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RETAIN: A research-informed model of continuing professional development for early career teacher retention
Date: 2020
Author/s: Ovenden-Hope, T., Blandford, S., Cain, T. and Maxwell, B
Keywords: Early Career Teachers; RETAIN; continuing professional development; CPD; coastal schools; rural schools; self-efficacy; classroom; collaboration; coaching; child; research-informed

Summary:

This chapter presents evaluation research about RETAIN, a pilot programme of continuing professional development (CPD) located in Cornwall, England, that was designed to retain early career teachers (ECTs). It explores the place-based challenges and potential solutions offered by the programme, which aimed to support teacher retention in the context of coastal-rural primary schools with high levels of disadvantage. The chapter identifies the components of the RETAIN pilot that can improve teacher self-efficacy, classifying them as the ‘4 Cs’: classroom, collaboration, coaching and child. By focusing on these 4 Cs, the CPD model was found to enhance teachers’ skills, knowledge and understanding of pedagogy and practice. The chapter suggests that this is an effective model of CPD and that the RETAIN model has potential to increase the retention of early career teachers.

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Reference: Ovenden-Hope, T., Blandford, S., Cain, T. and Maxwell, B. (2020). RETAIN: A research-informed model of continuing professional development for early career teacher retention. In Ovenden-Hope, T. and Passy, R. (Eds) (2020). Exploring Teacher Recruitment and Retention: Contextual Challenges and International Perspectives. London: Routledge
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