Abstract:
This dissertation represents an action research study undertaken to evaluate the New
Teacher Induction Program (NTIP) at Barrington High School (BHS) using the logic
model. Due to a shift in leadership at BHS I reorganized the NTIP and re-evaluated it.
Research shows the one in five teachers leaves the teaching profession within their first
five years (Darling-Hammond, 1997; Ingersoll, 2012). This study evaluates how the
short-term outcomes of the NTIP are achieved based on the perception of the new
teachers. The short-term outcome is the understanding of quality instruction based on the
content taught in the NTIP workshop. Quality instruction is defined by Danielson’s
Framework for Teaching (2007), the UbD Framework (Wiggins & McTighe, 2011) and
Wormeli’s grading philosophy (2006). For the evaluation, new teachers completed a
cross-sectional survey containing 36 questions asking for their assessment of four NTIP
workshops on Planning and Preparation, Learning Environment and Instruction. One-on-one interviews were conducted with five randomly selected teachers who were asked why they felt the particular item on the survey was not achieved and asked for suggestions for
improvement. For data collection, I mixed methods of the explanatory sequential design,
which made the data stronger. As a researcher, I learned that the NTIP at BHS has
achieved its short-term outcome. New teachers value the topics, mentors, setup of
workshops and demonstrate a good understanding of the UbD Framework. However,
these teachers struggle to understand and implement Wormeli’s grading philosophy.
Recommendations for better alignment of timing of workshops and mentor’s content
expertise and availability are presented as well as recommendations to retain the set-up