Smart from the Start: Effective Feedback and Support for New Teachers

Outline

I. New Teacher Retention by the Numbers (1/3 workshop)
Participants will explore the statistics associated with teacher retention and reasons associated with teachers leaving.

II. Smart from the Start (1/3 workshop)
Participants will examine the Framework for Support and Success, a research-based framework from Smart from the Start that outlines supports and strategies new teachers need to be successful in their first year(s) of school. Participants will examine how leaders can apply these resources to support new teachers based on their needs. Participants will dissect scenarios that depict relatable teacher challenges and practice applying tangible tools that will support their needs.

III. Induction and Support (1/3 workshop)
This portion unpacks supports new teachers need to maximize opportunities for success, including: mentoring , quality induction, and formative feedback. Participants will practice providing actionable feedback using "What did you see?" and "What would you do?" video scenarios, designed to use high-quality evidence as a basis for future growth.

Supporting research

Stronge, J. H., Straessle, J., Xu, Xianxuan, X. (2023). Smart from the Start: 100 Tools for Teaching with Confidence. ASCD.

Carver-Thomas, D., & Darling-Hammond, L. (2019). The trouble with teacher turnover: How teacher attrition affects students and schools. Education Policy Analysis Archives, 27(36). http://dx.doi.org/10.14507/epaa.27.3699

Castro, A., Hoffman, A., Becker, J. D., Naff, D., Willis, P. S., & Kane, A. (2022, January). Teacher retention policy coherence: An analysis of policies and practices across federal, state, and division levels. Metropolitan Educational Research Consortium. Richmond, VA. https://scholarscompass.vcu.edu/merc_pubs/127/

Crasborn, F., Hennissen, P., Brouwer, N., Korthagen, F., & Bergen, T. (2008). Promoting versatility in mentor teachers' use of supervisory skills. Teaching and Teacher Education, 24(3), 499-514. https://doi.org/10.1016/j.tate.2007.05.001

ERS. (2024, March 14). Examining school-level teacher turnover trends from 2021 to 2023: A new angle on a pervasive issue. https://www.erstrategies.org/tap/teacher-turnover-trends-analysis/#:~:text=On%20average%2C%2023%25%20of%20teachers,from%20last%20year's%20turnover%20spike

Ford, T. G., Urick, A., & Wilson, A. S. P. (2018). Exploring the effect of supportive teacher evaluation experiences on U.S. teachers’ job satisfaction. Education Policy Analysis Archives, 26(59). https://epaa.asu.edu/index.php/epaa/article/view/3559

Gardiner, W. (2011). New urban teachers experience induction coaching: “Moving Vision Toward Reality.” Action in Teacher Education, 33(4), 359-373. https://doi.org/10.1080/01626620.2011.620525

Ingersoll, R., & Kralik, J. (2004). The impact of mentoring on teacher retention: What the research says. Education Commission of the States. https://www.gse.upenn.edu/pdf/rmi/ECS-RMI-2004.pdf

Ingersoll, R. M., & Strong, M. (2011). The impact of induction and mentoring programs for beginning teachers: A critical review of the research. Review of Educational Research, 81(2), 201-233.

Kardos, S. M., & Johnson, S. M. (2010). New teachers’ experiences of mentoring: The good, the bad, and the inequity. Journal of Educational Change, 11(1), 23–44. https://doi.org/10.1007/s10833-008-9096-4

Kini, T., & Podolsky, A. (2016). Does teaching experience increase teacher effectiveness? A review of the research. Learning Policy Institute.

Kraft, M. A., Blazar, D., & Hogan, D. (2018). The effect of teaching coaching on instruction and achievement: A meta-analysis of the causal evidence. Review of Educational Research, 88(4), 547-588.

Podgursky, M., Ehlert, M., Lindsay, J., & Wan, Y. (2016). An examination of the movement of educators within and across three Midwest Region states. University of Missouri–Columbia. American Institutes for Research.

Renbarger, R., & Davis, B. K. (2019). Mentors, self-efficacy, or professional development: Which mediate job satisfaction for new teachers? A regression examination. Journal of Teacher Education and Educators, 8(1), 21-34.

Schwann, A., Wold, C., Moon, A., Neville, A., Outka, J. (2020). Mentor and new teacher self-perceptions regarding the effectiveness of a statewide mentoring program. Critical Questions in Education 11(3), 190-207).

Stronge, J., & Xu, X. (2021). Qualities of effective principals (2nd ed.). Association for Supervision and Curriculum Development.

Taie, S., & Lewis, L. (2023). Teacher attrition and mobility: Results from the 2021–22 teacher follow-up survey to the National Teacher and Principal Survey (NCES 2024-039). U.S. Department of Education, National Center for Education Statistics. https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2024039