The Role of Teacher Preparation Programs in Retention of STEM Teachers in High-Need Schools

September 27, 2018 3:30 pm - 5:00 pm

As STEM teacher shortages more often persist in high-need districts, educational equity demands a research-based approach to STEM teacher retention. While there are many factors influencing STEM teachers’ decisions to stay in positions for which they were prepared, this webinar focuses attention on better understanding relevant factors directly in the control of or able to be influenced by teacher preparation programs. STEM teacher workforce retention study results, research design, and policy work will be shared to encourage application of evidence-based methods and inform further exploration.

The topic will be explored through engagement of the following multiple stakeholder perspectives:

Richard M. Ingersoll, Ph.D.
BIO

University of Pennsylvania

A Nationally Recognized Researcher -

will present implications for program implementation and future research based on the results of a study addressing the question: Do the kinds and amounts of pre-service education and preparation that beginning teachers receive have any impact on their retention or attrition? Analyses show teachers widely vary in the pre-service education they receive. Importantly, those with more preparation in teaching methods and pedagogy were far less likely to leave teaching.

Courtney Preston, Ph.D.

BIO 

Miray Tekkumru-Kisa, Ph.D.

BIO

Sherry A. Southerland, Ph.D.

BIO

Florida State University

Preparation Program Principal Investigators -

will provide an overview of their research design and progress on an NSF Track 4 Noyce grant to encourage preparation programs to undertake similar explorations, results of which can be used to strengthen programs. They have partnered with 6 other institutions with Noyce Track 1 and 2 grants to collect data on the features of STEM teacher preparation and induction programs. Identified features will be statistically linked to Noyce Scholar retention and instructional quality – both to the end of their Noyce commitment and the year beyond. Study design is intended to yield results to inform pre-service coursework, field experiences, and induction structure to improve STEM teacher retention in high-need schools.

Christopher Wright, M.S.
BIO
Baltimore County Public Schools

A STEM Teacher Leader -

will reflect on his own teacher preparation program experience – areas where he felt more than prepared in addition to areas about which he felt nervous upon program completion. Additionally, experiences as an Einstein Fellow working on the U.S. Congressional Committee on Education and the Workforce, particularly in the areas of teacher recruitment and retention, and as a district central office math instructional coach in high-need schools will be shared.

Participant Learning Outcomes:

By the end of this webinar, participants will:

• develop a deeper understanding of the importance of studying STEM teacher retention;
• increase familiarity with what we know and gaps in our knowledge of STEM teacher retention that need to be further explored;
• recognize the relevance of research on STEM teacher retention to their role;
• identify an action step to apply something gleaned toward their own research/program/practice.

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