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• W1202164051 abstract "As school district leaders face the spiraling problem of losing new teachers during their first 5 years of service, attention has turned to developing induction programs, support services, and mentor relationships for novice teachers. The authors describe one such program, the New Teacher Academy in McNairy County, Tennessee, and the results of the recent program evaluation. Launched in 2006, the New Teacher Academy has evolved dramatically over the years. District personnel have been realistic in the progressive design and growth of the program and instigated a program evaluation based on participant feedback in 2011. Results of the evaluation outlined the directives for immediate changes and continued improvement.If the future of the world belongs to the next generation, then the future of education belongs to the next generation of teachers. Teacher-education programs are preparing and graduating new teachers at a consistent pace, but these new teachers are leaving the profession at staggering rates and with significant cost to school districts. According to Ingersoll (2004,2012), between 40% and 50% of all new teachers in the United States leave the profession in the first 5 years. With the cost of employing and training a new teacher estimated at more than $50,000, the loss of a new teacher creates a noteworthy financial loss for the school district (Breaux & Wong, 2003). Cumulatively, such loss translates into a financial cost of teacher turnover in the United States of $7.34 billion annually (National Commission on Teaching and Americas Future, 2007), with a resultant academic loss that cannot be measured (Gujarati, 2012).Historically, many school administrators have hired their new teachers, handed them a key and a textbook, and left them to make it on their own. Critics characterize the initiation of new teachers into the profession as a grueling trial by fire (Ingersoll, 2004, 2012). The practice of saddling novice teachers with the same responsibilities as teachers with 20 years' experience and expecting equivalent levels of performance is the norm in schools. To the contrary, novice teachers should be viewed as works in progress rather than as finished products who are equipped to perform with the skill and expertise of veteran educators (Black, 2004; Feiman-Nemser, 2003). Researchers (Buchanan, 2012; Buckley, Schnieder, & Shang, 2004; Gujarati, 2012; Unal & Unal, 2009) found that among the top reasons reported by teachers for leaving the profession are inadequate salaries, poor administrative support, and problems related to student behavior and discipline. Despite the challenges, most new teachers can survive and thrive if they are equipped with quality training and induction support (Ingersoll, 2012; Jarvis & Algozzine, 2006).How to Address Teacher AttritionHow should school district administrators approach the task of supporting and developing the new generation of teachers? First and foremost, induction into the teaching profession can no longer be a hit-or-miss endeavor, because the turnover rate among teachers is highest during the first 5 years (Ingersoll, 2004). As recipients of public funding, administrative personnel for schools and school districts may choose to invest in proactive measures to retain teachers or in reactive measures that funnel resources into the replacement of teachers who leave the profession (Alliance for Excellent Education, 2005). Formal teacher induction has come to be regarded as an essential, cost-effective component of a comprehensive approach to novice-teacher development (Danielson, 2009). In fact, researchers (Ingersoll, 2012; Smith and Ingersoll, 2004) asserted that the comprehensive induction of new teachers has the potential to cut new-teacher turnover rates in half. Competent new teachers who are properly acculturated into their professional roles and work environments are more likely to remain on the job, in the school, and in the profession (Gujarati, 2012; Ingersoll, 2012; Latham, Gitomer, & Ziomek, 1999). …" @default.
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• W1202164051 date "2013-10-01" @default.
• W1202164051 modified "2023-09-26" @default.
• W1202164051 title "Enhancing the Future of Education by Actively Supporting Novice Teachers" @default.
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