Amy Barry, MA, Evaluation Associate, UNH Carsey School of Public Policy
Mona Hajnaghizadeh, UNH Graduate Research Assistant & Doctoral Student, UNH Carsey School of Public Policy
Recently, Amy and Eleanor presented highlights from The TRRE Year 5 Evaluation Report at the semi-annual meeting Advisory Board on January 6, 2022. Their presentation covered TRRE Cohort 4 program feedback, teacher preparation, and graduates’ induction experience. Over time, TRRE Cohorts reported rating of their teacher preparation experience with TRRE shows an increase in the satisfaction with the quality of the program, evidence of the continual improvement process within TRRE. This finding relates specifically to each cohort’s graduation rating of preparation [represented by the blue bar] For example, Cohort 1 at graduation rated their preparation near “good” on average. The graduation average increased at each cohort’s graduation [e.g., above “good” for C2, near “excellent” for C3, and unanimously “excellent” for C4] (Figure 1)
Figure 1
(Graph is on a 4 point scale from 1-Poor to 4-Excellent)
There is a wide variety in the level of supports available to TRRE Graduates as new teachers in their hiring schools. In Cohorts 1, 2, and 3’s most recent induction surveys, Graduates were mostly satisfied with their overall work conditions and other aspects of their hiring schools; however, most were either satisfied or dissatisfied with hiring school inductions supports (Figure 2).
Figure 2
Coming from a highly supportive TRRE community-based environment, may have impacted the ratings of hiring schools’ induction support. One TRRE Graduate said:
[The] number one thing that I’m going to carry forward, I think it’s the ability to communicate and work within a group of peers. … I think like our communication that we had within our program, the TRRE program. I think I’m going to try to carry that into my experience at [a North Country elementary school] this coming year. And hopefully build like really strong PLC groups. Just work with my community and hopefully build a stronger community within our school. (C3, Focus Group 3, August 2020).
Findings from the TRRE Year 5 Evaluation Report, indicate that some school partner administrators are not aware of the induction support offered to TRRE Graduates and one was uncertain whether the TRRE program’s approach to supporting teachers was compatible with their school’s induction process. When asked about TRRE induction’s benefits and areas for improvement in open-ended questions, a few principals noted they were unsure about or unfamiliar with what is involved in induction. An effective teacher induction program coaches new teachers in practice improvement and understanding professional responsibilities that enhance student learning. Induction programs also have the potential to foster collaborative and continuous learning for both new and veteran teachers. Promoting a culture of learning, achievement and growth can lead to a much higher rate of retention, as new educators find themselves in a supportive environment. TRRE’s induction initiatives are multi-faceted.
For the first time this year, TRRE Faculty in Residence are looping with Cohort 4 as Induction Mentors. TRRE Graduates are also eligible to apply for a $500 stipend for professional development available to TRRE Graduates. TRRE invites a school-partner colleague working with a graduate to attend any one of our monthly network coaching meetings for curriculum development or support in developing a positive classroom environment. Three ongoing special interest groups that meet are: Classroom Climate and Culture (establishing a positive classroom environment with social emotional learning and self-care), STEM curriculum and instruction with White Mountain Science, Inc., and Elementary Mathematics Curriculum and Instruction. Two other TRRE initiatives are designed to support school partners.
Three TRRE partner SAU’s, Claremont, Franklin and White Mountain Regional, have leadership teams from schools participating in the Collaborative for Equitable and Inclusive Practices. TRRE faculty facilitate professional development in social emotional learning and Universal Design for Learning in conjunction with coaching on Collaborative and Proactive Solutions (CPS) from certified CPS trainers. CPS is an evidence-based model to help kids and adults work together to solve problems that are causing concerning behavior without shame, blame or conflict. The CPS approach was first outlined in Dr. Greene’s book, The Explosive Child. The Lives in the Balance website hosts additional CPS information and resources.
Additional plans for the Rural Teacher Mentor Network (RTMN) are under development to support school partner districts in another area of need. Initially the RTMN was conceived to collaborate with school personnel, North Country Education Services and work to improve teacher retention in rural communities, build sustainable supports for new teachers and enhance professional development for teacher mentors, coaches and foster teacher leadership in the region. Given the number of veteran teachers that retired last year and the increase in emergency hires, plans are underway to offer non-credit professional development to improve coaching and collaboration and enhance instruction and assessment in the area of special education for TRRE Graduates, school partner colleagues and new teachers on site-based plans. Long-term hopes include a vision that the RTMN will continue as a network of support beyond the TRRE funding.
TRRE funding end in September 2022. The induction initiatives seeded with funds from TRRE this year will, ideally, take root and grow to continue the TRRE legacy beyond the life of the grant. As one management team member commented:
I think novice teachers should have mentoring and induction programs. But I think one thing that both TRRE and the school districts could continue to build on is how do we establish partnerships to support novice teachers who’ve gone through a preparation program, partnering together with schools to support novice teachers. And so that’s something that we can both continue to, to learn, and build on and do. (MT 2, April 2021)
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