Surviving in Urban Schools: A Collaborative Model for a Beginning Teacher Support System

Abstract

The goals of a collaboration between a large urban school district and a state university school of education included increasing the retention of beginning teachers, providing them with systematic support and assistance, and reducing their feelings of isolation through cooperative team planning. Over 95% of the beginning teacher participants (both elementary and secondary) were still teaching in their urban classrooms after 3 years. Cost effectiveness is discussed, and recommendations are made for future policy.