The academy for teachers professional development program. A model to support teacher retention

Abstract

There is limited robust evidence of the effectiveness of professional development (PD) on teacher retention. This study tested The Academy for Teachers’ PD program, a content-focused intensive workshop with complementary events. This program is designed to impact teacher retention, support integration of material into the classroom and teacher network-building; and to increase pride in the profession, energy/excitement for teaching, and self-efficacy. We used an exploratory mixed methods approach, including in-depth interviews with program participants (Fellows), followed by a post-only non-equivalent quasi-experimental design of intervention effects. We conducted 18 in-depth interviews with Fellows, coding Fellow responses using thematic, line-by-line coding. We further surveyed K-12 teachers (n = 757) in the New York City metropolitan area who participated in The Academy program compared to those that applied but didn’t participate. Qualitative data illustrated mechanisms underpinning success of the program. Quantitative findings demonstrated significant positive effects on teacher retention (OR = 3.71) independent of years of teaching, school-level factors, and classroom autonomy. There were positive statistically significant findings for integration of material into the classroom, perceived pride in the profession, and teacher efficacy with small to moderate effect sizes. This study illuminates how a unique and holistic approach to PD can have measurable positive impacts on teacher outcomes and teacher retention.

Keywords

• Professional Development
• teacher retention
• teacher education
• teacher professionalization
• holistic teacher support
• formal and informal PD