"The traditional ‘sink or swim' model for beginning teachers has not worked very well.  Facing challenging work conditions and insufficient support, nearly half of new teachers leave the classroom within the first five years.  Among those who stay, it can take years to develop the skills they need to be most effective in the classroom. These factors have a negative impact on student learning, particularly in poor and low-performing schools where new teachers are often assigned.  The financial cost of teacher turnover adds to the problem, draining resources from already tight budgets" (American Association of State Colleges and Universities, 2006).  

• There are several very promising models for statewide induction programs:
• The New Teacher Center (NTC) at the University of California, Santa Cruz.
• California's Beginning Teacher Support and Assessment Program (BTSA)
• It is estimated that for every $1.00 spent on induction, there is an estimated payoff of nearly $1.50.

State-wide teacher induction programs with adequate funding at the state level can help teachers realize their full potential, keep them in the profession, promote greater student learning, and save money.  

Action Needed:

All teachers new to the profession engage in a year-long induction and mentoring program. 

The Minnesota legislature should increase funding to all school districts by 1%. These monies would be used to provide structured induction and mentoring for all new teachers in the district.

Board of Teaching-approved teacher preparation programs would partner with districts to assist with new teacher induction.