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Title of the item:

Investigating the Relationship between Adherence to Connecticut's Teacher Education and Mentoring Program and Teacher Retention. REL 2020-022

Title :
Investigating the Relationship between Adherence to Connecticut's Teacher Education and Mentoring Program and Teacher Retention. REL 2020-022
Author(s) :
Hanita, Makoto; Bailey, Jessica; Khanani, Noman; Bocala, Candice; Zweig, Jacqueline; Bock, Georgia; National Center for Education Evaluation and Regional Assistance (ED); Regional Educational Laboratory Northeast & Islands (ED); Education Development Center, Inc. (EDC)
Source :
Regional Educational Laboratory Northeast & Islands. 16 pp.
Availability :
Regional Educational Laboratory Northeast & Islands. Available from: Institute of Education Sciences. 550 12th Street SW, Washington, DC 20202. Tel: 202-245-6940; Web site: https://ies.ed.gov/ncee/edlabs/regions/northeast/
Peer Reviewed :
Y
Publication Date :
2020
Descriptors :
Beginning Teacher Induction, Beginning Teachers, Mentors, Program Effectiveness, Teacher Persistence, Public Schools, Elementary Secondary Education, Preschool Education, Teacher Competencies, Teaching Skills, Correlation, Probability, Compliance (Psychology), Reflection, Learning Modules, Planning, Low Achievement, Academic Achievement
Abstractor :
As Provided
Number of References :
-1
Language :
English
Contract Number :
EDIES17C0008
Number of Pages :
16
Education Level :
Elementary Secondary Education; Early Childhood Education; Preschool Education
Publication Type :
Reports - Research
IES Publication :
https://ies.ed.gov/ncee/edlabs/projects/project.asp?projectID=4571
Journal Code :
JAN2021
Entry Date :
2020
Accession Number :
ED607767
Report
Connecticut is one of many states that implements an induction program for beginning teachers to mitigate high turnover and lower efficacy among early-career teachers. The state's Teacher Education and Mentoring (TEAM) Program requires beginning teachers to complete five instructional modules, have a certain number of contact hours with a mentor, and submit four reflection papers. This study was conducted to explore the relationship between adherence to TEAM Program requirements and the outcome of interest-teacher retention. The results suggest that teachers who completed more of the program requirements were more likely to stay in the same district and in the Connecticut public school system. Adherence varied across program requirements; completion rates were highest for the requirements related to module completion and lowest for the requirements related to contact hours with mentors. For the program requirements related to module completion and teacher-mentor contact hours, adherence was higher for teachers in the state's 30 lowest performing districts than for teachers in higher performing districts. [For the appendixes, see ED607770; for the study brief, see ED607768; and for the study snapshot, see ED607769.]

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