- Year 2023
- NSF Noyce Award # 1758282
- First Name Douglas
- Last Name Larkin
- Institution Montclair State University
- Role/Position PI
- Workshop Category Track 4: Noyce Research
- Workshop Disciplines Audience Other
- Target Audience Co-PIs, Noyce Master Teachers, Noyce Teaching Fellows, Other Faculty/Staff, Project PIs, Undergraduate and/or Graduate Noyce Scholars
- Topics Partnerships for Success (High-need schools/informal institutions/industry/community), Recruiting with Retention in Mind, Supporting New Teachers/Induction, Track 4 Research Results
- Session Length 45 minutes minutes
- Additional Presenter(s)
Suzanne Poole-Patzelt, firstname.lastname@example.org; Mayra Muñoz, email@example.com>
Participants will be able to 1.) apply the evidence supporting the role between collaborative science departments and science teacher retention, 2.) construct mentoring and induction plans that take into account the research findings, 3.) Communicate with partner districts about how best to support the Noyce scholars they hire.
This presentation will be the culmination of 5 years of data collection and analysis of the Noyce Track 4 IMPREST project at Montclair State University. The findings being presented are derived from the cross-case analysis of over a dozen high-retention school districts.
The Induction and Mentoring Programs for the Retention of Science Teachers (IMPREST) project identified high-retention school districts in four target U.S. states and conducted site visits to learn about the factors influencing science teacher retention in those sites. Drawing on the theoretical framework of teacher-embeddedness, which examines the fit, links, and assets that exist between teachers and their organizations and communities, this presentation describes the findings of this 5-year empirical study by highlighting specific factors associated with science teacher retention. These findings include: support from departmental colleagues, school/district-level systems and culture of support, compensation, resources for teaching, teacher autonomy, opportunity and agency for professional growth, district and school-level race-consciousness, school size, specialness of place, community outside of school, and personal satisfaction. We also describe specific efforts that appeared to be important for retaining science teachers of color, as well as the relationship of district mentoring and induction programs and science teacher retention.