Title page
Contents
Why this study? 2
Research questions 6
Findings 7
Limitations 13
Implications 14
References 15
Figure 1. The majority of beginning teachers in Connecticut's Teacher Education and Mentoring Program were teaching in the same school after three years, 2012/13-2017/18 8
Figure 2. The percentage of beginning teachers in Connecticut's Teacher Education and Mentoring Program who were teaching in the same district after three years and the percentage 8
Figure 3. Teachers who completed more of the requirements of Connecticut's Teacher Education and Mentoring Program were more likely to stay in the same district and in the Connecticut... 9
Figure 4. Teachers in both Opportunity and non-Opportunity districts who completed more of the requirements of Connecticut's Teacher Education and Mentoring Program were more... 10
Figure 5. Teachers in both Opportunity and non-Opportunity districts who completed more of the requirements of Connecticut's Teacher Education and Mentoring Program were more... 10
Figure 6. More than 75 percent of beginning teachers in Connecticut's Teacher Education and Mentoring Program completed the requirements for module completion and reflection paper... 11
Figure 7. A higher percentage of beginning teachers in Alliance districts than of teachers in non-Alliance districts met the requirements for teacher-mentor contact hours and completion... 12
Figure 8. Adherence to the requirements of Connecticut's Teacher Education and Mentoring Program was higher for teachers in preschool/elementary schools than for teachers in secondary... 13
Boxes
Box 1. Key terms 3
Box 2. About Connecticut's Teacher Education and Mentoring Program 4
Box 3. Data sources, sample, and methods 7