comprehensive Teacher Induction: Results from the Second Year of a Randomized Controlled Study

Publisher: Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education
Aug 30, 2009
Authors
Eric Isenberg, Steven Glazerman, Martha Bleeker, Amy Johnson, Julieta Lugo-Gil, Mary Grider, Sarah Dolfin, and Edward Britton
Teacher induction programs are designed to support new teachers and reduce teacher turnover. Comprehensive teacher induction, however, goes beyond traditional induction by relying on carefully selected and trained full-time mentors and also includes an intensive curriculum involving instructional support and professional development, opportunities to observe experienced teachers, and assessment tools for teachers that permit ongoing evaluation of practice and constructive feedback. Findings from the second year of Mathematica’s national evaluation show that compared to business-as-usual induction programs, comprehensive induction did not lead to measurable improvements in student test scores, percentage of teachers remaining in their district or in the profession, or in qualifications of the teachers who were retained. This was true whether induction programs were delivered as one-year or two-year programs.