How to Improve Your Team’s Batting Average
By Lynn Kepp, NTC Sr. VP of Program Operations and Finance —
Baseball players and their coaches understand the importance of measuring performance and identifying the best ways to improve. To improve the batting average of an entire team, coaches support new players in honing the game’s fundamentals and help experienced players fine-tune specific skills and mechanics.
Successful district leaders use the same approach in their schools. They use key metrics like student achievement, teacher effectiveness and teacher retention to assess the performance of schools and individual educators, and they put research-based teacher induction and instructional coaching programs in place that help everyone on the team to continuously improve.
Does your district have the right systems in place to improve your team’s batting average? The research is pretty clear about what elements of teacher induction and coaching best improve educator effectiveness, student achievement and teacher retention.
Here’s what the research says.
Programs with the following key components are proven to be effective in supporting the development and retention of teachers:
- Offers a comprehensive package of supports, such as communication and ongoing dialogue about progress and best practices, opportunities to participate in group or collective planning, and mentors with subject- or grade-level expertise.¹
- Presents a vision for induction and fosters institutional commitment and alignment to school and district goals.²
- Focuses on fidelity of implementation and accountability to measure progress over time.³
- Provides a rigorous process to select and develop mentors.†
- Systematizes a process to support, assess, and develop teacher practice through the use of a formative assessment system and cycles of inquiry that empower teachers to plan, execute and improve their instructional practice.‡
¹ Ingersoll, R., & Smith, T.M. (2004). Do Teacher Induction and Mentoring Matter? Retrieved from http://repository.upenn.edu/gse_pubs/134
² Bartell, C (2005). Cultivating High-Quality Teaching Through Induction and Mentoring. Thousand Oaks, Ca: Corwin Press.
Joyce, B & Beverly Showers (2002). Student Achievement Through Staff Development. Va: Association For Supervision And Curriculum Development.
³ Bickmore, D.L., Bickmore, S.T. (2010). A Multifaceted Approach to Teacher Induction. Teacher and Teacher Education: An International Journal of Research and Studies, 26(4), 1006-1014.
Totterdell, M., Woodroffe, L., Bubb, S., & Hanrahan, K. (2004). The Impact of Nqt Induction Programmes on the Enhancement of Teacher Expertise, Professional Development, Job Satisfaction or Retention Rates: A Systematic Review of Research Literature on Induction.
† Abrams, L. And Dozier, T. (2009). The Impact of a Full-Release Mentoring Model on the Practice and Retention of Beginning Teachers. (Paper Prepared for the American Education Research Association Annual Conference). Virginia Commonwealth University: Richmond, Va.
‡ Joyce, B & Beverly Showers (2002). Student Achievement Through Staff Development. Va: Association for Supervision and Curriculum Development.
Abrams, L. And Dozier, T. (2009). The Impact of a Full-Release Mentoring Model on the Practice and Retention of Beginning Teachers. (Paper Prepared for the American Education Research Association Annual Conference). Virginia Commonwealth University: Richmond, Va.