Retention rate of 97 percent for teachers

Induction Program Gaining National Recognition "We want to keep novice teachers from feeling in over their heads, out on a limb, or ready to smash something," said Coordinator of the Teacher Induction Program Vickie Moon-Merchant of Texas A&M University-Corpus Christi. "These teachers have decided they want this help--they're not told by the school districts to come," she added. Moon-Merchant designed the Teacher Induction Program and began its implementation at A&M-Corpus Christi in 1991. Since then, more than 451 induction teachers, pre-K through 12, have completed the program. This group has a retention rate of 97 percent. Nationwide, 30 percent of teachers leave the profession within their first two years. A Texas Education Agency report in 1995 also reflects 19 percent of new Texas teachers leaving after the first year, 12 percent after the second year and a total of 50 percent of teachers leaving the profession after five years.	Vickie Moon-Merchant
With Moon-Merchant's program, first semester students: meet once a week for share and support sessions; hold classroom discussions on management, teaching strategies, communication skills and learning principles; keep a journal; complete audio and video self-critiques; and keep a log on discipline and professional development workshops they have attended. Trained university mentors also observe them teaching three times each semester. "They must demonstrate effective teaching behaviors," said Moon-Merchant. During the second semester, students meet every other week in support sessions and discuss implementing learning centers, integrating technology and strategies for special populations. Other second semester activities include students observing master teachers and reporting their observations. The students are observed twice the second semester. Also during the second semester, students develop a professional portfolio and learner-centered activities. "Because these are college courses, the assignments are designed to coordinate with their teaching responsibilities," said Moon-Merchant. "These assignments are designed to take the pressure off, not add more stress. This program gives induction teachers extra support while enhancing their individual existing teaching skills." "One of the greatest outcomes of this program is how it increases a teacher's self-confidence," said Moon-Merchant. Those that complete the induction program receive nine hours credit toward their master of science in education degree. Since 1991, 161 (34 percent of those who have been in the program) have completed their master of science degree. The success of Moon-Merchant's program is gaining state and national attention. In recent months she has made four national presentations. These presentations include a conference of the American Association of Colleges for Teacher Education in Washington, D. C. in October; a conference of the American Association of Colleges for Teacher Education in Chicago last February; a conference of the Association for Supervision and Curriculum Development in New Orleans last March; and a conference of the International Mentoring Association also in New Orleans last March. Last year, The Texas A&M University System received a $14.9 million grant that included funding for the development of induction programs. An induction program is being developed at each A&M System university this year (the second year of the program). Moon-Merchant's program has made enough of an impact that she was asked to give a three-day workshop in July to other induction coordinators from around the A&M System. Also in July, Moon-Merchant conducted the College of Education's Beginning Teachers Workshop. The workshop focused on classroom organization, classroom management and "what you do the first minute, hour, day and week of the new school year."
"New teachers need someone to turn to..." Former Induction Student Now a Teacher Kim Livengood Kim Livengood (master of science in education, 1995) goes beyond being a successful induction program graduate. She is living proof of the program's effectiveness because she is presently teaching induction courses to middle school and secondary teachers at Texas A&M University-Corpus Christi. Livengood recalled, "I remember when I first started teaching 7th grade middle school math. I felt so alone. I thought, 'I'm never going to get the students to sit down, never get them to be still and they are never going to be quiet.' Everything I learned in education classes was out the window. I couldn't think of what to do next. Then I remembered a presentation Vickie Moon-Merchant did while I was student teaching."	Kim Livengood
Livengood continued, "Teachers are so overwhelmed during the first year. New teachers need someone to turn to that understands what they are going through. With the induction program, you hear ideas from people that know the system and have had to work within it before. Looking back, I can say, if not for the teacher induction program, I would have walked out." The program motivated Livengood enough to reach her early goal of teaching advanced placement chemistry to high school students. At the same time, she continued her education. "I hadn't planned on a master of science in education degree, but I kept taking courses after the induction year classes and almost had the degree without even realizing it," she said. "My next goal is a doctorate. I know it is possible. I didn't feel that way when I first started teaching." In her current role as a teacher induction instructor, Livengood related, "I always wanted to teach at the college level. I help teachers coming out so they don't feel lost and alone and can reach their goals. I am investing in kid's lives because I'm investing in their teacher's lives. When I invest in one teacher, I'm affecting hundreds of kids."