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Volume 20, Number 3
May/June 2004

Taking Care of Novice Teachers

Researchers suggest how administrators can keep their newer teachers teaching and maintain a first-rate faculty

 

Do novice teachers see their first jobs as stepping-stones to work in other schools or other fields? The evidence suggests the contrary. New teachers actually feel more fulfilled and satisfied than college graduates of the same age working in other jobs. But across the country, one out of five leaves the classroom altogether within three years, and almost 40 percent leave within five years. So what happens? How does enthusiasm turn to disillusionment so soon? And what can districts do to prevent this turnover?

This is an excerpt from the Harvard Education Letter. Subscribers can click here to continue reading this article.

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For Further Information

For Further Information

E. Hanushek, J. Kain, and S. Rivkin. “The Revolving Door: A Path-Breaking Study of Teachers in Texas Reveals that Working Conditions Matter More than Salary.” Education Next 4, no. 1 (Winter 2004): 77–82.

K. Haycock. "No More Settling for Less." Thinking K-16 4, no. 1 (Spring 2000): 3-12.

S.M. Johnson. Finders and Keepers: Helping New Teachers Survive and Thrive in Our Schools. San Francisco: Jossey-Bass, 2004.

Public Agenda. A Sense of Calling: Who Teaches and Why. New York: Author, 2000.

Public Education Network. The Voice of the New Teacher. Washington, DC: Author, 2003.

Teaching Commission. Teaching at Risk: A Call to Action. New York: CUNY Graduate Center, January 14, 2004.