Induction: Nebraska

Retaining Effective Teachers Policy

Look at National Findings

Goal

The state should require effective induction for all new teachers, with special emphasis on teachers in high-needs schools.

Nearly meets goal

Suggested Citation:
National Council on Teacher Quality. (2011). Induction: Nebraska results. State Teacher Policy Database. [Data set].
Retrieved from: https://www.nctq.org/yearbook/state/NE-Induction-9

Analysis of Nebraska's policies

Nebraska requires that all new teachers receive mentoring. The state mandates that new teachers participate in the mentorship program for the first year of employment. Unfortunately, the state reported in 2009 that this program has not been funded for several years.

If the program were operational, mentors would be required to be experienced and certified, but a minimum number of years of teaching experience would not be mandatory. The mentor teacher program guidelines recommend, but do not require, that the mentors and new teachers share endorsement fields and grade level, and the program would have to provide training as well as time for the pair to observe each other in the classroom. Compensation would be recommended, such as release time, stipends or professional growth points. An evaluation component would be required to assess effectiveness.

Recommendations for Nebraska

Expand guidelines to include other key areas.
While still leaving districts flexibility, Nebraska should articulate minimum guidelines for a high-quality induction experience. The state should set a timeline in which mentors are assigned to all new teachers throughout the state, ideally soon after the commencing of teaching, to offer support during those first critical weeks of school. Mentors should also be required to be trained in a content area or grade level similar to that of the new teacher.

Fund and implement induction initiative.
NCTQ points out that this Yearbook is based on the existence of regulations, not on the implementation of them. It is unfortunate that this mentoring program has not been funded for several years. Nebraska should either ensure that this program is funded in the near future or remove it from the books altogether because it is, in essence, nonexistent.

State response to our analysis

Nebraska recognized the factual accuracy of this analysis.

Professional Development

Select another topic

Delivering Well Prepared Teachers

Expanding the Pool of Teachers

Identifying Effective Teachers

Retaining Effective Teachers

Exiting Ineffective Teachers

Research rationale

Although many states have induction policies, the overall support for new teachers in the United States is fragmented due to wide variation in legislation, policy and type of support available. There are a number of good sources describing the more systematic induction models used in high-performing countries:

Teachers Matter: Attracting Retaining and Developing Teachers, a 2005 publication by the OECD, examines (among many other factors) the role that induction plays for developing the quality of the teaching force in 25 countries. For shorter synopses, consult Lynn Olson, "Teaching Policy to Improve Student Learning: Lessons from Abroad," 2007.http://www.edweek.org/media/aspen_viewpoint.pdf

Educational Testing Service's Preparing Teachers Around the World (2003) examines reasons why seven countries perform better than the United States on the TIMS and includes induction models in its analysis.

Domestically, evidence of the impact of teacher induction in improving the retention and performance of first-year teachers is growing. See Impacts of Comprehensive Teacher Induction: Results from the Second Year of a Randomized Controlled Study. National Center for Educational Evaluation and Regional Assistance. Department of Education (2009).

A California study found that a good induction program, including mentoring, was generally more effective in keeping teachers on the job than better pay. See Deborah Reed, et al., "Retention of New Teachers in California," Public Policy Institute of California, 2006.

Descriptive qualitative papers provide some information on the nature of mentoring and other induction activities and may improve understanding of the causal mechanisms by which induction may lead to improved teacher practices and better retention. A report from the Alliance for Excellent Education presents four case studies on induction models that it found to be effective. See Tapping the Potential: Retaining and Developing High-Quality New Teachers, Alliance for Excellent Education at: http://www.all4ed.org/files/archive/publications/TappingThePotential/TappingThePotential.pdf

For evidence of the importance of high quality mentors, see C. Carver and S. Feiman-Nemser, "Using Policy to Improve Teacher Induction: Critical Elements and Missing Pieces." Educational Policy v23 (2009) as well as K. Jackson and E. Bruegmann in "Teaching Students and Teaching Each Other: The Importance of Peer Learning for Teachers." American Economic Journal (2009).See also Harry Wong, "Induction Programs that Keep New Teachers Teaching and Improving," NASSP Bulletin, 2004; 87(638): 5-27.

For a further review of the research on new teacher induction see Lopez, et al., "Review of Research on the Impact of Beginning Teacher Induction on Teacher Quality and Retention," ED Contract ED-01-CO-0059/0004, SRI International, 2004.

The issue of high turnover in teachers' early years particularly plagues schools that serve poor children and children of color. Much of the focus of concern about this issue has been on urban schools, but rural schools that serve poor communities also suffer from high turnover of new teachers.

Research on the uneven distribution of teachers (in terms of teacher quality) suggests that, indeed, a good portion of the so-called "achievement gap" may be attributable to what might be thought of as a "teaching gap," reported by many including L. Feng and T. Sass, "Teacher Quality and Teacher Mobility." National Center for Analysis of Longitudinal Data in Education Research (2011); T. Sass et al, "Value Added of Teachers in High-Poverty Schools and Lower-Poverty Schools." CALDER Institute (2010) and C.T. Clotfelter, et al., "Who Teaches Whom? Race and Distribution of Novice Teachers," presented at the American Economic Association Meetings, Atlanta, 2002.

See also Bradford R. White, et al., "Leveling Up: Narrowing the Teacher Academic Capital Gap in Illinois," Illinois Research Council, June 2008.

State Teacher Policy