ABSTRACT
Schools that support teachers over time succeed not only in hiring new teachers, but also in retaining and developing them. These schools are finders and keepers. They leave little to chance and do not assume that good teaching inevitably flows from innate talent, best nurtured in privacy and isolation. Rather, they purposefully engage new teachers in the culture and practices of the school, beginning with their first encounter. . . . Efforts to address the teacher shortage must take note of these findings and pay careful attention to the school conditions that new teachers find upon entry.
