A recent longitudinal study of the US public high school chemistry teaching workforce indicates that this population is becoming increasingly less experienced and exhibiting a high rate of turnover. One way to improve retention is to develop communities of practice centered on activities that improve teaching and learning and facilitate continuous growth. In this symposium, we aim to identify ways in which teachers can grow and build a long-term teaching career in the face of the multiple challenges they face. Presentations in this symposium will explore the pathways of teachers who have engaged in activities that have positively shaped their perceptions of remaining in the career long-term, and highlight models for professional growth that can be applied across a range of school and state settings.
Presider: Gregory Rushton, Kennesaw State University
