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Scaling up Teacher Induction: Implementation and Impact on Teachers and Students. Evaluation of the New Teacher Center's i3 Scale-Up Grant, Revised Final Report

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Title: Scaling up Teacher Induction: Implementation and Impact on Teachers and Students. Evaluation of the New Teacher Center's i3 Scale-Up Grant, Revised Final Report
Language: English
Authors: Rebecca A. Schmidt, Aliya R. Pilchen, Katrina Laguarda, Haiwen Wang, Deepa Patel, SRI Education
Source: SRI International. 2025.
Availability: SRI International. 333 Ravenswood Avenue, Menlo Park, CA 94025. Tel: 650-859-2000; e-mail: customer.service@sri.com; Web site: https://www.sri.com/
Peer Reviewed: N
Page Count: 100
Publication Date: 2025
Sponsoring Agency: Office of Innovation and Improvement (ED), Investing in Innovation (i3)
Contract Number: U411A15000515A
Document Type: Reports - Research
Tests/Questionnaires
Education Level: Junior High Schools
Middle Schools
Secondary Education
Elementary Education
Descriptors: Beginning Teachers, Beginning Teacher Induction, Models, Coaching (Performance), Mentors, Teacher Evaluation, Teacher Effectiveness, Teacher Persistence, Program Implementation, Fidelity, Mathematics Achievement, Middle School Mathematics, Language Arts, Elementary Schools, Elementary School Mathematics, Middle Schools, Poverty, Low Income Students
Abstract: The purpose of this study was to understand the implementation and impact of the New Teacher Center's (NTC) strategies for scaling its validated induction model to 301 schools in five school districts serving high proportions of students of color and students from low-income households. SRI's evaluation of the implementation and impact of NTC's i3 scale-up grant employed a cluster randomized controlled trial design with schools as the unit of randomization. All first-year teachers in randomized schools were included in the study. Treatment teachers received induction supports from NTC-trained mentors, while control teachers received the supports provided by their districts under business-as-usual conditions. The evaluation examined fidelity of implementation to the model as designed, the contrast between the induction supports in the treatment and control conditions, and impacts on three key outcomes: 1) teachers' classroom practice as measured by the Danielson Framework for Teaching, 2) student achievement on state standardized assessments in mathematics and English Language Arts (ELA) in grades 4 through 8, and 3) teacher retention within district. A previous version of this report was published in December 2020. This report provides updated information for review under WWC version 5.0 standards. See "2025 Report Updates" for a list of the changes made. NTC's induction model was not implemented with adequate fidelity in any of the five sites according to thresholds set by NTC, and the mentoring received by NTC treatment teachers was not substantially different in key respects from the mentoring received by control teachers. There were no statistically significant impacts of the model as implemented on overall teacher practice, student achievement, or teacher retention. Exploratory findings suggest conditions under which NTC might see a greater impact. There was a positive correlation between students' mathematics achievement and mentoring that met NTC's fidelity thresholds for frequency and duration, as well as between mathematics achievement and mentoring that met NTC's expectations for instructional focus. NTC induction supports also had a positive impact on student ELA achievement in schools with higher proportions of historically underserved students. These findings indicate the importance of ensuring high-quality implementation of a program. Under the i3 scale-up grant, NTC attempted to adapt its model for scaling, but the partner districts failed to fully implement key components and mediators as intended. There is evidence that the model has promise when fully implemented, particularly in schools with higher proportions of historically underserved students, but without further research this evidence is simply suggestive. The following are appended: references; the implementation fidelity matrix; survey item text and scale properties; supplementary, exploratory, and sensitivity analyses; and additional information for What Works Clearinghouse review.
Abstractor: As Provided
Entry Date: 2025
Accession Number: ED664805
Database: ERIC
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  Data: Scaling up Teacher Induction: Implementation and Impact on Teachers and Students. Evaluation of the New Teacher Center's i3 Scale-Up Grant, Revised Final Report
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  Data: <searchLink fieldCode="AR" term="%22Rebecca+A%2E+Schmidt%22">Rebecca A. Schmidt</searchLink><br /><searchLink fieldCode="AR" term="%22Aliya+R%2E+Pilchen%22">Aliya R. Pilchen</searchLink><br /><searchLink fieldCode="AR" term="%22Katrina+Laguarda%22">Katrina Laguarda</searchLink><br /><searchLink fieldCode="AR" term="%22Haiwen+Wang%22">Haiwen Wang</searchLink><br /><searchLink fieldCode="AR" term="%22Deepa+Patel%22">Deepa Patel</searchLink><br /><searchLink fieldCode="AR" term="%22SRI+Education%22">SRI Education</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22SRI+International%22"><i>SRI International</i></searchLink>. 2025.
