What Is the Impact of a Practice-Based Professional Development on the Views of Early Career Teachers?

• In Event: Challenges and Opportunities for Developing In-Service Teachers

Abstract

Forty-four percent of K-12 teachers leave the classroom within their first five years of teaching. In schools that serve low-income students, the turnover is even higher—leaving the most vulnerable students with the least experienced teachers. Starting in 2013, we developed an extensive two-year professional development program for early career high school teachers [in high-risk schools]. We found that 81% are still teaching in secondary classrooms, 85% stated that the fellowship has had a “large” or “very large” impact on their careers, and 72% still communicate with teachers outside their schools. We are learning the importance of supporting new teachers through in-depth professional development that focuses on equity-based teaching, is supported by coaching, and supports the formation of teacher communities.

Authors

• Rebecca R. Deutscher, Stanford University

• Janet Carlson, Stanford University