Teacher Retention in Professional Development Schools of Graduates From Programs With Residency and Research Components

• In Event: Research in Professional Development Schools and Future Directions

Abstract

PDS partnerships feature a shared commitment of universities and local education agencies in promoting the professional growth of pre-service and new teachers. Propensity score matching was used to compare teachers who graduated from two post-baccalaureate educator preparation programs with year-long residencies at PDS sites and action research components from teachers who did not participate in either program but began teaching the same school year on eight variables. Program graduates had significantly higher average treatment effects than non-participants, indicating that program components such as intense school-university partnerships, year-long residencies, and action research may inform teacher retention. The findings from this study may assist local education agencies and educator preparation programs in understanding ways to collaboratively support pre-service and beginning teachers.

Authors

• Brittany Cunningham, Atlanta Public Schools

• William L. Curlette, Georgia State University

• Robert Hendrick, Georgia State University