4: Perhaps most importantly, beginning teachers with TA experience have significantly higher retention rates.

Overall, this study highlights that former TAs are making positive contributions to NC schools. These findings have implications for district recruitment, hiring, and support efforts.

3: Early career teachers with TA experience have similar evaluation ratings and value added estimates as other early career teachers. Among early career teachers with an emergency teaching license, former TAs are more effective.

2: Former TAs possess many characteristics valued by districts. For example, over 50% of beginning teachers with TA experience are a person of color. Nearly 20% have a special education teaching license.

1: We found that former TAs make up a meaningful percentage of the beginning teacher workforce. Over a 3 yr period, 17% of beginning teachers in NC had worked as a TA first.

Lastly, interns moved into a school administrator position in a high need school more quickly if they interned in a high need school (even accounting for this being the same school).

Characteristics of internship placements and mentor principals predict movements into administrator roles.

Interns moved into an administrator position more quickly if they were male, in a competitive scholarship loan program, were coming from a rural location, and if their mentor principal was higher rated.

A few key findings:
A meaningful number of interns do not enter a school administrator position. 7 years after the completion of a principal internship roughly 65% of interns are predicted to have become an administrator.

Shout out to @epic-unc.bsky.social colleagues Rachel Rana and @mrosie.bsky.social for their presentations today at the NC Learning Research Network session! @ncpublicschools.bsky.social @ehutt.bsky.social @t-h-a-d.bsky.social