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  Data: SRI International. 333 Ravenswood Avenue, Menlo Park, CA 94025. Tel: 650-859-2000; e-mail: customer.service@sri.com; Web site: https://www.sri.com/
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  Data: <searchLink fieldCode="DE" term="%22Beginning+Teachers%22">Beginning Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Beginning+Teacher+Induction%22">Beginning Teacher Induction</searchLink><br /><searchLink fieldCode="DE" term="%22Models%22">Models</searchLink><br /><searchLink fieldCode="DE" term="%22Coaching+%28Performance%29%22">Coaching (Performance)</searchLink><br /><searchLink fieldCode="DE" term="%22Mentors%22">Mentors</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Evaluation%22">Teacher Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Effectiveness%22">Teacher Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Persistence%22">Teacher Persistence</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Implementation%22">Program Implementation</searchLink><br /><searchLink fieldCode="DE" term="%22Fidelity%22">Fidelity</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Achievement%22">Mathematics Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Middle+School+Mathematics%22">Middle School Mathematics</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Arts%22">Language Arts</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Schools%22">Elementary Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Mathematics%22">Elementary School Mathematics</searchLink><br /><searchLink fieldCode="DE" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Poverty%22">Poverty</searchLink><br /><searchLink fieldCode="DE" term="%22Low+Income+Students%22">Low Income Students</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The purpose of this study was to understand the implementation and impact of the New Teacher Center's (NTC) strategies for scaling its validated induction model to 301 schools in five school districts serving high proportions of students of color and students from low-income households. SRI's evaluation of the implementation and impact of NTC's i3 scale-up grant employed a cluster randomized controlled trial design with schools as the unit of randomization. All first-year teachers in randomized schools were included in the study. Treatment teachers received induction supports from NTC-trained mentors, while control teachers received the supports provided by their districts under business-as-usual conditions. The evaluation examined fidelity of implementation to the model as designed, the contrast between the induction supports in the treatment and control conditions, and impacts on three key outcomes: 1) teachers' classroom practice as measured by the Danielson Framework for Teaching, 2) student achievement on state standardized assessments in mathematics and English Language Arts (ELA) in grades 4 through 8, and 3) teacher retention within district. A previous version of this report was published in December 2020. This report provides updated information for review under WWC version 5.0 standards. See "2025 Report Updates" for a list of the changes made. NTC's induction model was not implemented with adequate fidelity in any of the five sites according to thresholds set by NTC, and the mentoring received by NTC treatment teachers was not substantially different in key respects from the mentoring received by control teachers. There were no statistically significant impacts of the model as implemented on overall teacher practice, student achievement, or teacher retention. Exploratory findings suggest conditions under which NTC might see a greater impact. There was a positive correlation between students' mathematics achievement and mentoring that met NTC's fidelity thresholds for frequency and duration, as well as between mathematics achievement and mentoring that met NTC's expectations for instructional focus. NTC induction supports also had a positive impact on student ELA achievement in schools with higher proportions of historically underserved students. These findings indicate the importance of ensuring high-quality implementation of a program. Under the i3 scale-up grant, NTC attempted to adapt its model for scaling, but the partner districts failed to fully implement key components and mediators as intended. There is evidence that the model has promise when fully implemented, particularly in schools with higher proportions of historically underserved students, but without further research this evidence is simply suggestive. The following are appended: references; the implementation fidelity matrix; survey item text and scale properties; supplementary, exploratory, and sensitivity analyses; and additional information for What Works Clearinghouse review.
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      – Text: English
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      Pagination:
        PageCount: 100
    Subjects:
      – SubjectFull: Beginning Teachers
        Type: general
      – SubjectFull: Beginning Teacher Induction
        Type: general
      – SubjectFull: Models
        Type: general
      – SubjectFull: Coaching (Performance)
        Type: general
      – SubjectFull: Mentors
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      – SubjectFull: Teacher Evaluation
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      – SubjectFull: Teacher Effectiveness
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      – SubjectFull: Teacher Persistence
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      – SubjectFull: Program Implementation
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      – SubjectFull: Fidelity
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      – SubjectFull: Mathematics Achievement
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      – SubjectFull: Middle School Mathematics
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      – SubjectFull: Language Arts
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      – SubjectFull: Elementary Schools
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      – SubjectFull: Middle Schools
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      – SubjectFull: Poverty
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      – SubjectFull: Low Income Students
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