The purpose of this qualitative descriptive study was to explore how alternatively certified teachers who teach upper elementary in urban public schools describe the support needed in the teacher learning process to develop and retain alternatively certified teachers in the western United States. It was not known how alternatively certified…

Teachers in the induction phase (i.e., the first 3 years of teaching) can be underprepared to support students who engage in challenging behavior. This can be due to limited preservice education and ongoing professional development in behavior management. Yet, students who engage in challenging behavior are at an increased risk of being referred…

High turnover and attrition of teachers negatively impacts student achievement and instructional quality (Borman & Dowling, 2008). Studies show attrition disrupts learning, increases workload, and erodes school culture (Carver-Thomas & Darling-Hammond, 2019, Schaefer et al., 2012). Addressing these challenges necessitates better support…

The induction period is a frequently discussed element in a teacher's career. While there is a recognised need for support during induction, the access to support is not available to all newly qualified teachers (NQTs). However, little is known about the micro-political processes of NQTs' access to support in the workplace. The purpose of this…

Background/Purpose: This study examines the use of the Interactive Growth Guide, a structured coaching tool, within a year-long high-intensity induction program for beginning teachers. Specifically, the study investigates how the Interactive Growth Guide was integrated into the mentoring relationship between a beginning teacher and her coach and…

Numerous studies have identified research to practice gap regarding teacher retention (Hagaman & Casey, 2018; Carver, 2003; CCSESA, 2016). In Minnesota, teacher retention is a concern as 51% of professional licensed teachers were not working as either a public or charter school teacher during the 2019-2020 school year. (PELSB, 2021). The…

Schools are learning spaces determined by the singularities of their students, their teachers and particular contexts. The 'complexity thinking' approach implies understanding that schools are complex systems determined by multiple factors and unpredictable circumstances. Teacher Resilience (TR) has been often linked to self-efficacy in dealing…

The induction process for new and beginning teachers has the potential to transform how teachers experience themselves and their school and ultimately the impact they have on students. Schools, like Clark Hill Academy, within rural, historically marginalized communities face challenges of recruiting and supporting new teachers. By using a…

New community college faculty have unique needs when it comes to adjusting to their new institution and learning how to better perform their job duties. According to the literature, professional development can help meet the wide range of learning needs of new faculty members, though the delivery and types of professional development offered have…

Case study research explored a formal mentoring program for new faculty within a cooperative Extension program at a land-grant university. This research focused on tenure-track and professional-track Extension faculty, who were paired with senior Extension faculty mentors in their first 3-5 years in the organization. Using the theoretical…

Novice teachers face several challenges during their first years of socialization in schools, often feeling unprepared in managing the full range of teaching duties. If teacher retention and attrition are to be improved, research on the difficulties encountered by novice teachers in diverse contexts and cultures is required. There is a lack of…

Early career teachers (ECTs) are potential resources for educational innovation and development in schools. Innovative professional potential (IPP) emerges in interaction between ECTs and their school ecology. Using semi-structured timeline interviews, we explored 105 IPP experiences of 19 ECTs in the Netherlands, aiming to understand when and how…

A significant number of educators depart from the profession within their initial 5 years, particularly in urban and rural schools with a notable prevalence of students from low socioeconomic backgrounds. This circumstance often presents school districts with the challenge of either hiring underqualified personnel or leaving instructional…

Attrition and turnover among early career teachers (ECTs) have garnered the attention of policymakers and educational leaders across Canada. However, due to provincial/territorial responsibility for education in Canada, teacher induction efforts to keep novice teachers in the profession depend on school system structures and policies specific to…

This paper focuses on the role of public policy in human resources and induction programs to increase the number of Teachers of Color and Indigenous Teachers (TOCIT). To that end, we provide an overview of the public policy landscape, followed by an exemplar that provides a vision of possibilities currently being enacted. We end by advancing…