Teacher Induction in the Midwest: Illinois, Wisconsin, and Ohio

Publication Date: May 2005

Publisher: New Teacher Center

Author(s): Lora Bartlett; Diana Lopez; Emily Sugarman; Marguerite Wilson

Research Area: Education

Keywords: student acheivement; teacher quality ; education

Type: Report

Coverage: Ohio Illinois Wisconsin

Abstract:

This report analyzes teacher induction policies in Illinois, Ohio, and Wisconsin, finding that the states have taken initial steps toward helping novice teachers but need to do more.

The single most important factor influencing students’ achievement in school is the quality of their teachers. But the students who most need high-quality teachers often don't have them. Poor and minority students are much less likely to have the best teachers in their schools, high-poverty urban schools experience high rates of teacher turnover, and they have fewer experienced teachers. Some evidence suggests that the inexperience of teachers at low-performing schools leads to those schools having lower faculty payrolls. One proposed solution is having individual schools pay teacher salaries, which might level the playing field and improve the quality of teaching at hard-to-staff schools.

This research identifies challenges to this approach and offers other strategies to improve the quality of teaching in high-need schools.