This document discusses the importance of new teacher induction and teaching and learning conditions and highlights some noteworthy approaches found in the applications of the 19 Race to the Top Phase Two finalists -- including 8 of the 10 winning applicants in Phase Two (GA, HI, MD, MA, NY, NC, OH, RI).
In RTTT Phase Two, all 36 applicants—35 states and the District of Columbia—proposed stronger teacher induction policies and programs as a key strategy to enhance teacher effectiveness, address the equitable distribution of teachers, stem teacher turnover, and/or turn around low-performing schools
(which employ a disproportionately high percentage of new teachers). The content of state applications runs the gamut from newly proposed initiatives that would provide intensive support to new teachers to those that leverage existing programs in targeted ways.
In RTTT Phase Two, 11 of the 19 state finalists have proposed or recommended surveys of teaching and learning conditions to enhance teacher and principal effectiveness, address the equitable distribution of teachers, or turn around low-performing schools. The applications vary widely in the proposed extent of the schools to be surveyed and the use of the data as a reform strategy.
