Addressing the Novice Teacher Turnover Crisis PDF Download

Author: Molly Mustard McAuliffe
Publisher:
ISBN:
Category :
Languages : en
Pages : 260

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Book Description
What is learned by an action research team as they collaboratively work to develop the new teacher induction program? In order to examine the research questions, a dual-role researcher led an action research team through the creation, implementation, and evaluation of a new teacher induction program. Conclusions about new teacher induction and teacher efficacy included the following: a comprehensive new teacher induction program may prevent a first year dip in novice teacher self-efficacy; creation of a "safe" environment within an induction program, engagement with veteran teachers, and professional development targeted at new teachers' gaps in knowledge can positively influence novice teacher self-efficacy; and, a collaborative school culture can enhance the effective implementation of induction programs for novice teachers. Conclusions about the action research process included: engaged members with diverse backgrounds can enhance the effectiveness of the action research team and action research shows promise as an effective approach for creating a new teacher induction program that builds teacher efficacy.

Author: Sharif Shakrani
Publisher:
ISBN:
Category :
Languages : en
Pages : 4

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Book Description
Research studies have documented a strong link between perennial high rates of beginning teacher attrition and teacher shortages that impact teaching, especially in the major urban areas of the United States. It is widely concluded that one of the pivotal causes of inadequate school academic performance is a teacher shortage and the resulting inability of schools to adequately staff classrooms with qualified teachers. Analysis of national databases on school staffing reveals that many teachers leave teaching or transfer to more affluent schools. The students in the impacted classrooms lose the benefit of being taught by experienced teachers, and schools and districts must commit time and money to recruit and train replacements. Student achievement suffers in schools with high teacher turnover. Trapped in a cycle of teacher hiring and replacement, low-performing disadvantaged schools drain their districts of precious resources that could be better spent to improve teaching quality and student achievement. Improving beginning teachers' work environments, providing more professional development in areas that new teachers find most challenging and increasing support such as induction and mentoring are advocated as having a positive effect on new teacher retention rates. (Contains 2 figures.).

Author: Kristina Marie Valtierra
Publisher:
ISBN: 9780807786390
Category : Education
Languages : en
Pages : 0

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Book Description
Teachers are the backbone of schools, yet they are leaving in droves. This book addresses the post-pandemic crisis of early career teacher turnover that is harming students and entire school systems. The author provides teacher educators and mentors with strategies to help new teachers proactively navigate the early years and thrive in the K-12 classroom. Based on 10 years of research and practical application, this guide will support teacher professional identity formation, resilience, and agency. With a humanistic conceptual lens on the most pressing issues expressed by novice teachers, chapters cover understanding the causes of burnout and attrition, promoting an authentic teacher identity, appreciating teaching as developmental, managing tension and conflict, self-care for busy educators, and authoring a personalized early career plan. Each topic features assignment ideas, reflection prompts, and other tools suitable for both teacher preparation courses and one-on-one coaching and mentoring. Book Features: Offers field-tested tools to help preservice and new teachers avoid burnout and maintain their well-being. Includes step-by-step activities with templates that break down each of the tools discussed. Weaves together inspiring quotes, short anecdotes, and work samples from teachers who participated in the activities. Recommends distinct ways that K-12 induction programs, mentors, administrators, and early career teachers can use and adapt the ideas presented.

Author: Bryan Harris
Publisher: ASCD
ISBN: 1416620613
Category : Education
Languages : en
Pages : 52

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Book Description
K-12 schools in the United States are suffering from an epidemic of teacher attrition: nearly half of all new teachers leave the field within their first five years, and thousands of teaching positions across the country are going unfilled. What can school leaders do about this persistent turnover and the resulting loss of human potential? In this timely book, Bryan Harris describes the four broad supports that he says are crucial to helping early-career teachers succeed and stay in the profession: comprehensive induction programs, supportive administrators, skilled mentors, and helpful colleagues. He offers practical, research-based strategies to help leaders provide these supports and create a culture of collaboration across the school. The result is a school in which beginning teachers truly thrive as effective practitioners who see themselves successfully helping students learn more every day.

Author: Pilar Leigh Westbrook
Publisher:
ISBN:
Category :
Languages : en
Pages : 214

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Book Description
Addressing teacher turnover is costly regarding recruitment, training, and student learning loss to schools and taxpayers. Given such high costs and importance in the growth and stability in society, understanding novice teachers’ perceptions about teacher attrition needs further investigation. The purpose of this qualitative study was to investigate what leadership methods and administrative supports are needed to retain novice teachers. There were three research questions: (a) What can principals/school leaders provide to support and retain teachers? (b) Do the leadership principles outlined by Marzano, Waters, and McNulty (2005) align with novice teacher job satisfaction enough to retain teachers? (c) What are the most important pillars of the leadership responsibility matrix as they pertain to perceptions of novice teachers about retention? The study was conducted through multiple focus groups and interviews with 13 novice teachers who had 0 to 3 years of experience working in a school district serving a high poverty, high minority student population of 12,000 students. Each research question was satisfied based on data collected and coded into themes that afforded a clear understanding of what novice teachers need to feel and be successful in teaching. The collective findings from the participants found the following themes as those most important to support and keep teachers: Coaching, Communication, Relationships, Cooperative Team Building, Resources, Professional Learning Communities (PLCs) of teachers, and Culture. The qualitative data suggest a loosely coupled relationship exists between needs of the novice teachers and the 21 responsibilities of school leaders. The predominant theme of coaching surfaced among the novice teacher participants. Findings from the study may be used by school districts to obtain a better understanding of modern leadership principles from the viewpoint of novice teachers. The findings suggest there are growth opportunities for school leaders to encourage, grow, and sustain teachers. The study concludes with recommendations for future research.

