For much of last year, Tammy Carsten was on the verge of becoming a statistic. Working with an emergency permit, scant education courses, and no student-teaching experience to her credit, the fledgling educator was at her wits鈥� end soon after stepping in front of her class at Harte Elementary School in north Long Beach.
Struggling just to keep the 1st graders in their seats, she felt completely inadequate to the task of teaching them the elements of reading and arithmetic. Many nights, she went home and cried. Quitting was often on her mind.
The findings, which Mr. Ingersoll has yet to publish, jibe well with earlier estimates that as many as 30 percent of new teachers quit within their first five years, he said.
What he has uncovered comes as little surprise to experienced educators, especially in an era when new state standards are demanding more of teachers, when student populations are more diverse than ever, and when more teachers are entering the profession before taking education classes or engaging in practice teaching.
鈥淭hey鈥檙e not adequately prepared, and they鈥檙e put into a situation completely unsupported,鈥� said Barnett Berry, who directs the Southeast office of the National Commission on Teaching & America鈥檚 Future.
鈥楯ust Heartbreaking鈥�
The California Commission on the Teaching Profession, a task force created by the legislature, realized as much in the late 1980s when it proposed researching better ways to evaluate and support novice educators. The resulting California New Teacher Project spawned dozens of local induction programs that gave added support to novice educators. In 1992, the project鈥檚 offspring, the Beginning Teacher Support and Assessment Program, became a permanent state initiative run jointly by the state education department and the Commission on Teacher Credentialing.
- 鈥� States鈥� Uneven Teacher Supply Complicates Staffing of Schools
- 鈥� Technology Eases Teacher Recruitment for School Districts
Part 1
March 10, 1999
- 鈥� New Teachers Abandon Field at High Rate
Part 2
March 17, 1999
- 鈥� All Classes of Spec. Ed. Teachers in Demand Throughout Nation
- 鈥� Burgeoning Nevada District Concentrates on 鈥楪rowing鈥� Its Own
- 鈥� Prospective Teachers in Rural Areas Tune In to Satellite Classes
Part 3
March 24, 1999
- 鈥� Out-of-Field Teaching Is Hard To Curb
Part 4
March 31, 1999
- 鈥� Crackdowns on Emergency Licenses Begin as Teacher Shortages Loom
Part 5
April 7, 1999
Though districts aren鈥檛 required to operate a program, the offer of state aid has prompted about half of California鈥檚 systems to start their own or participate in joint ventures with other districts. For districts that take part, the support program promises $5,000 for each new teacher--$3,000 coming directly from the state, the other $2,000 to be raised locally.
Districts, or groups of districts, use their support-program money to subsidize one-on-one mentoring, intensive summer-orientation programs, and training workshops for first- and second-year teachers. The money pays for substitutes, freeing mentor-teachers to conduct model lessons by teaching occasional classes for new recruits. The new teachers also are able to visit the classrooms of veteran teachers in other schools.
Each local program鈥檚 design is guided by a set of state standards that spell out the knowledge and skills the novices should gain; the guidelines are closely aligned with the new California standards for the teaching profession.
鈥淚t was a program that was designed to overcome the problems that we know were leading teachers to leave the profession,鈥� said Suzanne Riley, a member of the state task force that oversees the support program. 鈥淢ost people who go into teaching have some sense of mission, and to think that the isolation and the lack of assistance led people to leave when they really wanted to teach is just heartbreaking.鈥�
No statewide study has been completed, but Ms. Riley said many local programs report that, after five years, between 85 percent and 90 percent of teachers who have gone through the induction remain in the profession.
Time To Learn
While the support program serves the state鈥檚 purpose of grooming California鈥檚 next generation of educators, school leaders say it鈥檚 a godsend for districts struggling to find new teachers. Each new teacher they can hold on to, they say, is one less that must be hired later.
鈥淚t鈥檚 so competitive to recruit teachers,鈥� said Janet Reece, the assistant superintendent of personnel in the 17,000-student Baldwin Park Unified schools in Los Angeles County. 鈥淭he new teachers coming out are very bright, they know how stressful the job will be, and they want something like a BTSA program.鈥�
One of the state鈥檚 oldest support programs, Baldwin Park鈥檚 initiative now serves 122 first- and second-year teachers. Along with the mentoring and opportunities to visit other classrooms, the program runs an annual 鈥渘ew teacher academy,鈥� a weeklong series of intensive training sessions. Nearly every eligible first-year teacher attends the voluntary training, even though there is no financial remuneration.
The benefits of such training are obvious in the teaching style of novice educator Gabriela Lara, now in her second year at Baldwin Park鈥檚 De Anza Elementary School.
