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¶

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? High school novices who received strong levels of supports such as scheduled collaboration, teacher networks, release time to observe, observation with feedback, principal support, and advice from other teachers were 50 percentage points more likely to plan to remain in their school than colleagues with weak levels. → 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 linking strong versus weak levels of non-mentoring supports to plans to remain. The report states high school novices with strong supports were "50 percentage points more likely to plan to remain in their school," with a similar pattern among elementary teachers.

"High school novices who received strong levels of these supports were 50 percentage points more likely to plan to remain in their school than their colleagues who received weak levels of support. A similar pattern was present among elementary school teachers."

Discussion¶

Related Claims¶

• 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
• 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
• 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 — reports the opposite
• Teachers are more likely to stay in schools where they perceive colleagues as collaborators, feel influence over their work environment, and trust their principal as an instructional leader — 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