Review of state policies on teacher induction

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In this report New Teacher Center (NTC) summarizes existing policies for each state, related to 10 key criteria most critical to the provision of universal, high-quality induction and mentoring support for beginning educators.

The latest evidence suggests that beginning teachers are more common in our schools today than at any other time in at least the last twenty years. In 1987-88 the typical teacher had 15 years of experience; by 2007-08, the typical teacher had but one year in the classroom. As policymakers work on strengthening accountability and expectations for teachers, they must ensure that teacher development is a more central focus of their efforts -- especially for these beginning teachers.

A meaningful evaluation system should not only measure teaching performance, but also provide systemic opportunities to develop teaching practice and help teachers continuously learn and improve. In response to these trends, high-quality induction programs are needed today more than ever. State policy has a critical role to play in creating a supportive context and establishing a strong expectation that comprehensive support will be provided toe very beginning educator.

NTC's Review of State Policies on Teacher Induction provides the first comprehensive look at induction policies in each of the 50 states (during the 2010-11 school year). For each state, NTC summarizes existing policies related to 10 key criteria most critical to the provision of universal, high-quality induction and mentoring support for beginning educators. These criteria work in concert to support and guide local school districts to design and implement high-quality induction programs. States that come closest to meeting all 10 criteria will raise the likelihood that every new educator receives a sufficient level of induction and mentoring support, will ensure that local programs are comprehensive and include key quality components, and will enjoy the resulting benefits-including enhanced teacher effectiveness.

With a policy paper and the 50 individual state policy reviews, NTC aims to assist state policymakers in designing and revising policies on new educator induction and mentoring. NTC made an intentional decision not to grade or rank states against these policy criteria. Instead, NTC chose to share this information with state leaders and other interested stakeholders in an effort to provide a clear assessment of state policy and to suggest areas for improvement.

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