Project PACE: Districts and Universities "Walking in Step" to Strengthen Beginning Teacher Induction and Retention

• In Event: Residency and Induction Programs in Diverse Communities and Contexts

Abstract

This paper forwards the research of Project PACE (Partnership in Authentic Communities of Educators), an innovative bipartite approach to supporting, growing, and nurturing authentic communities of educators through close-range mentorship, professional development, and dialogic seminars. Piloted in 2018, PACE brings LEAs and IHEs together in partnership to support teacher development and induction, stemming the teacher attrition tide while simultaneously supporting teacher leadership development. Recognizing multiple layers of experience in K-12 and university settings, PACE leverages a community of practice model (Lave & Wenger, 1991) that erases silos of preparation to attain co-constructed goals in diverse school contexts, including: strengthening IHE-LEA preparation and induction partnerships; supporting professional development in support of teacher leadership; and, reducing teacher attrition, thus increasing retention.

Authors

• Jocelyn A. Glazier, University of North Carolina - Chapel Hill

• Martinette V Horner, University of North Carolina - Chapel Hill

• Alison LaGarry, University of North Carolina - Chapel Hill

• Diana B. Lys, University of North Carolina - Chapel Hill

• Kristin Papoi, University of North Carolina - Chapel Hill

• Jennifer Petty, Durham Public Schools

• Christine Joyce, Durham Public Schools