There might be an upside to this down economy: Texas schools are in need of highly qualified math and science teachers and the market is flush with out-of-work, technically skilled professionals seeking job security, health insurance, and retirement plans.

With access to economic stimulus funds for workforce training, now could be the best time in recent history for school districts to recruit these industry-savvy professionals to the classroom. Yet, simply attracting talent isn’t enough. Districts need to back their hiring efforts with comprehensive induction and mentoring programs to ensure the talent stays in the classroom, no matter the state of the economy.

Identifying the need

It’s no secret that Texas lags in recruiting and retaining math and science teachers. In a 2008 survey on staff shortages conducted by the Texas Association of School Personnel Administrators, math teachers proved to be the most acute need, followed by bilingual teachers and science teachers. The survey included 317 districts, representing 82 percent of the state’s public school population.

Math and science teacher shortages are most apparent in secondary schools, according to a study conducted by Dr. Ed Fuller, a researcher at The University of Texas.

Since 2004, there has been a 30 percent increase in new teachers who lack proper credentials but are assigned to teach high school math. That figure jumps to almost 65 percent among high school science teachers.

Multiple factors contribute to these teacher shortages, including rising enrollment levels and students needing four years of math and science to graduate. But the most alarming factor is the high number of teachers who quit.

Source: Educator Certification Records and PEIMS, TEA; click on image to enlarge.

Fuller’s research reveals that Texas loses nearly a quarter of math and science teachers within three years, and a third of these teachers by the fifth year. Most of these teacher dropouts are those who come through alternative certification programs, which is currently the state’s biggest source of new teachers. As of 2007, nearly 40 percent of new math teachers and 55 percent of new science teachers came to the profession through alternative certification programs.

Tackling teacher turnover

Recruiting industry talent to the classroom is only half the battle. Texas school leaders must take action to develop, implement, and provide continuing support for comprehensive induction programs for new teachers to ensure the talent remains in the classroom. Research shows that a comprehensive induction program improves teacher quality and accelerates the adoption of important skills that enhance student performance.

The National Commission on Teaching and America’s Future (NCTAF) reports in its study, Induction into Learning Communities that “approximately one of every two teachers has left the classroom by the end of five years.” The NCTAF study found that the number one reason teachers leave the profession is due to the lack of support, especially from school administrators. Although salary factored into the decision for some, this was outweighed by:

• classroom management problems;
• lack of instructional skills to meet the needs of diverse learners;
• feelings of isolation; and
• difficult work assignments, including the number and size of their classes, non-work duties, and the challenging nature of their students.

Citing data collected from the National Center for Education Statistics Schools and Staffing Survey, the American Association of State Colleges and Universities reports that teacher attrition can be cut in half if beginning teachers are given the opportunity to participate in comprehensive teacher induction programs. The study, Teacher Induction Programs: Trends and Opportunities. The study, Teacher Induction Programs: Trends and Opportunities, asserts: “If teachers are to become the skilled professionals they need to be and if they are to stay in the field, stakeholders need to take coordinated action to expand and improve induction programs and to make them universally available…There is growing evidence of the positive impact of induction programs on teacher retention, costs, teacher quality, and student learning.”

The most persistent obstacle that stands in the way of excellence for new teachers is the practice of isolated teaching in stand-alone classrooms with only one-on-one mentoring for support. Transforming schools into learning communities means recognizing that all teachers must become members of a growing network of shared expertise.

According to the NCTAF report, developing effective teachers requires an approach different in scope and design from much of what currently passes for induction—that is, one-to-one mentoring of novice teachers. Mentoring is a useful component of induction, but it is only one element of a comprehensive induction system. Mentoring cannot provide the range of input, feedback, and support that new teachers need.

The inner workings of a comprehensive
new teacher induction program

Through a grant from The Houston Endowment, the Texas Leadership Center of the Texas Association of School Administrators (TASA) developed a collaborative, comprehensive induction program for new teachers in Texas schools. After an extensive study of induction research, the leadership team identified four components that should function collaboratively in an induction program for novice teachers: districts, principals, mentors, and partners.