One recent morning, in the portable unit that serves as her classroom, she had her 20 2nd graders break up into 鈥渞eading centers,鈥� small groups of three to five children who work together on different activities. The popular technique is supposed to encourage children to work cooperatively while freeing their teachers to circulate among groups. But many new teachers say that running reading centers can be like trying to keep 20 marbles from rolling off a pingpong table.
The 25-year-old Ms. Lara pulls it off without a hitch, however. She points to a small paper wheel divided into different colors. Already knowing which one represents their group, the children stand up, gather their materials from around the room, and quietly reorganize themselves into clusters.
鈥淚t鈥檚 a lot of disjointed little parts that have to work all at the same time,鈥� Silvia Acevedo-Gilkeson, Ms. Lara鈥檚 mentor from last year, said as she watched the scene unfold. 鈥淏ut look at them. They鈥檙e self-directed and self-motivated.鈥�
Ms. Lara said she didn鈥檛 dare try reading centers her first year, but through her district鈥檚 beginning-teacher support program she got advice from other teachers on the approach, and saw how they managed the technique when visiting their classrooms. 鈥淪ometimes you need someone to tell you you don鈥檛 have to do it all at once,鈥� she said. 鈥淭hat if you don鈥檛 pick it up this year, you can the next.鈥�
Growing Pains
Despite its success, the state鈥檚 support program still finds itself struggling with the realities of teacher recruitment in California--and with state politics. For one thing, the program wasn鈥檛 intended for new teachers with emergency permits--those, like Ms. Carsten and Ms. Lara, who still need to complete coursework and student teaching before they can earn full credentials.
鈥淭he idea was that if you start with people who are fully credentialed, then you are taking them to the next level instead of just giving them survival training,鈥� said David Lebow, an Advanced Placement history teacher in the Montebello Unified schools. Montebello, which is also in the Greater Los Angeles area, launched its own support program this year.
But Mr. Lebow, who served on a state committee that pushed for the support program鈥檚 expansion, also knows that of the 160 new teachers in his district鈥檚 support program this year, only 19 have regular state credentials. 鈥淚n this district, we鈥檝e sort of fudged it a little because of the necessity of our type of hiring,鈥� he said.
About 19,000 of California鈥檚 48,000 first- and second-year teachers had emergency permits as of 1996, the last year for which such data were collected, according to the state education department.
The state has now given all the participating districts one year to turn their programs into initiatives geared exclusively for the fully credentialed new teacher. But state officials pledge they won鈥檛 leave teachers with emergency permits high and dry. While the support program鈥檚 budget has grown, lawmakers have also increased from about $8.5 million to $22.8 million the annual funding for local programs that help new hires who lack the standard qualifications.
Meanwhile, a statewide peer-review plan also could shake up the beginning-teacher support program.
Gov. Gray Davis wants districts to use teacher input in evaluating the performance of veteran educators. Just last week, the California Senate鈥檚 education committee passed a bill that would withhold money for the support program from any district that failed to implement peer review. With many teachers鈥� unions and their members still uncomfortable with peer review, some local educators are worried the measure could jeopardize support programs for beginning teachers just when they were set to expand.
Interest on the Rise
Despite the support program鈥檚 growing pains, national observers say California deserves credit for at least having a statewide initiative. Although 27 states had induction programs on the books as of the 1996-97 school year, only seven both mandated and financed them, according to a two-year survey of such efforts soon to be released by Recruiting New Teachers Inc., a nonprofit group based in Belmont, Mass., that seeks to improve the teaching pool.
But, the group reports, interest is on the rise. Mississippi lawmakers are considering plans for a pilot mentor program this year, and Nebraska education officials are designing a statewide support plan for new teachers. Wisconsin has also just started allocating $500,000 annually toward training as many as 1,000 veteran educators to mentor new teachers.
''Induction is re-emerging in the late 1990s after a kind of quiet decade,鈥� said Elizabeth Fideler, a co-author of the Recruiting New Teachers report. 鈥淭here is growing recognition of teachers鈥� needs for support and assistance, and there鈥檚 growing attention to induction as a strategy for reducing attrition, weeding out unfit teachers, and encouraging competent teachers to stay and thrive.鈥�
But for such programs to make a significant dent in the teacher-supply problem, the University of Georgia鈥檚 Mr. Ingersoll argues, policymakers must do more than recognize their importance: They鈥檒l have to make them central to their reform efforts.
鈥淢ost of the reforms out there are still increased-supply-type approaches, when you could also be decreasing demand by dealing with turnover,鈥� he said. 鈥淲ell-respected, well-supported, well-paid professions never seem to have problems with retention.鈥�
