Curriculum, Social Justice, and Inquiry in the Field: Investigating Retention in an Urban Teacher Residency

• In Event: 31.044 - Bringing Them In and Keeping Them In: An Analysis of Teacher Induction and Retention Efforts

Abstract

This mixed methods study analyzes the retention data of an urban teacher residency program, a recent approach to developing quality teachers. We identify patterns of movers, leavers, and stayers, and draw on focus group data to better understand how graduates see the program as supportive of their practice after graduation. Using the university framework of curriculum, inquiry, and social justice, embedded within field placements, we identify different aspects of graduates’ preparation that supported a retention rate of 95% after three years. This study furthers our understanding of how residencies support the preparation of new teachers in high-need schools and shortage areas, through a strong framework and field placements that provide the foundation for teachers to stay in the field.

Authors

• Rachel Roegman, Purdue University

• Suzanne Pratt, Teachers College, Columbia University

• A. Lin Goodwin, Teachers College, Columbia University

• Sibel Akin, Middle East Technical University