Ohio's Entry Year Teacher Program Review - Enhancing Teacher Induction System

1. Ohio’s Entry Year Teacher Program Review Ohio Confederation of Teacher Education Organizations Spring ConferenceApril 2, 2008Presenters: Lori Lofton, Sue RiegerODE Office of Educator Quality

2. Oh, the excitement!

4. Entry Year Teacher Program Review Committee • Recent Entry Year Teachers • Mentors and/or Praxis III assessors • Entry Year Coordinators from private and public schools/ESCs • Principals • OFT and OEA staff members • Educator Standards Board • ODE staff • Representatives of Private and Public Education Preparation Programs • Facilitators from the New Teacher Center at the University of California at Santa Cruz

5. ODE Overarching Goals • Develop a shared vision for a statewide system and infrastructure of high quality induction based upon and supporting teachers in realizing Ohio’s Standards for the Teaching Profession. • Identify program components for compre-hensive standards-based induction as a lever to improve teacher effectiveness in Ohio. • Draft a comprehensive induction policy frame-work and policy agenda to advance high- quality teacher induction in Ohio.

6. ODE Induction Review Process Long Term Outcomes • Analyze Ohio’scurrent induction practices. • Recommend a research-based system of teacher induction and component program elements that are congruent and aligned with Ohio’s Standards for the Teaching Profession. • Discuss a pre-service and licensure system that aligns with and complements the recommended induction program and identified components. • Examine current national research and trends on teacher induction and credentialing. • Examine and clarify the role of formative and summative assessments in this continuum of teacher development.

7. Data Sources • Teacher Quality Partnership Study • Praxis III Regional Coordinators’ Data • CORE Data • New Teacher Center (NTC) Studies • National Commission on Teaching and America’s Future (NCTAF) • Other states’ induction programs and legislation

8. Number of Ohio Entry-Year Teachers 2001 to 2007

9. Praxis III Aggregated Data (2001-2007) * Cut Scores Raised

10. Positive Results of the Entry Year Program • IHEs have embraced and imbedded Praxis III into their educator preparation programs • Provided a common language among various stakeholder groups • Provided a tremendous professional development opportunity for both mentors and assessors • Provided a consistent performance assessment across the state

11. Induction Experiences

12. National Retention • 46% teacher turnover within first 5 years • Ohio - 28% teacher turnover within first 5 years • 33% of teachers leave after their first 3 years • Ohio - 21% leave after the first 3 years “Pouring teachers into a bucket with a fist size hole in the bottom” National Commission on Teaching and America’s Future New Teacher Center, University of California at Santa Cruz Ohio Supply and Demand Study

17. Formative Assessment • System of providing feedback to inform teacher professional growth • Multiple opportunities for teachers to learn, demonstrate knowledge, understand and apply the Ohio Standards for the Teaching Profession and Ohio’s Academic Content Standards • Multiple sources of data and reflection on classroom practice • Parallels and models the key role of assessment in effective instructional practice

18. HB 347 Proposed Amendments Goals: • More structure and consistency at pre-service • Flexibility with accountability • Formative assessment at all levels • Transition time and field testing of various components

19. Contact Information: • Lori Lofton Lori.lofton@ode.state.oh.us • Sue Rieger Susan.rieger@ode.state.oh.us