Analysis

 

​Instructional research from Tennessee, Dallas, and Boston indicates that students placed with one ineffective teacher emerge a full year behind peers

taught by an effective teacher. John Merrow argues that “we’re misdiagnosing the problem as “recruitment” when it’s really “retention”. Merrow explains

the essence of the problem this way: “simply put, we train teachers poorly and treat them badly—so they leave in droves”. He suggests that where teacher shortages exist, these are often what should be labeled “self-inflicted wounds”.  They fall into three categories: 1) schools underpay and mistreat teachers and eventually drive them from the profession; 2) inept school districts cannot find the qualified teachers living under their noses; and 3) substandard

training ill prepares young men and women for the realities of classroom life.”  We can fix this problem by providing adequate training and support for beginning teachers, thereby increasing the retention of more competent, qualified, and satisfied professionals for America’s classrooms.

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National data indicates that programs to support beginning teachers and promote educator retention at the state level vary in design.  No two Induction Programs are exactly alike; each caters to the individual culture and specific need of its “unique school or district”. However, there are several common components that underlie the most successful Induction Program. Successful Induction programs do the following:

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• Start with initial four or five days of Induction before school begins.
• Offer continuum of professional development through systematic training over a period of two to three years.
• Provide study groups where new teachers can network and build support, commitment, and leadership in a learning community.

• Incorporate a strong sense of administrative support.
• Integrate a mentoring component into the induction process.
• Provide opportunities for inductees to visit demonstration classrooms.
South Carolina public school districts have historically used the State Induction and Mentoring guidelines to develop district level Induction and Mentoring plans. (See Appendix A: ADEPT Implementation Guide). Many districts incorporate a three-hour graduate course to assist in meeting these required guidelines. 

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During 2007-2008 and 2008-2009, Lexington School District Two in West Columbia, South Carolina utilized a three-hour graduate course (Great Beginnings) as the core of its Induction Program.  At the onset of the 2010-2011 school year, the graduate course was eliminated from the Induction Program and the instructional component shifted to a focus on individual beginning teacher needs.

Our goal is that upon completion of the Induction Program at Lexington School District Two, the beginning teacher will have a strong foundation enabling them to apply and integrate innovative and creative instructional concepts in all areas of teaching.  The natural outcome to the academic success of students depends upon the teacher’s ability to differentiate instruction, where there is a direct positive correlation between increasing academic achievement and narrowing the achievement gap. 

Transitioning into 2011-2012, we will launch a phased-in Synchronous Learning system of preparation to address the teaching skills and strategies that are directly correlated to student success and that will also address the 10 South Carolina ADEPT (Assisting, Developing, and Evaluation Professional Teaching) Performance Standards.  (See Appendix B: ADEPT Induction Requirements).

                                                                                                                                      Objective 1
To develop a multifaceted learning community specific to the needs of our beginning teachers
This environment is an environment where the educator will thrive individually and collectively as well as holistically. This Professional Learning Community environment fosters:

• Collegial learning communities
• Self-directedness
• Improving instructional strategies for increasing student academic gains
• Enhanced self-reflection by enhanced use of and reference to  formative assessment,  which allows the Mentor to assist the beginning teacher in developing a Professional Growth and Development Plan (which is so essential to educator individual growth and professional development for life- long learning).

                                                                                                                                 Objective 2

To increase the number of trained effective mentors to serve in this crucial role and to retain an appropriate number of mentors in all content

areas.

                                                                                                                               Objective 3​

To provide appropriate professional development for all mentors.