Cura Personalis and
Induction Programs in Our
Schools
2015 JSEA SYMPOSIUM
UNIVERSITY OF SCRANTON
JUNE 22-26
Research Data on Teacher Attrition

National averages for teacher attrition – approximately 45-50% of new
teachers leave within the first 5 years of employment – higher end if the
school is urban and socioeconomically disadvantaged

Greater attrition among math and science teachers, STEM teachers can make
much more outside of education

Greater attrition among females who are young and single, or married with a
child. Male teacher career change is usually salary-driven.

Higher attrition in private schools, urban and suburban schools, elementary
schools, schools lacking in collaboration, networking and administrative support
as well as those with high enrollments of poor and low-achieving students
Research Data on Teacher Attrition

Some reasons for self-selected attrition from a school or the teaching
profession:

Salary – private school teachers earn on average 2/3 less than public school teachers,

Dissatisfaction with administrative support, feeling of under-appreciation, lack
of input into school-wide decisions

Limited professional development or opportunities for teacher leadership

Insufficient teacher preparation and induction to the culture of the new school

Work conditions – high student-teacher ratio, student behavior, isolation from
colleagues, limited resources

Family needs – raising children, taking care of elderly parents, spouse relocation
Research Data on Teacher Attrition

Effects of Teacher Attrition:

Student achievement and performance suffer from a lack of effective experienced
teachers

Cost of teacher attrition is on average 30% of the teachers salary to advertise the
position, recruit, hire, train through professional development and induction programs.

Chronic instability from numbers leaving ( average 30% after 3 years, up to 50%
within 1st 5 years) affects organizational effectiveness, coherence and morale of
stakeholders

Not all attrition is harmful. Loss of teachers who are not a good fit for the profession or who
are not effective can be beneficial for a school. In fact, since private schools are freed from
bureaucratic oversight, retention is more selective and administrators can reconfigure staff
on the basis of needs
Research on Teacher Retention

Strategies for retaining teachers

Develop effective principal leadership of school

Transform schools into employer of choice and hire qualified teachers

Develop induction program which supports and integrates new teachers as they experience
professional and organizational socialization. Empirical support for the claim that induction programs
have a positive impact on teacher satisfaction, commitment and retention.

Give new teachers clear and consistent expectations, recognize their unique talents, give them
freedom to act, engage them in instructional teams and professional learning communities,
encourage their involvement with the network of teachers in the same discipline from other schools

Catholic schools attract teachers because of a perceived school culture of discipline, respect,
orderly behavior and reliance on values. Teachers are motivated to remain in Catholic schools
because of the mission and values of the community.

Effective teachers in Catholic schools should have a career ladder that provides increasing
responsibilities and teacher leadership opportunities
Induction Program as Structure to Promote Integration
of Effective Teachers into the Life of the School

Induction program is a systematic structure for support for beginning teachers
including:

Pre-service orientation for the new teacher and mentor

Mentoring relationship with a master teacher whose assignment overlaps with the
mentee, who is enthusiastic about the profession, buys in to school values, is knowledgeable
in areas of instructional and classroom management strategies. Mentor becomes a teacher
leader in the process and benefits from reflection on practice.

Regular cohort community building activities, networking with veteran community
members or teachers from other schools, professional development opportunities, and
sessions on school mission/values/faith formation

Observation and reflection activities for both the mentor and new teacher

Induction program extending beyond one year has a greater impact on integration of the
new teacher.
A. Context: Loyola Academy

Wilmette, Illinois – northern suburb of Chicago, competing with some of the state’s top public and highly
selective private schools for students

Enrollment is just over 2000 students, 200 different grade school feeders – 40% of students coming
from Chicago, 60% northern suburbs, 26% of students receive grant aid to attend, ethnic and
socioeconomic diversity among families

147 teachers, 7 campus ministers 17 counselors, 5 college counselors

Including administration and administrative support staff, library and resource center staff,
development, plant services, cafeteria, dean’s office and security, LA employs 301 people (2014 numbers)

Teacher leadership opportunities - number of teachers at Loyola have reduced teaching schedules and
direct programs for the school, e.g. service learning program, teacher induction, PLCs on 1-to-1 iPad
integration, Arts Honors Program director, Science Honors Program director.

Transition from business model - custodial, top-down leadership to distributive leadership model
A. Context: Loyola Academy support for
new teachers

Mentoring Program for Teachers New to Loyola Academy (pre-2012)

1 year program which included:

Setting up a mentoring relationship with an experienced teacher from the
same department – 1 meeting before start of school, weekly check in, and mutual
class observations

Pre-service orientation with program administrator, mentors and new
teachers

Monthly cohort meetings after school in which administrators discuss school
initiatives, present on themes in Jesuit education including IPP, life of Ignatius,
Spiritual Exercises, as well as give instruction on upcoming events (parent-teacher
meetings, open-house)
A. Context: Loyola Academy

2011-12 Introduction of 2 Year Mentoring Program

2014-15 Induction Program – restructuring of the Mentoring Program

1 Teacher Leader for each year, both with reduced teaching schedule

3rd year in the planning stages
A. Context: Loyola Academy
LA Faculty/Counselor/Campus Ministry Departures 2005-2015
(no distinction made between voluntary or involuntary)
30
25
20
15
10
5
0
2005
2006
2007
2008
Total
2009
2010
1-5 years
2011
5+ years
2012
2013
retirement
2014
2015
B. Experience: Year One Induction
Program

1st Year Schedule

Mentors: Selection criteria requested – mentor and protégé share at least
one free period and course prep.

