Preparing for Persistence: Sustaining Preparation Program Supports for Novice Teacher Embeddedness in High-Need Schools

Given the challenges of retaining teachers in high-need schools and districts, it is important to understand how novice teachers can be supported as they emerge from preparation programs and continue to develop their teaching identities. This qualitative research study applies a teacher embeddedness framework to explore science and mathematics teachers’ perceptions of the support that was most meaningful during their initial years, and how that support contributed to developing and sustaining their commitment to teaching in a high-need school. Findings suggest that preparation programs can play a crucial role in supporting novice teachers, through, for example, fostering networks and connections to other professionals, and providing professional learning opportunities and materials. Conclusions present implications for these programs and district-led initiatives and for the continued persistence of well-prepared teachers.