- Year 2016
- NSF Noyce Award # 1439790
- First Name Victor
- Last Name Donnay
- Discipline Mathematics, Science
Greer Richardson, LaSalle University, email@example.com;
Sheila Vaidya, Drexel University, firstname.lastname@example.org;
Susan Varnum, Temple University, email@example.com
Victor Donnay, Bryn Mawr College, firstname.lastname@example.org; Greer Richardson, LaSalle University, email@example.com
Research shows that large numbers of new teachers, particularly those working in high needs districts, leave the profession within the first five years. Among the contributing factors are challenges with classroom management, isolation, over work, and stress coupled with the low level of respect accorded the teaching profession.
The project is developing a model of individualized support for new teachers in the first two years of teaching so as to help them successfully make the transition to teaching and to stay in the profession. The participants are drawn from the multiple Noyce programs that have come together to form the Philadelphia Regional Noyce Partnership.
Program leaders work with the new teachers to developed an individualized support plan. A mentor meets regularly with the new teacher to provide support and guidance. The new teachers are part of a cohort that meet monthly to learn about a variety of topics of relevance (classroom management, culturally responsive classroom, balancing work and personal life) as well as sharing their classroom experiences and learning from one another. There is an emphasis on the social and emotional support for the new teachers. The project also organizes professional development workshops for both the new teachers and more experienced teachers which provide opportunities for the teachers to develop their social networks. There are 20 teachers taking part: 10 in each of two cohorts.
The mentors take part in their own monthly professional development sessions. The mentors learn to take a coaching stance in their work so that they can provide support on the issues the teachers have identified as important.
We anticipate an increase in teachers sense of self-efficacy in teaching in a high needs school, improved retention of the new teachers and expanded social networks for the teachers. With these networks, teachers will be able to better access resources to support their teaching.
Having spent two years developing this model of new teacher support, we now aim to implement it on a larger scale.
This project aims to develop a regional model for new teacher support to aid teachers in successfully navigating their first years of teaching; versions of such model could be used by other programs. Twenty new Noyce Scholar teachers have taken part in the program. We have presented on this project at national conferences.