Where Novice Science Teachers of Color Stay and Flourish: The Case of Mulberry School District

• In Event: Fairmont Roundtable Session Fifteen
  In Roundtable Session: Bridging and Connecting: Building an Educational Home for Teachers of Color (Table 6)

Abstract

This paper presents a case study of a successful district effort to retain novice science teachers, drawn from a larger national project. The Mulberry School District (pseudonym) had one of the highest five-year retention rates of novice science teachers in the state for teachers hired between 2007–2012, with the majority of hires identifying as teachers of color. We conducted interviews with district teachers and administrators in this mixed methods study to identify five factors that likely influenced the high science teacher retention rate observed in the Mulberry Public School District. These were: (1) a competitive salary, (2) caring colleagues, (3) a culturally protected environment and community for teachers of color, (4) professional autonomy, and (5) opportunities for professional growth.

Authors

• Douglas B. Larkin, Montclair State University
  Presenting Author

• Mayra Muñoz, Montclair State University
  Presenting Author

• Suzanne Poole Patzelt, Touro University
  Non-Presenting Author

• Liz Carletta, Montclair State University
  Non-Presenting Author