NTIP Longitudinal Research Key Findings

Welcome…through longitudinal research from 2012 - 2015, Christine Frank and Associates (CFA) found that new teachers have made meaningful and sustained improvements in all 4 of the core goals of NTIP. So what are the key factors that make a difference for new teachers? Scroll down to view!

Goals of the New Teacher Induction Program
Mentoring Web
  • Having a formally assigned mentor is not linked to growth….being mentored is
  • High growth new teachers accessed 5 to 7 different mentorship supports (i.e. built a mentoring web)
Differentiated Learning
  • High growth new teachers constructed their NTIP via a menu of authentic learning opportunities using joint release days with multiple mentors
  • Classroom observation and debriefing was the learning design with the strongest correlation to growth in instructional practice
Principal Encouragement
  • Ongoing feedback and encouragement from the Principal was the strongest predictor of growth in NTIP
  • This speaks to the power of listening, the power of encouragement, and the ability of the principal to provide a meaningful piece of a mentoring web for a new teacher
School Culture
  • A collaborative school culture was an important factor in building a sense of confidence and efficacy for new teachers
  • When you’re new you tend to adapt or adopt the culture you find yourself in … so again the importance of all mentors, colleagues and supports for all learners in the school

So there you have it. I think this venn diagram is important because it really shows the connectedness of these 4 areas. We know that learning is messy, recursive, iterative…there is no one right way…but these 4 factors working together can make a solid contribution to the success of our new teachers and ultimately their students.

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