Keeping New Teachers
Publication Date: January 2007
Special Collection: The Joyce Foundation
Keywords: teaching; research
Induction programs orient, observe, and assist new teachers in their early years in the classroom. They are intended both to help them perform better and to encourage them to remain in teaching. This study of teacher induction programs in Chicago shows that high-quality support for beginning teachers makes a big difference in teachers' reported satisfaction and plans to remain in teaching.
The report draws on surveys of teachers and Chicago Public School data from the 2004-2005 school year that was analyzed by the Consortium on Chicago School Research at the University of Chicago. The Chicago researchers looked at the experiences of participants in the formal induction program offered by Chicago public schools as well as other programs. The report found that the higher quality, more intensive the induction program is, the better the results.