{"id":8082,"date":"2017-07-26T08:00:24","date_gmt":"2017-07-26T12:00:24","guid":{"rendered":"https:\/\/www.coreeducationllc.com\/blog2\/?p=8082"},"modified":"2017-07-21T11:30:59","modified_gmt":"2017-07-21T15:30:59","slug":"mentors-new-teachers-found-boost-student-achievement-lot","status":"publish","type":"post","link":"https:\/\/www.coreeducationllc.com\/blog2\/mentors-new-teachers-found-boost-student-achievement-lot\/","title":{"rendered":"Mentors for New Teachers Found to Boost Student Achievement\u2014by a Lot"},"content":{"rendered":"

\"\"<\/a>The final <\/span>results<\/span> from a U.S. Department of Education Investing in Innovation (i3) analysis has found that the New Teacher Center\u2019s teacher induction model increases student learning by up to five months.<\/span><\/p>\n

These third-party evaluation results show that the NTC induction model yields statistically significant gains in student learning. The teacher induction model increases student learning in grades 4-8 by 2-4 additional months in ELA\/reading and 2-5 additional months in math. <\/span><\/p>\n

Specifically, the results showed that the following strategies led to increased student learning:<\/span><\/p>\n

    \n
  1. High-quality, trained instructional mentors<\/span><\/li>\n
  2. Frequent job-embedded feedback focused on instruction and delivered face-to-face<\/span><\/li>\n
  3. Small mentor caseloads (no more than 15 teachers per mentor)<\/span><\/li>\n
  4. NTC\u2019s formative assessment system to guide instruction and student supports<\/span><\/li>\n
  5. Consistent data for program improvement<\/span><\/li>\n<\/ol>\n

    The study, conducted by SRI Education, focused on induction programs in three sites: the Chicago school district, Broward County schools in Florida, and the Grant Wood Area Education Agency, which is a consortium of 32 school districts in eastern Iowa. This study reported on the findings from randomized controlled trials in just Broward County and Chicago. <\/span><\/p>\n

    The full-time mentors receive more than 100 hours of training every year from the New Teacher Center, and support up to 15 first- and second-year teachers. The new teachers receive two years of coaching and meet with their assigned mentors every week, for at least 180 minutes a month. The mentors focus on the teachers’ instructional practice and on equity and universal access, and the teachers take online formative assessments through the process, designed by the New Teacher Center. <\/span><\/p>\n

    In the evaluation, SRI studied teacher and student outcomes over a three-year period (2013-14 to 2015-16). Researchers compared a group of teachers who received NTC induction mentoring to a group of teachers who received the usual new-teacher supports provided by the district. <\/span><\/p>\n

    Both groups of teachers had similar retention rates and ratings on instructional effectiveness. The major difference was their students’ achievement\u2014the students in grades 4-8 of teachers who received NTC mentoring for two years outperformed their peers in both English\/language arts and mathematics.<\/span> Those students performed better than expected on state standardized tests, representing gains of about two to three-and-a-half additional months of learning in ELA, and two to four-and-a-half months in math, depending on the student’s grade level. <\/span><\/p>\n

    To read the press release, see<\/span> https:\/\/newteachercenter.org\/news-story\/ntc-i3-release\/<\/span><\/a><\/p>\n

    To download the full report, see<\/span> http:\/\/info.newteachercenter.org\/i3-intake-form<\/span><\/a><\/p>\n

    For Education Week commentary, see <\/span><\/p>\n

    http:\/\/blogs.edweek.org\/teachers\/teaching_now\/2017\/06\/new_teacher_center_mentor_study.html<\/span><\/a><\/p>\n","protected":false},"excerpt":{"rendered":"

    The final results from a U.S. Department of Education Investing in Innovation (i3) analysis has found that the New Teacher Center\u2019s teacher induction model increases student learning by up to five months. These third-party evaluation results show that the NTC induction model yields statistically significant gains in student learning. The […]<\/p>\n","protected":false},"author":1,"featured_media":7413,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_monsterinsights_skip_tracking":false,"_themeisle_gutenberg_block_has_review":false,"_jetpack_feature_clip_id":0,"_jetpack_memberships_contains_paid_content":false,"footnotes":"","jetpack_publicize_message":"","jetpack_publicize_feature_enabled":true,"jetpack_social_post_already_shared":false,"jetpack_social_options":{"image_generator_settings":{"template":"highway","default_image_id":0,"font":"","enabled":false},"version":2}},"categories":[9],"tags":[205,231,71,42,178,218,31],"class_list":["post-8082","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-teacher-effectiveness-retention","tag-instructional-improvement","tag-mentoring","tag-student-achievement","tag-teacher-effectiveness","tag-teacher-learning","tag-teacher-performance","tag-teacher-preparation-2"],"yoast_head":"\nMentors for New Teachers Found to Boost Student Achievement\u2014by a Lot - Core Education, LLC<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/www.coreeducationllc.com\/blog2\/mentors-new-teachers-found-boost-student-achievement-lot\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Mentors for New Teachers Found to Boost Student Achievement\u2014by a Lot - Core Education, LLC\" \/>\n<meta property=\"og:description\" content=\"The final results from a U.S. Department of Education Investing in Innovation (i3) analysis has found that the New Teacher Center\u2019s teacher induction model increases student learning by up to five months. These third-party evaluation results show that the NTC induction model yields statistically significant gains in student learning. 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