Comprehensive induction supports keep new teachers in teaching at more than twice the rate of unsupported novices¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Novice teachers receiving mentoring, observation of expert teachers, seminars, and reduced workloads stay in teaching at rates more than twice those of teachers lacking these supports. → Podolsky 2016

Evidence¶

Podolsky 2016¶

Podolsky, A., Kini, T., Bishop, J., & Darling-Hammond, L. (2016). Solving the Teacher Shortage: How to Attract and Retain Excellent Educators. Palo Alto, CA: Learning Policy Institute. https://learningpolicyinstitute.org/product/solving-teacher-shortage doi:10.54300/262.960

q2 · i? · review · r2

The report's induction section reviews research on induction program components (mentoring, coaching, feedback from same-subject mentors, observation, seminars, reduced loads). It reports retention "at rates more than twice those of teachers who lack these supports", while noting few teachers receive them. No effect size is printed.

"Teachers who receive this set of supports have been found to stay in teaching at rates more than twice those of teachers who lack these supports. However, only a small minority of teachers receive these supports."

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
• 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
• 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 — related
• Well-prepared and well-mentored teachers stay in teaching at more than twice the rate of unprepared entrants, and teacher residency programs typically retain more than 80% over five years — related
• New teachers who receive little mentoring are twice as likely to leave the classroom as well-mentored beginners — related
• 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
• Working conditions shape educator retention and also influence recruitment decisions and the effectiveness of collaborative evaluation and induction — related
• High-quality induction and mentoring programs are reported to reduce new-teacher attrition, and early-career teachers without coaching are reported twice as likely to leave — related
• Classroom behavior problems are linked to worse novice-teacher outcomes, while a welcoming staff and strong school leadership are linked to more positive outcomes — related
• The article documents the typical induction support provided to first-year elementary school teachers in urban districts around the country. — related
• Comprehensive teacher induction generated no significant improvements in novice teachers' classroom practices in the first year — related
• Fully prepared novice teachers are less than half as likely to leave teaching after their first year than those lacking key training elements — related