High Levels Of Teacher Turnover Negatively Affects Student Achievement

While salary is a contributing factor to poor retention, administrators must investigate measures to adequately support their teachers. Greiner et al. (2005) created a five step plan to increase teacher retention. Their plan included designing collaborative training programs, developing flexible scheduling, strengthening relationships between experienced teachers, and developing partnerships between schools and local school districts.

The state of California should analyze the enormous complexity of this issue, including the impact of teacher quality on student achievement, the evidence that teachers regularly migrate out of low-performing schools, and the potential solution that lies in offering incentives to well-qualified teachers who commit to work in struggling schools (ca.gov).

Overall, high rates of teacher turnover have direct monetary costs and alter the distribution of teacher experience and skill across districts. Dr. Maxwell, the Superintendent of PGCPS formed a Transition Team from which four subcommittees were formed one being the Teaching and Learning Committee (TL). The TL examined research on professional literature to answer the question and determined that in order for students to receive the high-quality education that prepares them to succeed in post-secondary opportunities, staff members must have instructional resources and professional learning opportunities to build their capacities

Teachers today face a number of challenges that contribute to a lack of job satisfaction, leaving schools for other professions that are more lucrative, low comparative compensation, and poor working conditions:

Like leadership turnover in other professions, turnover rates at more challenging schools are on the higher end of that spectrum (Beteille, Kalogrides and Loeb 2011, Boyd, et al. 2008, Clark, Martorell and Rockoff 2009). For instance, large, urban districts have similar turnover rates: Miami-Dade County Public Schools (MDCPS) is 22%, Milwaukee is 20%, San Francisco 26%, and New York City is 24% (Beteille, Kalogrides and Loeb 2011, Boyd, et al. 2008, Clark, Martorell and Rockoff 2009). However, within MDCPS, the turnover rate is higher for the district’s highest-poverty schools (28%), versus lowest-poverty schools (18%) (Beteille, Kalogrides and Loeb 2011). New York City school findings were similar (Clark, Martorell and Rockoff 2009). Low-performing, low-SES schools that lose an effective principal, often struggle due to having a replacement that is less-experienced and less-effective (Beteille, Kalogrides and Loeb 2011, Branch, Hanushek and Rivkin 2012).

High poverty and low poverty schools are different in many ways. From student backgrounds to location, the socioeconomic makeup of a school affects everything. The one place where differences would seem to be minimal would in the professionals that work in these schools. This study sought to determine if teachers perceived significant differences in the behaviors of the leaders in their schools. Furthermore, the study expected to determine if there was a significant difference in how teachers perceived school climate by type of school. The answers to these questions could provide a basis for an examination of leadership behaviors that could cause teachers to leave schools or at the very least be less satisfied. This section includes

“ Historically, low-income students as a group have performed less well than high-income students on most measures of academic success” (Reardon, 2013). Typically low-income families come from low-income parts of the state making a school that does not have as much funding as a higher economic schools does lack in resources for their students. The school then has lower paid teachers and administrators, with lower quality supplies. This results in a school which typically has faculty who do not perform as well as the well-funded schools. “The law fails to address the pressing problems of unequal educational resources across schools serving wealthy and poor children” (Hammond, 2007). Students from low and high income families will not be able to achieve the same education because their education simply is not the same.

The issue of teacher shortage today is continuing to grow. The effects of the achievement gap are reaching the teachers, not just the students: “...good administrators and teachers, who are doing their best under difficult circumstances, will be driven out of the profession…,” (Boyd-Zaharias 41). The achievement gap is part of the reason teachers feel they are underpaid, which happens to be one of the leading cause in teacher shortage considering, “Teachers were paid two percent less [than comparable workers] in 1994, but by 2015 the wage penalty rose to 17 percent,” (Long). Being a teacher requires passion in order to stay in the field, especially if the money in teaching is decreasing. Money is an important aspect for people when it comes to their careers, therefore, fewer people want to become teachers. This lack of teachers and the lack of college students studying to become a teacher leads to unqualified teachers and larger classroom sizes (Ostroff). Both of these causes are eventually affecting students’ learning environments. I chose this issue in education for my project because I have personally felt these effects, and I know others who have as well. As a future educator, I want to see better wages and better benefits, but this can only happen with qualified, passionate teachers. I plan on being one of them, and I plan on sparking a change. I am a future educator fighting to end teacher shortage.

There is a consensus among the concerned stakeholders that the quality of teachers is the leading factor in determination of student performance. In the case of United States, the student performance can only be given an impetus by the efforts which the state can make, under all costs, to develop and retain high quality teachers. The measures undertaken determine the level of turnover of the school teachers. Lazear (2009) similarly argues the length of employment is a critical factor in averse risks of employment a trend contrary to teachers treatment. The turnover of public school teachers will refer to the rate at which the state, which is the teacher’s

The research linking instructional coaching with teacher retention is not large and the findings are contradictory. One conclusion Kline, Colton, Altemus, and Killion (2011) drew from their study of the effectiveness of instructional coaching in five large school corporations was that all districts experienced increased teacher retention, with Springfield Public Schools realizing a decline in teacher attrition from 31% to 13% over a six-year period and netting a savings of $914,954.

Many factors including individual characteristics socioeconomics class affect student achievement. One of the important factors is the quality of teachers. In this assignment, I will describe some practices related to recruitment, hiring, retention, and professional development of effective teachers. I will create a mission statement for an induction program that does not exist in our school. I will study on interview questions related to the each of Marzano's domains and each of Haberman's dimensions of effective teaching. I am working as a college counselor at Coral Academy of Science in Reno, Nevada. Coral Academy of Science is a public charter school founded in 2001. It serves more than 1200 students in grades K-12. I personally

Negativity and low teacher retention rates are a product of teacher isolation. Collaboration and involvement with other components of the school outside the classroom leads to an increase in job satisfaction on the behalf of teachers. Jennifer Waddell, professor at the University of Missouri, states that, “Teachers highlighted both the personal and professional nature of the relationships, often commenting that the coworkers were their source of energy and strength as they met the challenges of teaching in urban environments. The teachers commented that their fellow teachers helped them experience a sense of belonging, ownership, and satisfaction in their jobs, even when district mandates and bureaucratic pressures were mounting” (Waddell, 2010). This feeling of satisfaction impacts teacher’s behavior in the classroom and leads to a higher retention of

Based on the information from the Scenario, the public school system in Washington, D.C is facing some problems and they want to improve their students’ performance and reduce the teachers’ turnover rate.

With high rate teacher turnover and students reduction, Outerspace Language School committee urgently investigates the reason and resolution. They decide to use action learning which is considered as group-based working on real issues, taking action as well as developing learning as individuals, as a team and as an organization in order to keep loyal teachers and increase numbers of students for school (Marquardt, 2005).

Before beginning on my debate research, I made a cluster graphic organizer to see which characteristics correlated with the topic, the state of the teaching profession. The overall themes I came up with where teacher shortage, retention, and how the implementation of the common core state standards effects teachers retention. Our final three debates topics were