High levels of mentoring and support for novice teachers greatly improve their retention rates, a study by the Consortium on Chicago School Research says.
The Chicago-based organization surveyed 1,700 elementary and high school teachers in the city’s public schools. It also found that a program designed to give novice teachers the skills and resources they needed, but without following up with mentoring and support, was not effective.
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“Keeping New Teachers: A First Look at the Influences of Induction in the Chicago Public Schools” is posted by the Consortium on Chicago School Research.
