Reflection on Their First Five Years of Teaching: Understanding Staying and Impact Power

• In Event: Roundtable Session 1
  In Roundtable Session: Critical Initiatives in Preparing Beginning Teachers in Diverse Settings

Abstract

In order to learn how to support and retain novice alternatively certified teachers working in challenging urban schools, this study explored how a group of urban apprentices described their teaching experiences during their first five years of teaching and what they believed influenced their impact and/or staying power. Staying power refers to the ability to endure or last within challenging contexts by possessing strength enough to persevere through a difficult task. Impact power refers to their ability to influence student learning. Findings from this study will help school and administrative leaders increase the retention of new teachers by developing the knowledge and skills necessary for building a culture of support, encouragement, and professional growth for new teachers in high need schools.

Authors

• Katie M. Tricarico, University of Florida

• Diane Yendol-Hoppey, University of South Florida