The purpose of this paper is to describe a state-wide process used to determine which Teaching Works High Leverage Practices (Ball, 2016) pre-service teachers could be expected to implement at a proficient level by the completion of their preparation program (Initial HLPs), followed by two sets of high leverage practices novice teachers could…

In the immediate aftermath of the WHO's COVID-19 pandemic declaration, school district administrators and teachers hurried to shift their classrooms to alternative modalities. In a matter of weeks, schools across the country transitioned entire components of their institutions to new platforms, with little guidance from state and federal…

The current study explored changes in first-year teacher self-efficacy of 77 teachers in Virginia during COVID-19. Data included four survey times (August, October, February, and June) to measure changes in first-year teacher self-efficacy. The results found that teacher self-efficacy was highest entering the school year but significantly…

A formal induction and mentoring program is critical for supporting and developing novice teachers as they enter the K-12 classroom because it has been found to improve teacher retention rates, teaching practice, and student outcomes. Districts across the Commonwealth of Massachusetts offer induction and mentoring programming to their novice…

This mixed-methods study explores the experiences and influence of induction on novice teachers. The authors quantitatively analyze survey data from over two thousand novice teachers and a thousand of their coaches through statistical comparisons and multiple linear regression analyses to explore whether structures of induction are associated with…

Widespread skepticism exists about preparation programs' impact on novice teachers' learning to teach. This is not new. Researchers, practitioners, and policymakers question whether preparation matters. Despite these questions and a growing consensus about the importance of teachers, we have a limited understanding of when, why, and how teacher…

This Statistics in Brief adds to existing research on early-career teachers by presenting findings on their preparation and supports from data from the 2011-12 Schools and Staffing Survey (SASS). This brief, like past research, investigates several specific areas of preparation and types of support. For the purposes of this brief, early-career…

Novice teachers often lack effective teaching strategies and exhibit poor classroom management, which creates disruptions in the classroom that lessen the quality of instructional time for students. The purpose of this program evaluation was to examine a teacher-mentor training program and the experiences provided to participants to gain a deeper…

Teaching Residents at Teachers College (TR@TC) is an 18-month program that prepares teachers for high-needs schools in New York City in two areas: teaching English to speakers of other languages (TESOL) and teaching students with disabilities. Student teachers, called residents, spend a year working with a mentor teacher. Mentors play three roles:…

The King Abdullah Public Education Development Project or the "Tatweer" education reforms were created to improve the quality of teaching and learning in Saudi Arabia. It was a response to develop generations of Saudis who would contribute to the economic well-being of the nation. The Saudi Tatweer education reforms have been important…

The work of mentoring matters. Whether one is looking at the broad-scale enactment of induction programming or the individualized attention focused on new teachers' learning and development, mentors play a pivotal role in new teacher retention and development. As a result, mentors are in a good position to interpret and enact induction policy at…

In spite of the U.S. corporatized education "reform" movement where the curriculum has been narrowed and teachers are pressured to teach to the test, many educators enact critical pedagogical practices that seek to make school a place that is equitable, democratic, collaborative, just, and humane. Using data from an in-depth qualitative interview…

Recent calls for teacher preparation to become more grounded in practice prompt the questions: Which practices? and perhaps more fundamentally, what counts as a model of instruction worth learning for a new professional--i.e., the beginner's repertoire? In this report, we argue the following: If a defined set of subject-specific high-leverage…

The induction years of teaching challenge novice educators to quickly transition from what they learned as teacher candidates into what they can do as emerging professionals. This article outlines a simulated interaction methodology to help bridge teacher preparation and practice. Building from examples of simulated interactions between teacher…

Teachers today are expected to meet the diverse needs of all of their students and know an array of instructional methods, which requires continual professional development (Darling-Hammond 1998). Darling-Hammond (1998, 7) stated that the "strongest predictor of student achievement is the percentage of well-qualified teachers in a school,…