Overall 2011 retention rates for REACH teachers were not significantly higher than that of similar non-REACH peers. However, data suggest that the intensive mentoring program is making a greater impact on novice teacher retention each year.
This project combines qualitative and quantitative data to provide a comprehensive examination of mentoring practice in an attempt to understand the ways in which mentoring leads to positive outcomes for beginning teachers and their students.
Austin Independent School District Teacher Retention Report II: Job Satisfaction, Attachment, and Turnover
The factors that best differentiated among 1,167 AISD teachers who left the district, transferred within the district, or remained on the same campus were attachment to teaching, attachment to school, and satisfaction with the work environment.
This report summarizes AISD teacher characteristics and research regarding which teacher and school factors differentiate effective AISD teachers from their less effective peers.
Question: In What Areas of Professional Development Do Teachers Say They Would Like Additional Support and Training?
This report summarizes results from a Fall 2007 AISD teacher survey with teachers reporting what areas or topics in which they would like more professional development. The most commonly requested topics included integrating technology, motivating students, designing classroom activities, differentiated instruction, accessing and using resources and materials, and managing student behavior.