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¶

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 who received strong levels of mentoring were 25 percentage points more likely to plan to remain in the same school compared to teachers who received weak levels of mentoring. → Lura Forcum and William Harms 2005 q2 i? The relationship between strong mentoring and plans to remain was similar for high school teachers, although not statistically significant. → 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-based analysis of new CPS teachers in the 2004-05 school year comparing strong versus weak mentoring levels on plans to remain. The study reports a 25 percentage point difference for elementary novices, described as "25 percentage points more likely to plan to remain in the same school."

"Novice elementary school teachers who received strong levels of mentoring were 25 percentage points more likely to plan to remain in the same school compared to teachers who received weak levels of mentoring. The relationship was similar for high school teachers, although not statistically significant."

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
• 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
• 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
• 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
• TAP teachers were five percentage points more likely to return to their schools than non-TAP teachers — related
• Novice teachers trained through teaching residency programs are more likely than similar non-TRP teachers to remain teaching in the same district — 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 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