Teacher Induction Programs That Lead to Retention in the STEM Teaching Workforce

• In Event: 63.076 - Stemming STEM Teacher Attrition: Implications From Evidence-Based Retention Efforts Across the Continuum for Preparation Programs

Abstract

Objective: This essay reviews research on factors influencing beginning STEM teacher commitment, retention, and effectiveness. It is important to study such factors because STEM teachers who remain in the profession generally become much more effective over time, with effectiveness continuing to increase long after the first five years in the profession (Harris & Sass, 2011; Papay & Kraft, 2015). Further, STEM teachers remaining in teaching and in their schools of origin are likely to contribute to a positive climate in their schools over time. Schools with supportive professional environments have higher levels of student achievement gains over time (Bryk & Schneider, 2002; Newmann, Smith, Allensworth, & Bryk, 2001).

Perspective: We ground this study in social capital theory (Coburn & Russell, 2008; Frank, Zhao, & Borman, 2004). This theory suggests that beginning teachers access resources and support in their schools through their mentors, other teacher colleagues, and principals (Desimone et al., 2014; Ladd, 2011). These individuals often share knowledge, curricular materials, technology, and other resources with novice teachers; research indicates that mentoring, collaboration with colleagues, and principal leadership often support beginning teacher retention, instructional quality, and effectiveness (Coburn & Russell, 2008; Evertson & Smithey, 2000; Glazerman et al., 2010; Stanulis & Floden, 2009).

Data Sources and Methods: Our dataset included research studies on (a) formal mentoring and induction programs for beginning teachers, (b) principal leadership and novice teacher outcomes, and (c) how other teacher colleagues shape beginning teacher outcomes. We included studies that (a) were published in peer-reviewed journals or reports between 2000 and 2017, (b) focused on beginning or early career STEM teachers in the U.S., and (c) included one or more of the following outcome measures: commitment, retention, instructional quality, and/or effectiveness. We focused on elementary and secondary teachers teaching one or more STEM subject.

Findings: Our literature synthesis indicated that effective principal leadership has strong effects on beginning teacher outcomes (Author, 2017a; Boyd et al., 2010; Ladd, 2011). Additionally, traditional mentoring programs (full-time teachers supporting individual beginning teachers in the same schools) have similar effects on novice teacher outcomes as comprehensive induction programs (mentors are released from teaching and assigned to 10-12 beginning teachers across multiple schools; Glazerman et al., 2010; Schmidt, Young, Cassidy, Wang, & Laguarda, 2017; Smith & Ingersoll, 2004). Further, novice teachers’ school-based social networks have significant effects on their instructional quality, commitment, and retention (Author, 2017b; Chan et al., 2008).

Significance: This analysis provides evidence that effective induction programs for beginning STEM teachers include formal mentoring programs, training for principals, and efforts to help novice teachers establish and maintain strong school-based social networks. Importantly, strengths and weaknesses of the methods and indicators used for research on mentoring/induction programs, principal leadership, and teacher fit and STEM teachers are identified and utilized to recommends new methods and indicators for research in this area. Finally, results suggest recommendations for strengthening linkages among STEM teacher induction scholars (such as identifying models that will permit cross-comparison of findings across studies, using common research methods, and creating data collection guidelines).

Authors

• Peter A. Youngs, University of Virginia

• Kristen Bieda, Michigan State University

• Jihyun Kim, Lehigh University