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.
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.
In a Spring 2011 survey about professional development opportunity needs, teachers and campus administrators most often requested training in the state’s new academic assessment and using technology. For more information, read the full report.
This report summarizes results from a survey of newly hired teachers who attended AISD's orientation week in August 2010. Most new teachers reported that district and campus orientations were useful. Read the full report for more results.