Combining intensive mentoring with other supports is associated with the largest retention-plan gaps: 48 percentage points for elementary and 55 for high school novices¶

Claim · All claims
Evidence · 1 study · associational r? · q2
Currency · newest study 2005 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Novice elementary school teachers receiving intensive levels of both mentoring and support were 48 percentage points more likely to remain in their school than their colleagues, and novice high school teachers 55 percentage points more likely. → 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 comparing intensive combined mentoring-plus-support against colleagues on plans to remain in their school. The report prints differences of 48 percentage points for elementary novices and 55 percentage points for high school novices.

"The combination of mentoring and other supports made an even greater difference in keeping new teachers in their schools. Novice elementary school teachers were 48 percentage points more likely to remain in their school when they received intensive levels of mentoring and support, compared to their colleagues. The improvement for novice high school teachers was 55 percentage points."

Discussion¶

Related Claims¶

• Mentoring strongly influences new teachers' decisions to stay in or leave teaching (review attribution) — the general claim this finding bears on, with the studies behind it
• 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
• Comprehensive teacher induction did not increase teacher retention during novice teachers' first year — related
• Comprehensive induction supports keep new teachers in teaching at more than twice the rate of unsupported novices — related
• The article documents the typical induction support provided to first-year elementary school teachers in urban districts around the country. — related
• New teachers who receive little mentoring are twice as likely to leave the classroom as well-mentored beginners — related
• Comprehensive teacher induction generated no significant improvements in novice teachers' classroom practices in the first year — related
• No statistically significant mentoring–retention relationships emerged in districts with any characteristics examined, and subgroup differences exceeding 10 percentage points showed no clear pattern — related
• Comprehensive teacher induction did not measurably increase the percentage of teachers remaining in their district or in the profession compared to business-as-usual induction — related