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Abstract
What role does Professional Development School preparation play in teacher retention? We surveyed PDS and non-PDS graduates of five school-university partnerships to investigate preparation for teaching, employment, proficiency, efficacy, and participation in professional activities. Retention rates were 79% or above, with higher PDS than non-PDS rates at two sites. Most graduates felt prepared, proficient, and effective. PDS graduates had significantly higher self and principal ratings at one site. We conclude that PDS programs have the potential to offer a valuable model for preparing teachers who will remain in the profession, but the quality of the PDS program is paramount.
Notes
The National Education Association sponsored the work discussed in this article; however, the findings and opinions expressed do not necessarily reflect the positions or policies of the NEA. We acknowledge the valuable contributions of Sylvia Seidel, David Wallace, Steve Ross, Aaron McDonald, and the many site researchers whose work is represented here.