Author: Helen Philpot
Publisher: Dissertation Discovery Company
ISBN: 9780530000442
Category :
Languages : en
Pages : 72

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Book Description
Dissertation Discovery Company and University of Florida are dedicated to making scholarly works more discoverable and accessible throughout the world. This dissertation, "One Teacher's Development as a Facilitator of Novice Teacher Learning Through the Use of Peer-Supported Observation" by Philpot, Helen, was obtained from University of Florida and is being sold with permission from the author. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation.

Author: Alfred S. Alschuler
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 104

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Book Description
This booklet presents articles that deal with identifying signs of stress and methods of reducing work-related stressors. An introductory article gives a summary of the causes, consequences, and cures of teacher stress and burnout. In articles on recognizing signs of stress, "Type A" and "Type B" personalities are examined, with implications for stressful behavior related to each type, and a case history of a teacher who was beaten by a student is given. Methods of overcoming job-related stress are suggested in eight articles: (1) "How Some Teachers Avoid Burnout"; (2) "The Nibble Method of Overcoming Stress"; (3) "Twenty Ways I Save Time"; (4) "How To Bring Forth The Relaxation Response"; (5) "How To Draw Vitality From Stress"; (6) "Six Steps to a Positive Addiction"; (7)"Positive Denial: The Case For Not Facing Reality"; and (8) "Conquering Common Stressors". A workshop guide is offered for reducing and preventing teacher burnout by establishing support groups, reducing stressors, changing perceptions of stressors, and improving coping abilities. Workshop roles of initiator, facilitator, and members are discussed. An annotated bibliography of twelve books about stress is included. (FG)

Author: Tanya Ovenden-Hope
Publisher: Routledge
ISBN: 0429556950
Category : Education
Languages : en
Pages : 185

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Book Description
This thought-provoking collection examines the challenge of teacher shortages that is of international concern. It presents multiple perspectives, and explores the commonalities and differences in approaches from around the world to understand possible solutions for the current teacher workforce crisis. Acknowledging that solutions to attract and retain teachers vary by country, region and in some cases locality, the contributors scrutinise a range of workforce planning interventions at local and government level, including financial incentives and early career support. The book draws on different perspectives to understand a range of problems that negatively affect teacher recruitment and retention, unpicking key challenges, including links between the disadvantages of location and access to teachers for coastal and rural schools, rising pupil numbers, declining school budgets and the role of professional learning in raising teacher status. Abundant in critiques, research-informed positions and context-specific discussions about the impact of teacher workforce supply and shortages, this book will be valuable reading for teacher educators, educational leaders, education policy makers and academics in the field.

Author: Matthew J. Pepper
Publisher: R&L Education
ISBN: 1607093456
Category : Education
Languages : en
Pages : 305

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Book Description
School leadership is synonymous with challenge. However, some school leaders face true crises - situations threatening the continuing existence of their school. Leading Schools During Crisis analyzes leadership and behaviors of principals in these extraordinary circumstances. A simultaneously scholarly and practice-oriented book, Leading Schools During Crisis proposes the first school-specific model of defining and analyzing crises. Through authentic case studies, Leading Schools During Crisis offers a detailed theoretical and practical analysis of each crisis and the lessons from it for all school leaders. Highlights of the twelve case studies include: P.S. 234, Manhattan. At nine a.m. on September 11, 2001, the thirty-seven teachers and 650 elementary students of P.S. 234 were twelve hundred feet from Ground Zero. Principal Anna Switzer states, '[r]ight when the second plane crashed_that's when we knew that it wasn't an accident.' George Washington Carver H.S., New Orleans, Louisiana. Principal Vanessa Eugene believed Katrina would be another chapter in New Orleans' long history of near-miss hurricanes. Carver's campus was soon under ten feet of water. Sobrante Park E.S., Oakland, California. Like many schools, Sobrante Park only slowly realized the paradigm shift associated with the No Child Left Behind Act_until the fifth year of failing to make Adequate Yearly Progress. 'What do you do when all the data is bad?' asked Principal Marco Franco. Platte Canyon H.S, Bailey, Colorado. Principal Brian Krause was approached by a frantic student who reported: ''[T]here's a guy in the English classroom with a gun' . . . . I remember thinking, okay, he said guy. He didn't say student or kid or Johnny.' Other case studies include the challenges inherent in starting charter schools, discovery of systemic and deliberate grade fraud, rezoning of 95 percent of a elementary school's student population, and leading a school populated by changing_and often contentious_refugee groups.

Author: Christopher Hyde Redding
Publisher:
ISBN:
Category : Electronic dissertations
Languages : en
Pages :

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