New Teacher Mentoring and Teacher Retention: Examining the Peer Assistance and Review Program

Authors

Peter D. Wiens, University of Nevada, Las VegasFollow
Annie Chou, University of Nevada, Las Vegas
David Vallett, University of Nevada, Las Vegas
Jori S. Beck, Old Dominion University

Document Type

Article

Publication Date

1-1-2019

Publication Title

Educational Research: Theory and Research

Volume

30

Issue

2

First page number:

103

Last page number:

110

Abstract

The first years of teaching can be difficult for some teachers and substantial numbers of them leave the profession early in their careers. This attrition can be detrimental to student academic outcomes and financially damaging to school districts. One solution schools have implemented is peer mentoring teacher induction programs. The Peer Assistance and Review program (PAR) is one such mentoring initiative adopted by a group of schools in a large, urban school district in the Southwestern United States. Administrative data indicate that schools that implemented PAR saw decreases in new teachers leaving and teacher attrition overall.

Keywords

Induction; Mentoring; Teacher attrition; Peer assistance and review

Disciplines

Education | Teacher Education and Professional Development

Language

English

Repository Citation

Wiens, P. D., Chou, A., Vallett, D., Beck, J. S. (2019). New Teacher Mentoring and Teacher Retention: Examining the Peer Assistance and Review Program. Educational Research: Theory and Research, 30(2), 103-110.