Teacher Induction Study - Year 2

PI’s—      Leslie Huling, Texas State University
                Virginia Resta, Texas State University

Co-PI’s— Missy Berry, Texas State University
                Vicky Farrow, Lamar University
                Peggy Gray, Texas A & M University, Commerce
                Kim Ruebel, University of Texas, Arlington

Participating Public School Research Network Districts:
Aldine ISD, Beeville ISD, Calallen ISD, Carrolton-Farmers Branch ISD, Columbia- Brazoria ISD, Dallas ISD, Ft. Worth ISD, Harlingen CISD, Lamar CISD, Northside ISD, Richardson ISD, San Marcos CISD, and Southside ISD.

• Collaborative induction research study between 3 university systems and 13 school districts. 
• 451 novice teachers and mentors interviewed
• Retention data collected on novice teachers
• Student achievement data collected and analyzed comparing 451 novice teachers with 2000 + comparison teachers

Research questions addressed
1)  What is the relationship between mentor program structure and mentoring support provided to novice teachers?
2)  What is the relationship between mentoring support and novice teacher retention?
3)  What is the relationship between mentoring support and student achievement?
4)  What is the relationship of workplace ecolocy and notice teacher retention?
5)  What is the relationship between workplace ecolocy and novice teacher student achievement?
6)  To what degree can stron mentoring support offset the effects of a challenging workplace ecology?

Data sources and instrumentation
New Teacher Interview containing demographic, support, and workplace ecology questions.
Mentor Teacher Survey with demographic and program infrastructure items
District TAKS reports
District and campus retention reports