Keeping New Teachers: A First Look at the Influence of Induction in the Chicago Public Schools

Keeping New Teachers: A First Look at the Influence of Induction in the Chicago Public Schools

A new study from the Consortium on Chicago School Research at the University of Chicago offers strong evidence that high-quality induction programs can help improve teacher retention rates. Funded by the Joyce Foundation, the study, Keeping New Teachers: A First Look at the Influence of Induction in the Chicago Public Schools (PDF, 68 pages), surveyed novice teachers about their participation in the district's induction program, the quality of their teaching experience, and their plans to continue teaching, and found that in order for an induction program to have a positive impact it must also deliver strong mentoring and school support systems such as teacher collaboration and principal assistance.