Cura Personalis and Induction Programs in Our Schools2015 JSEA SYMPOSIUM

UNIVERSITY OF SCRANTON

JUNE 22-26

Research Data on Teacher Attrition

National averages for teacher attrition – approximately 45-50% of new teachers leave within the first 5 years of employment – higher end if the school is urban and socioeconomically disadvantaged

Greater attrition among math and science teachers, STEM teachers can make much more outside of education

Greater attrition among females who are young and single, or married with a child. Male teacher career change is usually salary-driven.

Higher attrition in private schools, urban and suburban schools, elementary schools, schools lacking in collaboration, networking and administrative support as well as those with high enrollments of poor and low-achieving students

Research Data on Teacher Attrition

Some reasons for self-selected attrition from a school or the teaching profession: Salary – private school teachers earn on average 2/3 less than public school

teachers,

Dissatisfaction with administrative support, feeling of under-appreciation, lack of input into school-wide decisions

Limited professional development or opportunities for teacher leadership

Insufficient teacher preparation and induction to the culture of the new school

Work conditions – high student-teacher ratio, student behavior, isolation from colleagues, limited resources

Family needs – raising children, taking care of elderly parents, spouse relocation

Research Data on Teacher Attrition

Effects of Teacher Attrition:

Student achievement and performance suffer from a lack of effective experienced teachers

Cost of teacher attrition is on average 30% of the teachers salary to advertise the position, recruit, hire, train through professional development and induction programs.

Chronic instability from numbers leaving ( average 30% after 3 years, up to 50% within 1st 5 years) affects organizational effectiveness, coherence and morale of stakeholders

Not all attrition is harmful. Loss of teachers who are not a good fit for the profession or who are not effective can be beneficial for a school. In fact, since private schools are freed from bureaucratic oversight, retention is more selective and administrators can reconfigure staff on the basis of needs

Research on Teacher Retention

Strategies for retaining teachers

Develop effective principal leadership of school

Transform schools into employer of choice and hire qualified teachers

Develop induction program which supports and integrates new teachers as they experience professional and organizational socialization. Empirical support for the claim that induction programs have a positive impact on teacher satisfaction, commitment and retention.

Give new teachers clear and consistent expectations, recognize their unique talents, give them freedom to act, engage them in instructional teams and professional learning communities, encourage their involvement with the network of teachers in the same discipline from other schools

Catholic schools attract teachers because of a perceived school culture of discipline, respect, orderly behavior and reliance on values. Teachers are motivated to remain in Catholic schools because of the mission and values of the community.

Effective teachers in Catholic schools should have a career ladder that provides increasing responsibilities and teacher leadership opportunities

Induction Program as Structure to Promote Integration of Effective Teachers into the Life of the School

Induction program is a systematic structure for support for beginning teachers including:

Pre-service orientation for the new teacher and mentor

Mentoring relationship with a master teacher whose assignment overlaps with the mentee, who is enthusiastic about the profession, buys in to school values, is knowledgeable in areas of instructional and classroom management strategies. Mentor becomes a teacher leader in the process and benefits from reflection on practice.

Regular cohort community building activities, networking with veteran community members or teachers from other schools, professional development opportunities, and sessions on school mission/values/faith formation

Observation and reflection activities for both the mentor and new teacher

Induction program extending beyond one year has a greater impact on integration of the new teacher.

A. Context: Loyola Academy

Wilmette, Illinois – northern suburb of Chicago, competing with some of the state’s top public and highly selective private schools for students

Enrollment is just over 2000 students, 200 different grade school feeders – 40% of students coming from Chicago, 60% northern suburbs, 26% of students receive grant aid to attend, ethnic and socioeconomic diversity among families

147 teachers, 7 campus ministers 17 counselors, 5 college counselors

Including administration and administrative support staff, library and resource center staff, development, plant services, cafeteria, dean’s office and security, LA employs 301 people (2014 numbers)

Teacher leadership opportunities - number of teachers at Loyola have reduced teaching schedules and direct programs for the school, e.g. service learning program, teacher induction, PLCs on 1-to-1 iPad integration, Arts Honors Program director, Science Honors Program director.

Transition from business model - custodial, top-down leadership to distributive leadership model

A. Context: Loyola Academy support for new teachers

Mentoring Program for Teachers New to Loyola Academy (pre-2012)

1 year program which included:

Setting up a mentoring relationship with an experienced teacher from the same department – 1 meeting before start of school, weekly check in, and mutual class observations

Pre-service orientation with program administrator, mentors and new teachers

Monthly cohort meetings after school in which administrators discuss school initiatives, present on themes in Jesuit education including IPP, life of Ignatius, Spiritual Exercises, as well as give instruction on upcoming events (parent-teacher meetings, open-house)

A. Context: Loyola Academy

2011-12 Introduction of 2 Year Mentoring Program

2014-15 Induction Program – restructuring of the Mentoring Program

1 Teacher Leader for each year, both with reduced teaching schedule

3rd year in the planning stages

A. Context: Loyola Academy

2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 20150

5

10

15

20

25

30

LA Faculty/Counselor/Campus Ministry Departures 2005-2015

(no distinction made between voluntary or involuntary)

Total 1-5 years 5+ years retirement

B. Experience: Year One Induction Program

1st Year Schedule

Mentors: Selection criteria requested – mentor and protégé share at least one free period and course prep.

