Examining Model for Aiding New Teachers

Developed and managed by the New Teacher Center (NTC), the NTC Induction Model is a comprehensive and systemic approach to support beginning teachers (i.e., teachers new to the profession). The induction model aims to accelerate the effectiveness of beginning teachers at increasing student learning by providing one-on-one mentoring and professional development in a supportive school environment. The NTC works with school districts and state departments of education to design, develop, and implement induction programs that are aligned with both district priorities and NTC standards. In addition to the analysis of the teacher retention outcomes, the study examined impacts on (a) student reading achievement, (b) student math achievement, (c) teacher implementation of literacy lessons, (d) content of literacy lessons, (e) classroom culture, (f) teacher feelings of preparedness to instruct, (g) teacher feelings of preparedness to work with students, (h) teacher feelings of preparedness to work with other school staff, (i) teacher satisfaction with school, (j) teacher satisfaction with class, and (k) teacher satisfaction with teaching career.

U.S. Department of Education, Institute of Education Sciences, & What Works Clearinghouse (2015). Teacher training, evaluation, and compensation intervention report: New Teacher Center induction model. https://ies.ed.gov/ncee/wwc/Docs/InterventionReports/wwc_ntc_070716.pdf

Media Stereotypes and Their Impacts on Youth

A Common Sense survey which investigates how on-screen stereotypes affect kids' development found that many of the movies and TV shows children watch reinforce rigid and stereotypical gender roles, and parents worry about the influence those stories can have on their kids' ideas about what counts as acceptable behavior, how relationships work, and even what jobs they can have.

Some of the key findings include:

-       The media reinforces the idea that masculine traits and behaviors are more valued than feminine traits and behaviors, and boys who consume these media messages are more likely to exhibit masculine behaviors and beliefs.

-       In adolescence, media use is associated with more tolerant views of sexual harassment and more support for the belief that women are at least partially responsible for their own sexual assaults.

-       The television programs and films that children and adolescents watch reinforce traditional gender stereotypes.

-       Heavier viewing of gender-traditional TV and film content is linked to the expression of more rigid beliefs about what men and women do and are and how they behave.

-       As children enter adolescence, media provide lessons on how they are expected to behave in romantic and sexual situations, and these lessons are strongly gendered.

Common Sense Media (2017). Watching gender: How stereotypes in movies and on TV impact kids’ development. San Francisco, CA: Common Sense Media. https://www.commonsensemedia.org/sites/default/files/uploads/research/commonsense_watchinggender-topline_release.pdf

Blended Classrooms and Student Achievement

Blackboard partners with districts nationwide to help them deliver their vision for blended learning and improve student achievement through their ebook. According to the report, students now learn through both online learning and supervised brick-and-mortar instruction. They watch flipped lessons on their devices, teach each other concepts, work in groups or alone, and interact individually with the teacher. They do just about everything except sit quietly in rows of desks.

Key information provided in this report includes:

• Data on how blended learning has taken off
• Best practices for supporting blended classrooms
• Top functions your technology must perform to enhance a blended experience

Blackboard (2018). A blended classroom: 5 ways to blend with Blackboard. Washington, D.C. Blackboard. https://www.slideshare.net/BlackboardInc/bb-e-bookblendedv8-1