Districts

The superintendent and central leadership of a district are responsible for creating systems of support for principals and campuses as they develop new teachers. The superintendent is responsible for gaining school board support for the induction program, so as to bring about policies and funding necessary to implement and sustain the program. In addition, superintendents and their teams need to develop districtwide plans for induction and provide a central coordinator and advisory committee whose responsibilities include coordinating the induction program. Training for central leadership staff members is also essential to deepen their understanding of a systemic approach to comprehensive new teacher induction.

Principals

A principal’s involvement in an induction program cannot be overstated. The principal sets the tone for whether a campus climate is welcoming and nurturing to new teachers or isolating and unsupportive. Principals and their leadership teams need to attend training to ensure they understand their roles in broad-based support of new teachers and their mentors. Principals also need to carefully consider appropriate teaching assignments for novice teachers who lack a full range of instructional and classroom management skills. Release time for new teachers, and the people who work with them, is needed for training, planning, and observation. Novice teachers are more likely to acquire skills quickly and affect student learning positively when their first teaching experiences take place in an affirming, supportive, and developmental environment.

Mentors

Mentors build relationships of trust with new teachers. They should meet regularly with novices and use the language of the Texas Professional Teaching Standards as the basis for discussing teaching and learning. No single mentor can bear the sole responsibility of supporting beginning teachers. Mentors should come from many sources and provide differentiated support, such as:

• a neighbor/buddy, who helps with campus logistics;
• a content mentor, who helps with curriculum, lesson design, test preparation, and other subject-related needs;
• an instructional specialist, who provides technical assistance in specific areas, such as reading, math, and special education;
• an instructional coach, who makes classroom observations and provides feedback on teaching skills;
• a university or alternative certification program mentor;
• an electronic mentor, who is available online for “just in time” help; and
• administrators who provide continuous visible and vocal support to new teachers.

Partners

To further enhance their induction programs, school districts should seek partnerships with universities and alternative certification programs. These partners can assist in training and can provide help in novice teacher observations and mentoring. These partnerships will not only enrich induction programs, but they also will provide valuable information to inform the teacher preparation programs on their relevance and effectiveness. Community entities also can collaborate with school districts to provide support for new teachers and help advocate for quality in the teaching profession.

Where we are and where we need to be

A survey of Texas school districts conducted by the TASA grant project team shows that fewer than half of the districts in Texas offer new teacher induction programs. Of those that do, the majority of the programs include no formal training of superintendents and principals and their leadership teams. More than 70 percent of the mentors in school districts that have induction programs receive less than half a day of training, with the majority of mentors (39 percent) receiving no formal training. Few districts reported significant external partnerships with entities other than the mandated mentor support required of alternative certification programs.

In a comprehensive induction program, novices are provided opportunities to reflect on their teaching practice. It is important for beginning teachers to meet with other novice teachers throughout the year, as well as meet regularly with multiple mentors. New teachers need time for essential training before the school year begins to equip them for the first few weeks of school. They also need time on campus getting to know the principal, the leadership team, and the mentors before they begin to teach.

School districts are encouraged to seize the opportunity found in the economic downturn. Now is the time to solicit out-of-work engineering and business professionals to enter public school teaching. Now is the time to tap stimulus funds to establish highly effective induction and mentoring programs for math and science teachers. Now is the time to intentionally and systematically create campus cultures that promote the success of first-year teachers.

School districts should take note of the silver lining during these tough economic times. If districts take advantage of the current market, students could have access to powerfully knowledgeable teachers for math and science. Districts could enhance their numbers of highly qualified teachers. People who have lost their jobs, health coverage, and large portions of their retirement benefits could have an opportunity to redirect their careers and regain personal economic stability.

Yet, all of this hinges on the assumption that once the talent is recruited, they’ll be encouraged to stay. Quality teaching is the responsibility of the entire school. Fostering a supportive community that helps new teachers become good teachers (and good teachers become great teachers) is critical to providing a rewarding career path for educators and a quality learning environment for students.