meet new teachers over the summer to introduce them to the school, hand over textbooks, curriculum

mentor training in August before the start of school

mutual observation of classes

meet weekly with protégé and attend mid-year and end of year mentor meetings

Receive stipend for work

B. Experience: Induction Program

1st Year for New Teachers: iPad training in July, introduction to mentors pre-service orientation 2 days prior to 1st faculty meeting On-going meetings with mentor, observation of mentor’s and other

experienced teachers’ classes 4 cohort meetings after school in the 1st Semester on the following

themes: Jesuit guide to teaching and school-wide resources Life of Saint Ignatius and Spiritual Exercises Communication with parents, parent-teacher conferences Ignatian Pedagogical Paradigm

B. Experience: Induction Program

2nd semester Day of Recollection in January

3 cohort meetings after school in the 2nd semester on the following themes

Struggling students

Learning goals

Structure of the school and school (Jesuit) culture, Grad at Grad outcomes

1st year teacher observed once per semester by induction program leader and a follow-up individual meeting with program leader to process the observation, evaluate the mentoring experience and program

Closing prayer service and social with mentors

Summer Ignatian Themes retreat with other 1st year teachers in province Jesuit schools

B. Experience: Year Two Induction Program – Community Building, Ignatian Themes Continued, Teacher “Grad-at-Grad” Outcomes

2nd year teachers meet with their cohort after school 5 times per year.

Teachers are required to observe one class per quarter for 3 quarters, they must complete a written observation and hand it in

Program leader observes each cohort member once per semester, completing a written evaluation which is given to the teacher, meeting with the teacher follows

Each teacher receives a copy of Jesuit Education Reader and is assigned specific articles for reading and questions for written reflection.

Completion of both 1st and 2nd year program is part of the components for tenure.

B. Experience and C. Reflection: Year 2 Induction Program

Each meeting begins with a prayer and intentions, has a theme from the life of Ignatius and a RIPLOC goal (grad-at-grad)

1. September. Ignatian Theme: Montserrat commitment

Goal: Open to Growth, Intellectually Competent

2. Early November. community service afternoon/evening and dinner

Goal: Committed to Justice

3. November. Ignatian Theme: Manresa self-knowledge and service

Goal: Loving, Committed to Justice, Open to Growth

B. Experience and C. Reflection: Year 2 Induction Program

4. January. Ignatian theme: Paris and building a community, activity – recreation – high ropes team building, yoga, walking

Goal: Loving, Physical Well-being

5. March. Ignatian Theme: Rome and service to the world, companionship with Christ,

Goal: Religious, Open to growth

Cohort members evaluate the program and their participation in it. Make suggestions for other activities

End of the Year Social

D. Action

New teachers, counselors, campus ministers

As delineated in the professional handbook, perform their contracted duties responsibly, mindful of the mission of the school and with a focus on cura personalis (mandatory),

Observe and undergo observation by mentors and other appropriate community stakeholders (mandatory),

Participate in departmental and school-wide professional learning communities (mandatory),

Participate in service projects, retreats, committees (voluntary)

Moderate co-curricular activities or coach athletic teams with compensation (by application)

E. Evaluation:

Mentors and chairs have on-going conversations on the progress of new teachers.

Administrators and department chairs evaluate the performance of 1st year teachers and in March distribute contracts.

1st and 2nd year teachers evaluate the mentoring experience and induction program, evaluate themselves and their movement toward achieving their professional goals

Induction program leadership (assistant principal, director of year 1, director of year 2) meet during the year and at the end to

Discuss reflections on program curriculum and teachers’ progress. Does the program achieve its goals of professional and organizational socialization, retention of effective teachers?

Process mentors’ and new teacher’s evaluation of the program

Discuss changes to the program curriculum, e.g. a proposed shortened 3rd year of induction to prepare teachers for teacher leadership and tenure process

All 1st (20) and 2nd (18) year teachers were offered contracts for 2015-16

E. Evaluation from a Cost Standpoint

Costs for the 1st year induction program (20 teachers in 2015)

Stipend/reduced teaching for director $ 26,666

stipends for mentors of 1st year teachers, $ 25,000 1250 per mentor x 20

day of recollection food and space $ 800

snacks for all meetings, closing social $ 2,600

Ignatian themes summer workshop, $ 6,600

$ 61,667 $3,083.oo per teacher

1st year teachers – 19 out of 20 returning

E. Evaluation from a cost standpoint

Costs for 2nd year induction program (18 teachers)

Stipend and reduced class load for director $ 13,333

textbooks for 18 teachers $ 550

Snacks for 4 meetings $ 190

$ 14,073 $781.77 per person

2nd year teachers – 16 out of 18 returning

E. Evaluation from a cost standpoint

In addition to the induction program, LA pays for

iPads, educational apps and weekly training,

professional development conferences, professional association membership

substitutes for sick days, retreats, service days

75% of graduate course tuition toward a master’s degree for those entering LA without one,

Should the employee leave there is the additional cost to LA of recruiting, hiring and retraining a new person. The loss to the school is on average 30% of the employee’s salary. Beginning LA salary (BA) is $40,500, 30% is $12,150

Because of retention of 1st and 2nd year teachers, LA keeps the investment in teachers and does not lose money to rehire. Retaining 19 of 20 1st year teachers means that LA saves $230,850.00

Conclusion: Cura Personalis

Teachers new to the profession and to the school are the most vulnerable adults in the community. Care for their integration into the life of our schools is an investment of money, time, and human capital, which strengthens their professionalism and impacts satisfaction and commitment.

Retaining effective beginning teachers

adds to the stability of the school

supports the morale of colleagues and stakeholders

Enables consistent, and even improved student achievement

Allows a school to reallocate resources that might have been used to rehire and retrain new employees into other areas which benefit students and employees