Leadership Communities for Teacher Retention
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| Title: | Leadership Communities for Teacher Retention |
|---|---|
| Language: | English |
| Authors: | Ayanna Perry, Joyce Lin, Anna Monteiro, Jen Mossgrove, Jeffrey J. Rozelle |
| Source: | Phi Delta Kappan. 2026 107(7-8):30-33. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | N |
| Page Count: | 4 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Descriptive |
| Descriptors: | STEM Education, Teacher Persistence, Communities of Practice, Teacher Leadership, Leadership Training, Fellowships, Beginning Teachers, Teacher Collaboration, Mentors |
| DOI: | 10.1177/00317217261452871 |
| ISSN: | 0031-7217 1940-6487 |
| Abstract: | STEM teacher retention is essential to student success but must mean more than just keeping teachers in the classroom. The Knowles Teacher Initiative has found that building communities of teacher leaders is a powerful strategy for sustaining early-career educators. Through collaborative inquiry, inclusive learning communities, and multi-layered mentoring, teachers gain agency, support, and a shared sense of purpose. The Teaching Fellows program emphasizes teacher-driven growth, identity-affirming relationships, and leadership development over time. With 85% of Fellows remaining in the classroom after five years, the program suggests that teachers stay when they are connected, empowered, and trusted to lead. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1507100 |
| Database: | ERIC |
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| Abstract: | STEM teacher retention is essential to student success but must mean more than just keeping teachers in the classroom. The Knowles Teacher Initiative has found that building communities of teacher leaders is a powerful strategy for sustaining early-career educators. Through collaborative inquiry, inclusive learning communities, and multi-layered mentoring, teachers gain agency, support, and a shared sense of purpose. The Teaching Fellows program emphasizes teacher-driven growth, identity-affirming relationships, and leadership development over time. With 85% of Fellows remaining in the classroom after five years, the program suggests that teachers stay when they are connected, empowered, and trusted to lead. |
|---|---|
| ISSN: | 0031-7217 1940-6487 |
| DOI: | 10.1177/00317217261452871 |
