Our Research

Teachers supporting teachers in urban schools examined new strategies for improving effective instruction and social support for early career teachers working in urban low-income communities. A primary goal of the study was to develop and refine a professional development model designed to improve new teachers’ 1) effectiveness around the two strongest predictors of attrition – classroom management and engaging learners; and 2) connectedness to colleagues given the central role that cohesion, trust, and belongingness plays in teaching. This includes linking early career teachers with 1) Mentors (nominated by their peers) and a coach to provide intensive classroom support around classroom management and motivating learners, and 2) the larger network of teachers through participation in Professional Learning Community meetings. The goal of the study was to create a context in which early career urban teachers can overcome the major obstacles to teaching effectively and supporting positive outcomes for learners.

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