Supportive Induction Slows the Revolving Door

Abstract

The revolving door appropriately describes the attrition among beginning teachers. Especially high attrition plagues our urban schools where highly qualified teachers are most crucial. Even though research over 3 decades has provided the basis for intricate induction programs, not all new teachers experience them. Effective mentoring has provided the greatest impact on increasing teacher retention, but often is not sufficient support alone. Alternative teacher certification programs have increased the numbers going into teaching, but no firm evidence has proven they remain longer. This report explains one example of induction support that results in greater retention.