Cross-Career Learning Communities: Improving Teacher Retention and Mobility in Professional Development Schools

• In Event: Investigating the Impact of Professional Development School Partnerships as a Strategy for Reform and Renewal

Abstract

This paper reports teacher retention and mobility percentages for K-12 teachers who participated in Cross Career Learning Communities (CCLCs), by mandated and voluntary participation type, in PDS schools compared to a matched sample of non-CCLC teachers. 251 CCLC teachers were matched to 251 teachers on eight system and individual level variables. Results show a ten percent significant difference (p < .001) between the retention percentages within the state public school systems favoring CCLC teachers. Mobility, defined as staying in teaching but not in same school, was 1.2% for the CCLC teachers compared to 11.0% for non-CCLC teachers yielding a statistically significant difference (p < .001). Qualitative data indicate positive interpersonal and school climate impacts in PDSs with CCLC. Implications discussed.

Authors

• Comfort Yetunde Afolabi, University System of Georgia

• William L. Curlette, Georgia State University

• Harley Gordon Granville, Georgia State University