An evaluation of the new teacher induction program at Barrington High School

Abstract

This dissertation represents an action research study undertaken to evaluate the New Teacher Induction Program (NTIP) at Barrington High School (BHS) using the logic model. Due to a shift in leadership at BHS I reorganized the NTIP and re-evaluated it. Research shows the one in five teachers leaves the teaching profession within their first five years (Darling-Hammond, 1997; Ingersoll, 2012). This study evaluates how the short-term outcomes of the NTIP are achieved based on the perception of the new teachers. The short-term outcome is the understanding of quality instruction based on the content taught in the NTIP workshop. Quality instruction is defined by Danielson’s Framework for Teaching (2007), the UbD Framework (Wiggins & McTighe, 2011) and Wormeli’s grading philosophy (2006). For the evaluation, new teachers completed a cross-sectional survey containing 36 questions asking for their assessment of four NTIP workshops on Planning and Preparation, Learning Environment and Instruction. One-on-one interviews were conducted with five randomly selected teachers who were asked why they felt the particular item on the survey was not achieved and asked for suggestions for improvement. For data collection, I mixed methods of the explanatory sequential design, which made the data stronger. As a researcher, I learned that the NTIP at BHS has achieved its short-term outcome. New teachers value the topics, mentors, setup of workshops and demonstrate a good understanding of the UbD Framework. However, these teachers struggle to understand and implement Wormeli’s grading philosophy. Recommendations for better alignment of timing of workshops and mentor’s content expertise and availability are presented as well as recommendations to retain the set-up