Classroom behavior problems are linked to worse novice-teacher outcomes, while a welcoming staff and strong school leadership are linked to more positive outcomes¶

Claim · All claims
Evidence · 1 study · associational r? · q2
Currency · newest study 2005 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2010: baselines and conditions change

Subclaims¶

q2 i? Teachers working in classrooms with a higher percentage of students with behavior problems are less likely to report a good teaching experience, to intend to continue teaching, and to plan to remain in the same school. → Lura Forcum and William Harms 2005 q2 i? At the school level, a welcoming staff and strong school leadership were associated with more positive outcomes for novice teachers. → Lura Forcum and William Harms 2005

Evidence¶

Lura Forcum and William Harms 2005¶

Lura Forcum and William Harms. (2005). New report shows that high-quality induction can help keep teachers on the job. University of Chicago press release announcing Keeping New Teachers: A First Look at the Influence of Induction in the Chicago Public Schools. https://consortium.uchicago.edu

q2 · i? · associational · r?

Survey analysis of novice CPS teachers examining classroom and school factors. The report states that a higher percentage of students with behavior problems is linked to lower odds of "a good teaching experience," intending to continue, and planning to remain in the same school; a welcoming staff and strong leadership were associated with more positive outcomes.

"At the classroom level, teachers working in classrooms with a higher percentage of students with behavior problems are less likely to report a good teaching experience, to intend to continue teaching, and to plan to remain in the same school."

Discussion¶

Related Claims¶

• Strong mentoring is linked to novice elementary teachers being 25 percentage points more likely to plan to remain in the same school, with a similar but non-significant pattern for high school teachers — related
• High school novices receiving strong levels of broader induction supports were 50 percentage points more likely to plan to remain in their school than those with weak support — related
• Disruptive student behavior is associated with less academic engaged time and lower achievement — related
• Positive Greetings At The Door Improve Engagement — related
• Principals' instructional leadership practices are linked to improved student outcomes, largely through their support for teachers — related
• Comprehensive induction supports keep new teachers in teaching at more than twice the rate of unsupported novices — related
• Strong relational trust and cooperative adult effort distinguish improving schools from schools with flat or declining test scores — related
• Mentoring strongly influences new teachers' decisions to stay in or leave teaching (review attribution) — related
• Teacher background relates to early experience and retention: male gender, prior work experience, and CPS graduation associate with good elementary experiences, while a master's degree and CPS graduation associate with lower high school retention — related