The document summarizes a bridge program created by Western Oregon University's College of Education to support new teachers as they transition from pre-service to in-service educators. The program aims to address high teacher attrition rates by providing mentoring, reflection opportunities, professional development, and a community of practice for new teachers. Preliminary findings from surveys and interviews suggest that participants find the community of practice and additional support most beneficial. The program seeks to better prepare new teachers and increase retention to benefit students.

1. College of Education Bridge Program
“Supporting the needs of teachers as they
transition from pre to in-service educators ”
Western Oregon University, Oregon
Drs. Alicia Wenzel, Cindy Ryan, Carmen Cecada

2. Rationale for Bridge Program
• Teacher attrition has grown by 50 percent over the
past fifteen years.
– 46% of all new teachers in the US leave the
profession within five years.
– The national teacher turnover rate has risen to 16.8
percent.
– In urban schools it is over 20 percent.
(Kain, 2011; NCES, 2010; NCTAF, 2007, 2010)

3. • “…inexperienced teachers often
facing assignments in the most challenging
schools because that is where the openings are
– but with little support, they burn out in a few
years, feeding the churn of attrition and
teacher turnover in these schools.” (NCTAF, 2007).

4. Strategies & Approaches
• What strategies & approaches are
you using to support your new
teachers as they transition from pre-
to-inservice?

5. Recommendations
• Provide:
– Mentoring (Kent et al, 2012; Moir et al, 2009)
– Reflection, community, action, feedback (Hoban &
Hastings, 1997)
– Guided facilitative interaction (Shinoharam & Daehler, 2008)
– Collaborative learning (Stoll et al, 2006)
– Professional development (Fulton et al, 2010)
– Opportunity for teachers to discuss… with others in
trusted environments (Shinoharam & Daehler, 2008)
– “Overlapping communities” (Artz & Curcio, 2008)

6. Framework:
Community of Practice
It is an aggregate of people who come together around a
mutual engagement. Ways of doing things, ways of
talking, beliefs – in short, practices –[that] emerge in the
course of this mutual endeavor.
- (Eckert & McConnell-Ginet, 1999, p. 464, emphasis added)
Features needed to be considered a CofP.
a) mutual engagement
b) a jointly negotiated enterprise
c) a shared repertoire
- (Wenger, 1998, pp. 76-78).

7. -Purpose: to support
current COE students, and our
alumni, bridging their path from
pre to in-service teachers as they
gain knowledge and skills to
become effective educators.
-Participants: student
teachers, alumni in years 0-5

9. Research Qs
• What challenges do novice teachers face as they
transition from pre to in-service teachers?
• How can a Community of Practice help reduce negative
feelings (ie: stress, frustration, anxiety) related to this
transition and their new professional responsibilities, and
help promote a collaborative network of professionals?
• What tools, strategies, knowledge, and skills can be
incorporated in this Program that may help beginning
teachers positively impact student success and increase
teacher retention rates?

10. Methodology:
• Mixed methods approach blending exploratory and
explanatory designs (Creswell, Plano Clark, Gutmann, &
Hanson, 2003) with qualitative inquiry
– Likert-scale & open-ended questions on surveys
• Surveymonkey
– Constant-comparison method (Strauss & Corbin, 1990)
– Observational data, interviews, focus groups

11. Findings
• Preliminary evidence from the Program’s first meeting
and survey responses indicate that participants find the
following to be most beneficial:
a) a non-evaluative CofP
b) additional professional development
c) “overlapping communities”
d) time to reflect and opportunities to take action

12. Student teacher response
(Video link to hear interview)
http://sharing.theflip.com/session/c4c671317c451fb4d0b048d5acc8cf6f/video/1

13. Alumni Response
• “My name is Sarah. I graduated June 2012 . I have attended the BP as a
student teacher last year and now as a graduate and licensed teacher…”
• Favorite part –”talking with others in the education field…Teaching is an
incredibly complex profession so it is reassuring to know others are
experiencing the same challenges and yet still finding ways to successfully
reach students…It was interesting (and helpful) to hear about the different paths
people were on as teachers.”
• Concerns:
• Addressing the individual needs of my students (C&I).
• Assessing to determine students' strengths and weaknesses, especially in
reading
• Classroom Management
• Believes the BP can: offer continuing education, links to teaching resources,
support, and ideas from others in the field.

14. Challenges
• Contact with alumni
• Getting participants
• Funding
• PD needs

15. Implications
• Theoretical
– New teachers will be better prepared & more effective
– New teachers will remain in the profession
– Students of new teachers will be more successful
• Research
– Gain valuable information from the BP participants;
leads to more areas to explore
• Practice
– Strengthen TE Preparation Program areas
– Deliver a just, inclusive, well-rounded program

16. Where next?
• Plan & host Winter meeting
• New grant for upcoming year –hopefully!
• Collect additional data
– More interviews/focus groups
• Expand PD options during meetings
• Eventually, survey school district
administrators
• Seek additional $$$

17. Resources:
• National Center for Education Statistics. (2010). Teacher Attrition and Mobility , Results from 2008-
2009 Teacher Follow Up Study. Retrieved November 20, 2012 from
http://nces.ed.gov/pubs2010/2010353.pdf.
• Kain, E. (2011). High Teacher Turnover Rates are a Big Problem for America’s Public Schools.
Forbes . Retrieved December 1, 2012 from http://www.forbes.com/sites/erikkain/2011/03/08/high-
teacher-turnover-rates-are-a-big-problem-for-americas-public-schools/.
• Fulton, K.; Doeer, H.; & Britton, T. (2010). STEM Teachers in Professional Learning Communities:
A Knowledge Synthesis. National Commission on Teaching and America’s Future and WestEd
(NCTAF). Retrieved December 1, 2012 from http://nctaf.org/wp-
content/uploads/STEMTeachersinProfessionalLearningCommunities.AKnowledgeSynthesis.pdf.
• Barnes, G.; Crowe, E.; & Schaefer, B. (2007). The Cost of Teacher Turnover in Five School
Districts: A Pilot Study. National Commission on Teaching and America’s Future and WestEd
(NCTAF). Retrieved December 3, 2012 from http://nctaf.org/wp-content/uploads/2012/01/NCTAF-
Cost-of-Teacher-Turnover-2007-full-report.pdf.
• Moir, E.; Barlin, D.; Gless, J.; & Miles, J. (2009). New Teacher Mentoring: Hopes and Promise for
Improving Teacher Effectiveness. Cambridge, MA :Harvard Education Press
• Kent, A..; Green, A.; & Feldman, P. (2012). Fostering the Success of New Teachers: Developing
Lead Teachers in a Statewide Teacher Mentoring Program. Current Issues in Education, Vol 15(3).
Retrieved December 10, 2012 from
http://cie.asu.edu/ojs/index.php/cieatasu/article/viewFile/988/373.
• Western OR University, COE Bridge Program web page: http://coebridgeprogram.yolasite.com/