An exploratory study of STEM teachers’ mentorship networks

Abstract

Background The Noyce Scholarship Program was created to attract and retain science, technology, engineering, and mathematics (STEM) teachers in high-need schools. Teacher support networks, and specifically mentorship support, have been linked to increased retention of high-quality teachers in the classroom. Using a sample of Noyce teachers, we used a multilevel model to explore how the characteristics and composition of novice teachers’ support networks are related to the likelihood that they receive mentorship support, and further, how characteristics common among Noyce programs are related to mentorship support. Results Findings suggest that the characteristics and composition of a teacher’s network, as well as certain Noyce program characteristics, contribute to the likelihood that teachers receive mentorship support from their larger support network. Implications The results of this study highlight the importance of considering how the design of teacher preparation programs may contribute to continued mentorship support for early career teachers, and ultimately, their retention in the classroom.

Leveraging community-based assets in coaching, wellness and mentorship to increase the African American and Latinx math teacher workforce

“…Given the widely documented and staggering data regarding teacher attrition (Mancenido, 2021; Chaw & Kopp, 2021; Viac & Fraser, 2020; Herman, Reinke, & Eddy, 2020), particularly in high-need school districts, the team felt strongly that teacher support (Alemdar, Cappelli, Gale, & Boice, 2022; Evthokia, 2022) would have to be prioritized; and even possibly re-envisioned beyond its current conceptualization. That is to say, the team began to consider the notion of 360-degree support for new teachers and ideate on what that would actually look like in real time.…”