Learner-ready to expert practioner: Academy supports teachers' transitions while addressing equity

By Lynn Holdheide and Lisa Lachlan-Hache
February 2019
Vol. 40 No. 1
In fall 2016, more than 50% of teachers in Kokomo, Indiana, were leaving the profession within their first three years. Within the district, low-performing schools in particular struggled to retain teachers. Kokomo was far from alone in this trend, which is common across the country where high-poverty, high-minority, urban, and rural public schools have among the highest rates of turnover (Ingersoll, Merrill, & Stucky, 2014). The costs of teacher attrition are high for districts. According to a report from the Learning Policy Institute, each teacher who leaves the profession costs her district between $17,000 and $22,000. And this does not take into consideration the impact of the revolving door on students and school improvement efforts (Carver-Thomas & Darling-Hammond, 2017). Each teacher who leaves the profession

Read the remaining content with membership access. Join or log in below to continue.

Sed ut perspiciatis unde omnis iste natus error sit voluptatem accusantium doloremque laudantium, totam rem aperiam, eaque ipsa quae ab illo inventore veritatis et quasi architecto beatae vitae dicta sunt explicabo. Nemo enim ipsam voluptatem quia voluptas sit aspernatur aut odit aut fugit, sed quia consequuntur magni dolores eos qui ratione voluptatem sequi nesciunt. Neque porro quisquam est, qui dolorem ipsum quia dolor sit amet, consectetur, adipisci velit, sed quia non numquam eius modi tempora incidunt ut labore et dolore magnam aliquam quaerat voluptatem.

Log In

Lynn Holdheide and Lisa Lachlan-Hache

Lynn Holdheide (lholdheide@air.org) is director and Lisa Lachlan-Haché (llachlan@air.org) is principal researcher at the Center on Great Teachers and Leaders at the American Institutes for Research.


Benedict, A., Holdheide, L., Brownell, M., & Foley, A. (2016). Learning to teach practice-based preparation in teacher education. Washington, DC: American Institutes for Research.

Billingsley, B., Bettini, E., & Jones, N.D. (in press). Supporting special education teacher induction through high-leverage practices. Remedial and Special Education.

Carver-Thomas, D. & Darling-Hammond, L. (2017). Teacher turnover: Why it matters and what we can do about it. Palo Alto, CA: Learning Policy Institute.

Ingersoll, R. (2011). Do we produce enough mathematics and science teachers? Phi Delta Kappan, 92(6) 37-41.

Ingersoll, R. & May, H. (2012). The magnitude, destinations, and determinants of mathematics and science teacher turnover. Educational Evaluation and Policy Analysis, 34(4), 435-464.

Ingersoll, R., Merrill, L., & Stuckey, D. (2014). Seven trends: The transformation of the teaching force, updated April 2014. CPRE Report (#RR-80). Philadelphia, PA: Consortium for Policy Research in Education, University of Pennsylvania.

Ingersoll, R.M. & Strong, M. (2011). The impact of induction and mentoring programs for beginning teachers: A critical review of the research. Review of Educational Research, 81(2), 201-233.

Konoske-Graf, A., Partelow, L., & Benner, M. (2016). To attract great teachers, school districts must improve their human capital systems. Washington, DC: Center for American Progress.

McLeskey, J. & Brownell, M. (2015). High-leverage practices and teacher preparation in special education (Document No. PR-1). Gainesville, FL: University of Florida, Collaboration for Effective Educator Development, Accountability, and Reform Center.

Schmidt, R., Young, V., Cassidy, L., Wang, H., & Laguarda, K. (2017). Impact of the New Teacher Center’s new teacher induction model on teachers and students. Menlo Park, CA: SRI International.

SRI Education. (2018). Evaluation of the New Teacher Center (NTC) i3 Scale-up Grant: Cohort 1 preliminary teacher and student impact. Available at www.sri.com/sites/default/files/brochures/preliminary_cohort_1_achievement_and_observation_results_evaluation_update_1.pdf.

Stanulis, R.N. & Floden, R.E. (2009). Intensive mentoring as a way to help beginning teachers develop balanced instruction. Journal of Teacher Education, 60(2), 112-122.

Sutcher, L., Darling-Hammond, L., & Carver-Thomas, D. (2016). A coming crisis in teaching? Teacher supply, demand, and shortages in the U.S. Palo Alto, CA: Learning Policy Institute.

Villar, A. & Strong, M. (2007). Is mentoring worth the money? A benefit-cost analysis and five-year rate of return of a comprehensive mentoring program for beginning teachers. ERS Spectrum, 25(3), 1-17.

Wilson, S.M., Rozelle, J.J., & Mikeska, J.N. (2011). Cacophony or embarrassment of riches: Building a system of support for quality teaching. Journal of Teacher Education, 62(4), 383-394.

Youngs, P., Jones, N., & Low, M. (2011). How beginning special and general education elementary teachers negotiate role expectations and access to professional resources. Teachers College Record, 113(7), 1506-1540.

The Learning Professional

Published Date


Recent Issues

April 2020

Learning professionals challenge themselves to stretch ..

February 2020

Student needs are at the center of strong professional ..

December 2019

Coaching can transform teaching, and therefore student ..

October 2019

For education leaders, stress and challenges are part o..