meet new teachers over the summer to introduce them to the school,
hand over textbooks, curriculum

mentor training in August before the start of school

mutual observation of classes

meet weekly with protégé and attend mid-year and end of year mentor
meetings

Receive stipend for work
B. Experience: Induction Program

1st Year for New Teachers:

iPad training in July, introduction to mentors

pre-service orientation 2 days prior to 1st faculty meeting

On-going meetings with mentor, observation of mentor’s and other
experienced teachers’ classes

4 cohort meetings after school in the 1st Semester on the following
themes:

Jesuit guide to teaching and school-wide resources

Life of Saint Ignatius and Spiritual Exercises

Communication with parents, parent-teacher conferences

Ignatian Pedagogical Paradigm
B. Experience: Induction Program

2nd semester Day of Recollection in January

3 cohort meetings after school in the 2nd semester on the following themes

Struggling students

Learning goals

Structure of the school and school (Jesuit) culture, Grad at Grad outcomes

1st year teacher observed once per semester by induction program leader and a
follow-up individual meeting with program leader to process the observation,
evaluate the mentoring experience and program

Closing prayer service and social with mentors

Summer Ignatian Themes retreat with other 1st year teachers in province Jesuit
schools
B. Experience: Year Two Induction Program –
Community Building, Ignatian Themes
Continued, Teacher “Grad-at-Grad” Outcomes

2nd year teachers meet with their cohort after school 5 times per year.

Teachers are required to observe one class per quarter for 3 quarters, they must
complete a written observation and hand it in

Program leader observes each cohort member once per semester, completing a
written evaluation which is given to the teacher, meeting with the teacher follows

Each teacher receives a copy of Jesuit Education Reader and is assigned specific
articles for reading and questions for written reflection.

Completion of both 1st and 2nd year program is part of the components for tenure.
B. Experience and C. Reflection: Year 2
Induction Program

Each meeting begins with a prayer and intentions, has a theme from the life of
Ignatius and a RIPLOC goal (grad-at-grad)

1. September. Ignatian Theme: Montserrat commitment
Goal: Open to Growth, Intellectually Competent

2. Early November. community service afternoon/evening and dinner
Goal: Committed to Justice

3. November. Ignatian Theme: Manresa self-knowledge and service
Goal: Loving, Committed to Justice, Open to Growth
B. Experience and C. Reflection: Year 2
Induction Program

4. January. Ignatian theme: Paris and building a community, activity –
recreation – high ropes team building, yoga, walking
Goal: Loving, Physical Well-being

5. March. Ignatian Theme: Rome and service to the world, companionship
with Christ,
Goal: Religious, Open to growth

Cohort members evaluate the program and their participation in it. Make
suggestions for other activities

End of the Year Social
D. Action

New teachers, counselors, campus ministers

As delineated in the professional handbook, perform their contracted duties
responsibly, mindful of the mission of the school and with a focus on cura personalis
(mandatory),

Observe and undergo observation by mentors and other appropriate community
stakeholders (mandatory),

Participate in departmental and school-wide professional learning
communities (mandatory),

Participate in service projects, retreats, committees (voluntary)

Moderate co-curricular activities or coach athletic teams with compensation
(by application)
E. Evaluation:

Mentors and chairs have on-going conversations on the progress of new teachers.

Administrators and department chairs evaluate the performance of 1st year teachers and in
March distribute contracts.

1st and 2nd year teachers evaluate the mentoring experience and induction program,
evaluate themselves and their movement toward achieving their professional goals

Induction program leadership (assistant principal, director of year 1, director of year 2) meet during
the year and at the end to


Discuss reflections on program curriculum and teachers’ progress. Does the program achieve its goals of
professional and organizational socialization, retention of effective teachers?

Process mentors’ and new teacher’s evaluation of the program

Discuss changes to the program curriculum, e.g. a proposed shortened 3rd year of induction to prepare
teachers for teacher leadership and tenure process
All 1st (20) and 2nd (18) year teachers were offered contracts for 2015-16
E. Evaluation from a Cost Standpoint

Costs for the 1st year induction program (20 teachers in 2015)

Stipend/reduced teaching for director
$ 26,666

stipends for mentors of 1st year teachers,
$ 25,000 1250 per mentor x 20

day of recollection food and space
$
800

snacks for all meetings, closing social
$
2,600

Ignatian themes summer workshop,
$ 6,600
$ 61,667

1st year teachers – 19 out of 20 returning
$3,083.oo per teacher
E. Evaluation from a cost standpoint


Costs for 2nd year induction program (18 teachers)

Stipend and reduced class load for director
$ 13,333

textbooks for 18 teachers
$
550

Snacks for 4 meetings
$
190
$
14,073
2nd year teachers – 16 out of 18 returning
$781.77 per person
E. Evaluation from a cost standpoint

In addition to the induction program, LA pays for

iPads, educational apps and weekly training,

professional development conferences, professional association membership

substitutes for sick days, retreats, service days

75% of graduate course tuition toward a master’s degree for those entering LA without one,

Should the employee leave there is the additional cost to LA of recruiting, hiring and
retraining a new person. The loss to the school is on average 30% of the employee’s
salary. Beginning LA salary (BA) is $40,500, 30% is $12,150

Because of retention of 1st and 2nd year teachers, LA keeps the investment in teachers
and does not lose money to rehire. Retaining 19 of 20 1st year teachers means that LA
saves $230,850.00
Conclusion: Cura Personalis

Teachers new to the profession and to the school are the most vulnerable adults
in the community. Care for their integration into the life of our schools is an
investment of money, time, and human capital, which strengthens their
professionalism and impacts satisfaction and commitment.

Retaining effective beginning teachers

adds to the stability of the school

supports the morale of colleagues and stakeholders

Enables consistent, and even improved student achievement

Allows a school to reallocate resources that might have been used to rehire and retrain
new employees into other areas which benefit students and employees