Teachers Supporting Teachers in Urban Schools: What Iterative Research Designs Can Teach Us

摘要: Despite alarming rates and negative consequences associated with urban teacher attrition, mentoring programs often fail to target the strongest predictors of attrition: effectiveness around classroom management engaging learners; connectedness colleagues. Using a mixed-method iterative development framework, we highlight process developing evaluating feasibility multi-component professional model for early career teachers. The includes linking novices peer-nominated key opinion leader teachers an external coach who work together (1) provide intensive support in evidence-based practices learners, (2) connect new their larger network Fidelity measures focus group data illustrated varying attendance throughout school year that although seminars learning communities were delivered as intended, adaptations enhance relevance, authenticity, level, type instrumental needed. Implications science practice are discussed.