Investigating the Relationship between Adherence to Connecticut's Teacher Education and Mentoring Program Requirements and Teacher Retention. Study Brief. REL 2020-022
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| Title: | Investigating the Relationship between Adherence to Connecticut's Teacher Education and Mentoring Program Requirements and Teacher Retention. Study Brief. REL 2020-022 |
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| Language: | English |
| Authors: | Hanita, M., Bailey, J., Khanani, N., Bocala, C., Zweig, J., Bock, G., 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. 2020. |
| 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 |
| Page Count: | 5 |
| Publication Date: | 2020 |
| Contract Number: | EDIES17C0008 |
| Document Type: | Reports - Descriptive |
| Education Level: | Elementary Secondary Education Early Childhood Education Preschool Education |
| 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 |
| Geographic Terms: | Connecticut |
| Abstract: | 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 full report, see ED607767; for the appendixes, see ED607770; and for the study snapshot, see ED607769.] |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| IES Publication: | https://ies.ed.gov/ncee/edlabs/projects/project.asp?projectID=4571 |
| Entry Date: | 2020 |
| Accession Number: | ED607768 |
| Database: | ERIC |
| Abstract: | 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 full report, see ED607767; for the appendixes, see ED607770; and for the study snapshot, see ED607769.] |
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