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Friday, November 18 • 3:00pm - 4:10pm
Supporting Early Career Teachers

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Participants:

Clinical Scholarship: Using Surveys to Understand Implementation of Field Experiences in Missouri Educator Preparation Programs. Stephen Meyer, REL Central/RMC Research; Emma Espel, RMC Research

The Regional Educational Laboratory for the Central States (REL Central) at Marzano Research administered a survey to examine eld experiences in Missouri educator preparation programs. The presentation will include information about the study, “Understanding Field Experiences in Traditional Teacher Preparation Programs in Missouri,” how it was implemented in collaboration with stakeholders, and how ndings were shared to support program improvement. Presenters will facilitate discussion about how similar research may be applied in leader preparation programs.

Is Alternative Certification the Answer? Examining Beginning Teacher Turnover by Route to Certi cation. Ed Fuller, Pennsylvania State University; Liz Hollingworth, University of Iowa; Brian An, University of Iowa

ESSA provides incentives for states to create or expand alternative certi cation programs (ACPs) for teachers. One issue with such a policy is how it might affect the teaching profession and student achievement. Using beginning teachers cohorts from 2005–2010, this study examines beginning teacher attrition from the initial school and teaching overall. We nd ACP teachers—especially those from private ACPs—are more likely to leave their schools and the teaching profession.

Leadership in Urban Teacher Preparation Programs: An Analysis of Interest, Experience, and Recent Graduate Impact. Kate Rollert, Michigan State University

Responding to recent concerns of the supply and quality of teachers in underresourced, urban schools, this study examines an institutionally based urban teacher preparation program. Through semistructured interviews and observational data, I critically examine the mission of the program and its potential for preparing future teachers. I also examine the likelihood for teachers to choose urban preparation programs over traditional models, stay in urban classrooms, and find value in their professions.

A Case Study of Informal Mentoring: Interactional Patterns. Fengning Du, American Council on the Teaching of Foreign Languages; Qi Wang, University of San Francisco

Through the prism of the Dynamic Process Model of Mentoring, this presentation seeks to describe the in uencing factors and interactional patterns of informal mentoring from the perspectives of new teachers. Social interaction is found to be a critical in uencing factor. Although spontaneous and immediate, informal mentoring is found to be limited in impact. Finally, this presentation raises a number of theoretical and practical implications for researchers and practitioners.

An Analysis of Teachers’ Career Paths in Arizona: Retention, Mobility, and Attrition. Jeanne Powers, Margarita Pivovarova (Arizona State University)

Teacher retention is as a pressing problem for Arizona’s public schools. Teacher retention rates are substantially lower than the national average. We analyze retrospective employment data for ve cohorts of teachers employed in Arizona between 2010-11 and 2015-16. We examine the association between ve constructs within the retention domain and contextual and labor market factors such as school and district characteristics. We conclude by discussing the implications of our findings for school leaders and policymakers.



Friday November 18, 2016 3:00pm - 4:10pm
Detroit Marriott at the Renaissance Center: Floor 5 - Richard A

Attendees (9)