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Session Type: Symposium
Early-career teachers represent a growing share of the educator workforce, especially in settings with the greatest student need (Goldhaber, Lavery, & Theobald, 2015; U.S. Department of Education Office of Civil Rights, 2014). Existing evidence suggestions that these teachers are less effective than their peers and have higher mobility rates. Schools and districts are grappling with how to retain and support the newest additions to their teaching staffs. This session brings together papers on the experiences and outcomes of early-career teachers that illuminate factors that lead to increased retention and quality. By examining the experiences and outcomes of early-career teachers, the papers in this session offer a number of implications for districts seeking to strengthen their educator workforces.
Recent Trends in the Characteristics of New Teachers, the Schools in Which They Teach, and Their Turnover Rates - Christopher Redding, University of Florida; Tuan D Nguyen, Vanderbilt University
The Social Networks of First-Year Teachers: Impact and Influence - Kate Rollert French, Wayne State University; Christopher Dean Lee, Oakland Schools; Andrea Zellner, Oakland Schools
Supporting Michigan's Early Career Teachers: Implications for Job Satisfaction and Commitment to the Teaching Profession - Amy Auletto, Michigan State University
Round and Round They Go: The Relationship Between Changing Grades and Schools and Teacher Quality, Retention, and Absence Rates - Tasminda Dhaliwal, University of Southern California; Ijun Lai, Michigan State University; Katharine Omenn Strunk, Michigan State University
Exploring the Development of Teaching Skills - Jessalynn James, University of Virginia; Eric Taylor, Harvard University; James H. Wyckoff, University of Virginia