How Training and Mentoring Affect the Retention of Alternatively Certified Mathematics Teachers

• In Event: 44.084 - Roundtable Session 18
  In Roundtable Session: 44.084-3 - Beginning Teacher Induction

Abstract

This paper presents results from an initial statistical analysis of survey and retention data on 324 secondary mathematics teachers who began the New York City Teaching Fellows (NYCTF) program a decade ago. The analysis seeks to understand how the frequency and perceived helpfulness of first- and second-year induction and mentoring support personnel affect the retention of alternatively certified mathematics teachers in the New York City Public School system.

Authors

• Andrew M. Brantlinger, University of Maryland

• Laurel A. Cooley, Brooklyn College - CUNY