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1. BBA Admission in India
By:
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2. More Swimming,
Less Sinking:
Effective Support For New Teachers
Sue Anderson, TAP Coordinator, OSPI
Mindy Meyer, New Teacher Induction Project Coordinator,
CSTP
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3. Why focus on induction?
 About 25% of new teachers are no longer
teaching in WA five years later.
 Each teacher who leaves costs WA taxpayers
about $45,000.
 The “churn” of teachers is highest in high-poverty
schools, where the needs for stability in
the teaching force are greatest.
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4. New Teacher Induction Project
 Partnership between the Center for Strengthening the
Teaching Profession (CSTP) and OSPI
 Funded by the Paul G. Allen Family Foundation
(recently joined by the Gates Foundation)
 5 year project:
 2 ESDs (105 and 113)
 2 large districts (Spokane and Highline)
 5 small districts (Mary M. Knight, Raymond, Rochester,
Toppenish, Cle Elum/Roslyn)
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5. Induction Standards
Hiring
Orientation
Mentoring
Professional Development
Assessment for Learning
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6. Survey Information:
 Web-based survey sent to all new teachers (as
designated by districts) in May, 2006
 University of WA administered survey, collated
and “scrubbed” data
 N = 686 (44 ESAs reported separately)
 Results by district available for districts with at
least ten respondents
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7. Hiring
 Look at the data for the following questions:
 #3 (p. 1)
 #15 (p. 5)
 #17 (p. 6)
 #18 (p. 6)
 What are some conclusions you might draw?
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8. Mentoring
 Look at the responses for questions 5 – 12
(pp. 1 – 3)
 What surprises you? What might impact how
you think of your own district’s mentoring
model?
 What cross-tabs might be interesting to run?
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9. Question #10 Not at all Slightly Mod amt Great amt
Planning Lessons 14.5% 32.5 30.7 22.3
Planning assessments 17.1 33.1 32.9 16.6
Looking at student work 28.3 33.4 27.6 10.7
Disc needs of specific students 8.5 20.4 34.8 36.2
Disc approaches to discipline 9.4 20.1 34.1 36.5
Being observed + rcvng fdbk 16.8 23.1 29.5 30.6
Observing mentor 24.2 31.8 23.4 20.5
Observing other teachers 13.7 29.1 31.5 25.7
Devel specif Pro Growth goals 18.2 30.0 32.2 19.7
Disc sched or time mgmt 11.8 29.3 34.9 23.9
Alignmt of instruc w/ EALRs 23.7 33.0 27.2 16.1
ADdmevisesl icounl.teudrahlo cleo.mcopmetency 31.6 35.1 24.9 8.4

10. Professional Development
 Look at the responses for the following
questions:
 #13 (p. 4)
 #14 (p. 5)
 #16 (p. 6)
 In what ways might this data influence what
kinds of PD your district offers to new
teachers?
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11. Of general interest…
 Look at the results table for question #20
(p. 8A).
 What might be some conclusions you could
draw from this table?
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12. Retention
 Look at the responses to questions:
 #21 (p. 8A)
 #22 (p. 9A)
 #23 (p. 9A)
 #26 (p. 10)
 What do you find interesting? Scary?
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13. Q #23: Rate the foll. factors on how much
they would influence your decision to leave
tchng
Not at all Slightly Moderate
amount
Great
amount
Lack of collegial interaction 30.2 % 29.2 24.5 14.9
Ltd oppor for LT career devel 18.5 23.9 35.1 21.1
Salary 12.8 25.7 35.1 25.1
Lack of time for planning, etc. 11.1 26.5 31.6 29.3
Lack of administrative support 12.7 19.8 31.9 34.5
Negative school climate 11.2 16.3 27.4 44.0
Student discipline problems 14.9 32.8 34.0 17.1
High expectations of St perform 42.7 31.3 19.1 5.2
Family reasons 19.7 25.2 26.7 27.3
Other career interests 39.4 31.0 18.1 9.9
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14. Conclusions and next steps: 3-2-1
 3 important ideas that you want to
remember
 2 things you’d like to know more about
 1 action you’ll take on this when you
return to your district
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