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• W2559807153 abstract "INTRODUCTIONAccording to the U.S. Department of Education's Teacher Attrition and Mobility Survey (2014), almost 8% of the teacher workforce left the profession in the 2012-2013 school year. Many of these vacancies are filled with new educators who have no real-world classroom experience. Projected new teacher hires are expected to increase 26% to 357,000 teachers in 2018 from 284,000 in 2006 (U.S. Department of Education, 2009). New York Times author, Motoko Rich (2015), recently reported that enrollment in teacher preparation programs dropped by 30% between 2010 and 2014 and that teacher shortages are creating a nationwide hiring scramble to fill positions inside the classrooms. Beginning teachers face a variety of challenges that ultimately influence their effectiveness on student achievement, and thereby, affect the ability of a campus to earn achievement distinctions within the state's accountability system. Subsequently, many research studies (e.g., Claycomb and Hawley, 2000; Martinez-Garcia and Slate, 2010) have been conducted regarding the time required for a teacher to become effective in the classroom.First assignments of beginning teachers influence classroom effectiveness and student achievement. Ingersoll (2012) reported that teacher attrition is greatest during the beginning years of a teacher's career. Therefore, the specific school to which beginning teachers are assigned is important and the conditions in which they are placed must be evaluated. In Texas school districts, teacher turnover was almost twice as high at campuses with a higher percentage of minority students than at campuses with a lower percentage of minority students (Martinez-Garcia and Slate, 2009; Martinez-Garcia, Slate, and Tejeda-Delgado, 2010). High quality teachers are more likely to leave the profession when assigned to a low-performing campus (Peske and Haycock, 2006). Unfortunately, students at the lowest performing schools are often taught by teachers with the least experience (Darling-Hammond and Sykes, 2003; Ingersoll 2001a; Peske and Haycock, 2006).According to the Alliance for Excellent Education (2014), the U.S. Department of Education announced new regulations for teacher induction and training programs that are geared toward improving teacher preparedness in the classroom. A comprehensive induction program is one of the best methods to provide teachers with opportunities for success (Alliance for Excellent Education, 2004, 2008, 2014). Boe and Shin (2007) stated beginning teachers were more likely to teach in their field of expertise with extensive preparation in pedagogy and supervised teaching (p. 168). Similarly, beginning teachers who received a comprehensive induction program experienced half the attrition rate than those teachers who received no induction program and these novice teachers achieved positive results from the collegiality and encouragement of mentoring relationships and encouragement (Blomeke et al., 2015; Ingersoll, 2012). Not surprisingly, almost 90% of beginning teachers said they benefited from mentorship to some extent (U.S. Department of Education, 2015).As educators gain experience in the classroom, effective and quality instruction increase (Darling-Hammond and Sykes, 2003). Much agreement among researchers (e.g., Claycomb and Hawley, 2000; MartinezGarcia and Slate, 2010) exists that new teachers need from three to seven years of experience for skill attainment to influence student achievement. Therefore, retention of quality teachers becomes an important element to promoting academic success of students. Unfortunately, by the fifth year of teaching, almost half of teachers have left the profession (Ingersoll, 2001a). However, teachers who have invested in credentials specific to as a career are more likely to remain in the field for a longer period of time (Alliance for Excellent Education, 2008). Gagnon and Mattingly (2015) asserted that the lack of effectiveness of the novice teacher has been clearly established and that if the quality of a teacher is to be a predictor of and a contributor to student success, than years of experience in the classroom must be taken into consideration. …" @default.
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• W2559807153 date "2014-10-01" @default.
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• W2559807153 title "Differences in Beginning Teacher Percentages for Texas Elementary Schools as a Function of Achievement Distinctions" @default.
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