Teacher Induction and Retention Initiatives
The retention of newly certified teachers is a high state and national educational priority and is a critical concern of university teacher preparation programs. To address this critical need, EPIC sponsors an integrated research program focused new teachers and induction support programs. Current grant programs in this area include the Novice Teacher Induction Program (NTIP) and Follow-Up Study.
Novice Teacher Induction Program
Funded by the Houston Endowment, the TSUS Novice Teacher Induction Program involved six TSUS institutions and provided intensive induction support to approximately 1,000 newly certified Texas teachers who entered teaching between 2002 and 2004. Extensive research and evaluation data were collected from participants, mentors, administrators and program coordinators and these data have yielded valuable findings related induction support strategies and the complexities faced by first-year teachers. In 2005, a five-year follow-up study of NTIP participants was launched to track the retention of program participants in the teaching profession and to document their professional activities and leadership roles following their completion of NTIP.
CREATE Induction Study
The Center for Research, Evaluation and Advancement of Teacher Education (CREATE), a consortium of Texas university systems, is funding a research initiative related to novice teacher induction. The study's mixe methods approach will use tea
cher interviews along with Public Education InformationManagement Systems (PEIMS) data to longitudinally track both novice teacher retention and effects on student achievement.
USDE Grants for Supporting Newly Certified Teachers
EPIC is currently operating two U.S. Department of Education grants awarded to TSUS in 2003 and 2004 to support newly certified teachers and to disseminate promising induction support strategies to other educational entities. Over the years, these grants have supported a number of multi-institutional collaborative endeavors for university and public school educators and have sustained and elevated the professional dialogue focused on quality eacher induction support.
Contact: Dr. Virginia Resta, 512-716-4535
