Extending Support for Latinx Beginning Teachers beyond Residency

• In Event: Transforming Latinx Teacher Preparation: Key Design Elements of a Fully Scaled HSI Teacher Residency Program

Abstract

As teachers graduate from teacher preparation programs and enter the workforce, they often face many challenges in the classroom, struggles that can lead to high turnover and in turn a negative impact on student achievement (Kwok, 2021). According to Ronfeldt and McQueen (2017), turnover rates tend to be higher in urban districts and schools serving historically-marginalized students; this is especially true for math and reading scores. This study also found that teachers that received more induction support were less likely than others to leave teaching within five years. As such, we have found it important to extend the support that recent residency graduates receive after graduation.

This paper seeks to address the issue of extended support beyond residency and how one Hispanic Serving Institution has extended its support to 93 recent residency graduates, the majority of whom are Latinx. The induction program works with the districts and aligns with their respective instructional coaching models and initiatives. To provide high-quality coaching across each campus, the program incorporates planning, programming, in-field instructional mentoring of new teachers, and the application of High Leverage Tools. The resulting sustainability allows for the relationship between the New Teacher Mentorship team and the districts to continue in subsequent years or the establishment of independent centers. Additionally, the program is working toward system-level change by meeting frequently with campus administrators and instituting a quarterly governance meeting structure where we make shared, data-driven decisions about professional development and teacher mentorship. Our guiding question is: How does extended support from a university induction program for new teacher impact longevity?

Data Sources for this mixed methods study include: (1) first-year teacher survey from Spring 2023 (n=45) and Spring 2024 (n=35); (2) Exit tickets from monthly professional learning communities (PLCs). The 16 preparedness items on the survey aligned with the state evaluation framework for teachers across the four dimensions of lesson planning, instruction, learning environment, and professional responsibilities. The exit tickets inquire about the specific support provided by the induction program and PLCs.

Findings from our survey indicate that 69% of first-year teachers in our program attributed their successes as a beginning teacher to the support from their induction site coordinator. In addition, 80% of first-year teachers also described the PLC support as very valuable with them, identifying strategies shared, communication, and mentor relationships as contributing to this support.

As such, this session will discuss and provide evidence of the support needed during teacher candidates’ residency year and during their first two years in their own classroom. One outcome that has resulted from this work is the idea of continuing the site coordinator support beyond residency year. This has resulted from the need for continuous support during the first two years of teaching to help with the retention of highly qualified teachers. The induction site coordinator role has made an impactful shift by bridging the pre-service teacher preparation, residency, and the development and proficiency of first-year teachers.

Authors

• Marco Delgado, University of Texas - El Paso

• Patricia L. Ocana, University of Texas - El Paso