• ABOUT US
• R&D DIVISIONS
• CAREERS
• NEWSROOM
• CONTACT US
• HOME

Study of Teacher Induction in the Midwest

Since 2006, SRI International's Center for Education Policy, with support from the Joyce Foundation and in collaboration with the Illinois Education Research Council (IERC) and the Consortium on Chicago School Research (CCSR), has been conducting a comprehensive study of teacher induction in Illinois and Ohio. Thus far, the project has identified the factors impacting the design and implementation of induction programs, and the policies and practices most likely to raise the quality of induction programs. Further, the project explored the relationships between various inputs—the induction and mentoring supports provided, teachers' backgrounds and the contexts in which they are working—and various teacher outcome—teachers' reported growth, efficacy, and retention.

SRI and its partners are continuing research on the expanding state-funded induction program in Illinois. The current research is designed to document the induction supports new teachers receive and reasons for variation across and within programs; to explore how working conditions support or impede induction efforts; and to analyze differences in student achievement and teacher retention between teachers receiving strong induction support and those receiving weak support. Research activities include case studies of induction programs, surveys of 2,600 beginning teachers and their 1,700 mentors from 39 induction programs in Illinois, and an analysis of teacher retention and student achievement.

(Joyce Foundation, 2005-2010)

Key Staff

Principal Investigator: Daniel Humphrey

Project Director: Marjorie Wechsler

Staff: Maria Abasi, Katherine Baisden, Kristin Bosetti, Kyra Caspary, Paul Hu, Sylvia Rodezno, David Sherer, Juliet Tiffany-Morales