Early Language and Literacy Teacher Knowledge Impacts From Literacy-Specific Induction

• In Event: Enhancing Language Learning in Early Childhood Classrooms

Abstract

Purpose. We examined the impact of literacy-specific induction on teacher’s knowledge of early language and literacy. We asked the following research questions:
1. How do novice, primary-grade teachers grow in knowledge of early language and literacy across of the school year?
2. What is the relationship between teacher engagement in induction components and growth in knowledge?
Perspectives. This work builds on the theory of teacher development, that the complex work of teaching requires support beyond preservice preparation to develop teacher knowledge and skills (Ingersoll & Strong, 2011). With mulitfaceted support, novice teachers can continuously grow in their pedagogical and content knowledge and instructional quality. This support is particularly important in high-need schools, where teacher retention and literacy achievement are pervasive challenges. The induction program was thus designed with a three-pronged approach: a) professional development, b) coaching, and c) program-provided reading interventionist support. Due to the geographic distance and rurality of the participating districts, the program was designed to provide hybrid (in-person and online) supports that were ongoing, job-connected, and content-focused (Desimone, 2011; Garet et al., 2001).
Methods. Design-based research can be used to address real problems of practice in literacy education in general and with early literacy practitioners specifically (Bradley & Reinking, 2011). The design process involved iterative cycles of analysis and adaptation (Reinking & Watkins, 2000), utilizing data collection and analyses to promote induction effectiveness for novice, K-2 teachers in high-need districts.
Data Sources. In sixteen districts, all novice (first- through third-year), K-2 teachers participated in the induction program with a total of 168 teachers having complete data for this study. This sample was majority female (98%) and white (52%). Only 69% of the beginning teachers had an education degree, and 46% entered teaching through an alternate pathway. Measures included teacher surveys and program engagement metrics generated by the research team. Teachers completed the Teacher Knowledge of Early Literacy Skills measure (Folson et al., 2017) at the beginning and end of the school year.
Results. Participating teachers demonstrated a small but statistically significant improvement in early language and literacy knowledge across the year (48% to 55% correct; t = 8.71, p<.01). Novice teachers’ degree of participation in several program components (e.g. attendance at professional development sessions, completion of online professional development modules, and engagement in face-to-face coaching) were positively correlated with growth in language and literacy knowledge (p>.05). Participation in web-based coaching was not associated with growth in teacher knowledge. Sessions with a reading interventionist were negatively associated with growth in teacher knowledge (p<.05).
Significance. These findings suggest that literacy-specific induction may impact novice teachers’ knowledge of language and literacy concepts. The differential relationships between teacher engagement in various program components suggest varied impacts of induction supports on teacher knowledge and may inform future induction or professional development designs. Identifying the components of professional development interventions that influence teacher knowledge, particularly during the critical first few years of the teaching career and in high-needs contexts, is an important step to supporting improved teacher early language and literacy practices.

Authors

• Jill F. Grifenhagen, North Carolina State University

• Ann Harrington, North Carolina State University

• Jill S Jones, North Carolina State University

• Janet Kim Outlaw, North Carolina State University