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Induction: North Dakota

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.

Meets goal in part
Suggested Citation:
National Council on Teacher Quality. (2011). Induction: North Dakota results. State Teacher Policy Database. [Data set].
Retrieved from: https://www.nctq.org/yearbook/state/ND-Induction-9

Analysis of North Dakota's policies

North Dakota provides mentoring to new teachers through a two-year Teacher Support System Grant Program funded until June 30, 2011. Districts must apply and be selected to participate in this mentoring program.

Mentors may only work with one beginning teacher each semester. Building administrators should select mentors who have a minimum of three years of teaching experience and have been teaching in the present district for a minimum of two years. Mentors must participate in training and have a minimum of 18 hours of one-on-one conferencing time with the beginning teachers. Both mentors and beginning teachers must have at least one full day of release time for observation. Mentors will receive an $800 stipend per semester. 

Citation

Recommendations for North Dakota

Ensure that a high-quality mentoring experience is available to all new teachers, especially those in low-performing schools.
Although North Dakota does provide mentoring to some of its new teachers, the state should ensure that all new teachers—especially any teacher in a low-performing school—receive mentoring support, especially in the first critical weeks of school. North Dakota should consider expanding its program throughout the state and continuing it beyond the current grant period.

Set more specific parameters.
To ensure that all teachers receive high-quality mentoring, North Dakota should set a timeline in which mentors are assigned to all new teachers throughout the state, soon after the commencing of teaching, to offer support during those first critical weeks of school. Mentors should be required to be trained in a content area or grade level similar to that of the new teacher.

Ensure that mentoring is of sufficient duration and frequency.
North Dakota requires just 18 contact hours between new teachers and their mentors over the course of the school year. The state should consider whether time requirement that ensures new teachers receive adequate support, especially in the first critical weeks of school.

State response to our analysis

North Dakota recognized the factual accuracy of this analysis.

    • Best practice
    • Meets goal
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    • Meets goal in part
    • Meets a small part of goal
    • Does not meet goal

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Professional Development
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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.

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