The School of Education provides comprehensive educational development through access to data-driven, flexible, preparation pathways by promoting equity, educator excellence, student learning and well-being.
Educational inequities exist in schools across a variety of identity dimensions and we are committed to disrupting inequitable practices, examining biases, and developing inclusive, culturally responsive educators.
Vision Statement Rationale
In 2017, CTP engaged in an extensive study of current research to determine priority indicators that directly impact both beginning teacher effectiveness as well as retention rates. Current research provides evidence that new teachers are far more likely to leave the profession than seasoned teachers. In addition, teachers in an intern program, particularly in Education Specialist settings, are at an even greater risk. Research has shown that new teachers need 3-7 years in the field to reach proficiency and maximize student performance. With American schools spending more than $2.6 billion annually replacing teachers who have dropped out of the profession, schools are faced with the challenge of building a consistent teaching faculty that continues to strengthen its mastery of effective teaching.
The Center for Teacher Preparation has designed the Education Specialist Intern Program around four identified, research-based components that affect beginning teacher success rates and teacher retention: beginning teacher support, emotional intelligence, working conditions, and the stages of teacher mastery. All components of CTP’s Education Specialist Intern Program directly connect to these four, research-based components of what beginning teachers must experience to increase the likelihood of remaining in the profession long term, thus, becoming masters of the field.
This research was heavily considered during the design of the CTP Education Specialist Intern Program. The first component emphasized is teacher support. Beginning teachers in CTP’s Education Specialist Intern Program will receive support in a multitude of ways from program staff, district/agency staff, site mentors, practicum supervisors, and instructional facilitators. Support providers (instructors, practicum supervisors, and site mentors) will receive training in the four identified components of research, the California Teaching Performance Expectations (TPEs), the California Standards for the Teaching Profession (CSTPs), and Multi-Tiered Systems of Support (MTSS). Each semester, support providers will hold cohort meetings in which they will receive additional training in these areas as well as provide input and collaboration with regard to program design and course content. Support providers will also have strong content knowledge, work in the same content area of the new teacher, be skilled at teaching teachers, include time with the new teacher for lesson planning, provide effective feedback, and have a proven track record of raising student achievement. The MOU that is signed between CTP and partnering districts/agencies includes language addressing these requirements.
The second research-based component of program design is emotional well-being. Intern candidates will complete a self-assessment at the beginning of the program as well as at the end of each semester. This self-assessment will measure intern candidate perspectives with regards to their progress on the TPEs and CSTPs as well as their perspectives on teacher emotional intelligence, including self-efficacy, growth mindsets, and indicators of teacher burnout, which are all identified as leading indicators of high teacher attrition rates. Support providers will use the results of this self-assessment to further strengthen program design and respond to the challenges new teachers face. Program staff will look for trends in the data and respond accordingly with regards to opportunities for support. Cohort meetings will be focused on, not only the TPEs and CSTPs, but the levels of emotional well-being and how to respond to beginning teachers who may be showing signs of teacher burnout, frustration, and/or a fixed mindset.
The third component of program design is focused on work conditions. Teacher work conditions have been shown to have a great impact on teacher success and retention. For optimum work conditions, beginning teachers should be placed with supportive administration and strong grade-level teams that participate in structured, weekly common planning. Interns should also be provided a site mentor that is experienced, has strong content knowledge, and has proven results of raising student achievement. While individual working conditions are primarily out of the control of CTP and specific to each individual district/agency, CTP plans to address this factor by bringing increased awareness to partnering districts/agencies. Currently, CTP has strong working relationships with partnering districts/agencies through our induction program. CTP holds induction meetings with agency representatives three times per year. These meetings will now include a focus on the working conditions shown to increase teacher success and retention rates. Our hope is that continued communication and collaboration will strengthen our relationships with partnering districts and lead to increased awareness of the importance of positive school climates and the specific work conditions needed to increase teacher success and retention rates.
The fourth and final component of program design is focused on the stages of teacher mastery. Our program is committed to moving teachers from novice teacher to mastery teacher through a structured and sequential teacher preparation program. Research describes four stages of development that teachers move through during the first five years of teaching: survival, consolidation, renewal, and maturity (Peer assistance and review guidebook, 1998). Support providers, as well as the interns themselves, will be informed of the stages of development as well as acceptable ratings on the Intern Performance Appraisal (IPA), in which the TPEs and CSTPs are embedded. The program will use a gradual release model, with the interns receiving assurances and support as they navigate through the identified stages, primarily focusing on survival, consolidation, and renewal. Throughout the program, the TPEs and CSTPs will be introduced, practiced, and assessed. Performance rating expectations on the IPA and in the practicum will gradually increase with course and field-work experiences focused on best practices, MTSS, and opportunities for the internalizing of theory, practical application, and reflection.
Ingersoll, R., Merrill, L., Stuckey, D., (2014). Seven Trends: The transformation of the teaching force. Retrieved from http://www.cpre.org/sites/default/files/workingpapers/1506_7trendsapril2014.pdf
Kerry-Henkel, L., (2017). Teacher burnout, self-efficacy, and the identification and referral of at-risk students. Retrieved from http://arizona.openrepository.com/arizona/bitstream/10150/625374/1/azu_etd_15413_sip1_m.pdf
Thornqvist, N., (2011). Emotional intelligence and burnout among teachers in a rural florida school district. Retrieved from http://etd.fcla.edu/UF/UFE0042690/thornqvist_n.pdf
Alliance for Excellent Education, (2018). Tapping the Potential: Retaining and developing high quality teachers. Retrieved from https://all4ed.org/wp-content/uploads/2007/07/TappingThePotential.pdf