- Year 2017
- NSF Noyce Award # 1339956
- First Name Sandra
- Last Name Adams
- Discipline Other: Biology, Chem, Physics, Geosci Teacher education
- Co-PI(s)
Douglas Larkin, Montclair State University, larkind@montclair.edu
John Berger, County College of Morris, jberger@ccm.edu - Presenters
Douglas Larkin, Montclair State University, larkind@montclair.edu
Joseph Oyler, Induction Coordinator, Montclair State University
Need
(a) A recent analysis of state staffing data shows that nearly 40% of all new science teachers in New Jersey are no longer teaching after four years, a statistic that has a greater impact in high-need schools. Nationally, the data suggests that efforts to maintain a robust science teacher workforce have been similarly hampered by the attrition of certified science teachers. A better understanding of the successful efforts to support and retain science teachers has the potential to significantly reduce science teacher turnover across the state, and ultimately provide higher quality science instruction to students in our schools. (b) This project directly benefits Noyce graduates and their students.
Goals
(a) The goals are to develop a sustainable model for university support of science teacher graduates, and ultimately all graduates, in order to reduce attrition and strengthen novice teaching.
(b) This program includes working with graduates in their school setting using induction coaches during graduates’ first year of teaching, creating and developing a professional learning communities, and the creation of broader supports for years two and three.
Approach
(a) The goals are being achieved by the establishment of a university induction coordinator, who hires coaches, monitors and guides their activities with novice teachers, and provides meaningful opportunities for teacher learning in monthly on-campus meetings. (b) The theoretical approach guiding this work is that of socio-cultural approaches to teacher learning, best exemplified by the work of Sharon Feiman-Nemser in teacher education generally, and Julie Luft in science educatino specifically. (c) Induction is supervised by the MSU Center of Pedagogy, and directed by Joseph Oyler, the MSU induction coordinator. Currently 4 coaches work with our seven existing graduates. The PI and Co-PI are also involved occasionally in supporting the coordinator with preparation and planning for this work.
Outcomes
(a) Currently, all of our graduates have been retained and rehired for the following fall. We are currently gathering their teacher effectiveness ratings from the state.
(b) Deliverables in this case–beyond the teachers themselves–are a model for support and retention that will be described in a practitioner research article soon.
(c) Scaling up this project for two more cohorts.
Broader Impacts
(a) The most tangible broader impact is the normalization of university level support for its graduates.
(b) Seven schools in four districts have been impacted by the induction work with our graduates, including the students in those schools.
(c) Dr. Oyler has presented this work in both local and regional conferences.
