Push And Pull Factors On Student Enrollment And Teacher Age Essay

The differences were connected with a teacher’s original preparation for the teaching profession, licensing in the particular subject area to be taught, strength of the educational experience, and the degree of experience in teaching along with the demonstration of abilities through the National Board Certification, in which all of these facets can be addressed through policy (Darling-Hammond, 2010).America has not produced a national method containing supports and reasons to guarantee that teachers’ are adequately prepared and equipped to teach all children effectively when they first enter into the career of teaching. America also does not have a vast collection of methods available that will maintain the evaluation and continuing development of a teacher’s effectiveness in the classroom, or support decisions about entry into the field of teaching and the continuance in the profession of teaching (Darling-Hammond, 2010). n order to reach the belief that all students will be taught and learn to high standards calls for a makeover in the methods our system of education in order to be a magnet for, train, support or uphold, and cultivate effective teachers in more efficient ways. A makeover that is contingent in a certain degree of how the abilities or skills are comprehended (Darling-Hammond, 2010).In the last few years there has been increasing

The state of Arizona is facing a serious education crisis in the retention of qualified teachers. Personally, my school in Yuma, Arizona encountered an average of seven new teachers every year. Yuma High School District allowed for a teacher to teach chemistry when his/her Bachelor’s degree was in mathematics. According to the ‘No Child Left Behind Act’ enacted in 2001, schools are required to provide “highly qualified” teachers to teach at all times (Educator Excellence). Having quality, long-term teachers is imperative to develop students in becoming productive members of society. Unfortunately due to federal budget cuts directly affecting education, Timothy L. Ogle, executive director of the Arizona School Boards Association, says, “Arizona has faced the most dramatic cuts to K-12 education spending of any state in the nation” (Lopez). As a result, administration is forced to have teachers make up for the lack of a certain subject by teaching it without qualifications. Due to this, out-of-state teachers leave within the first 5 years, and 25% all leave within the first year. Some reasons for this include a

America has encountered a change within the teaching profession: concerning, experience, age, credentials, and ethnic background (Feistritzer, 2011). It is almost as if the year of 2005, overturned the trend of older employed teachers (Feistritzer, 2011). A six-year survey shows that the amount of teachers under the age of thirty has increased drastically, and that most teachers have earned master degrees. Also, although teaching has been a predominately white profession, more Hispanic and African American teachers were hired between the years of 2005 and 2011 (Feistritzer, 2011).

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).

According to Celine Provini, from Education World, new teachers leave the profession for a variety of reasons including: Unrealistic federal and state mandates. Many new teachers feel as if the state and federal standards are not obtainable. Lack of support from fellow teachers, administration, and parents can also be a major

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

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).

According to Bruce Hansen, he saw teachers drop out of school or quit teaching, because of lacked management skills. Good teachers often educate wealthier students and fewer teachers often educate financially struggling students. Experienced teachers transfer into the same school as Bruce Hansen

past decade or so since the demand for teachers far increases the number of qualified applicants. The career of teaching has become less desirable for college educated students - Many teachers are aging and leaving behind many turnover jobs, and benefits from unions and tenure simply do not draw in potential educators like they did before the Great Recession of 2008. According to Valerie Strauss of the Washington Post,

The main arguments in this ERIC Digest article is that there is an increasing need of teachers of color, but the there are not enough minorities going into the teaching profession. The point of this article is to highlight the the unbalanced increase of minority students and the decrease of minority teachers in schools, and how the decrease of minority teachers affects both minority and non-minority students. The article goes on to highlight data about the number of minorities and whites who enter the education profession compared to the number that drop out of the profession after five years or so and their reasons for leaving.

There are many contributing factors to low teacher turnover, however, the main issue is a lack of support and respect for our teachers. Instead of working on maintaining and providing support for our current educators, the conversation usually surrounds expensive and often ineffective recruitment programs. The harsh fact is that it is very expensive to live in our valley and the current teacher salary/benefits are not enough to attract top talent. We need to have a serious conversation with our teachers in order to learn what incentives they need to be successful in their roles as well as to maintain a comfortable living. Teachers are the one profession that truly molds the future of our

“The Teacher Retention Program is committed to supporting the development and retention of Arizona top teachers increasing the efficiency and effectiveness of Arizona’s school, and improving educational opportunities for all students” ("Teacher Retention Project," n.d., para. 1) . By retaining exciting dedicated educators who achieve in their field of expertise, the residents of Arizona will bring stability into the classroom which will result in higher academic test scores, increase graduation rates, and a positive school experience for our future citizen of the state of Arizona. This initiative will address the disastrous deterioration within the Arizona school district due to increasing numbers of teachers either relocating or vacating the teaching profession all together by providing a mentor program between effective teacher in high achieving schools with those in lower academic settings. As teachers leave the profession a void between seasoned experienced teacher and those beginning their career becomes noticeable, particularly in the low income school districts. By putting forward this initiative the residents of Arizona will comply with Brown vs. Board of Education ruling which address the issue of segregation in tangible

Haberman tries to justify that failing urban schools is one of the main reasons for the shortage of minority teachers and in order for urban schools to succeed, the schools need to hire a population of teachers that represents the population of the children it serves. The point of the article was to inform readers how colleges and universities could work together to better attract and retain African American students to their teacher education programs by using four realistic approaches to recruiting and preparing more minority teachers and claiming if used together, there would be a genuine impact on both the quality of schools in urban districts and on the number of qualified minority teachers for urban, suburban, and small-town schools (Haberman, 1988, p. 40).

This is therefore enough evidence that there are factors which could lead to teacher’s low or high turnover in schools. While low turnover is beneficial to the employer, high turnover is detrimental and costly to the employer in terms of the money used in recruiting, retention and teacher compensation. Therefore, it will be good to study some of the factors and briefly analyze their effect on teachers’ turnover.

The first route (on the left of figure 1), which is applicable to any school, new or well-established, is based on the theory that increased motivation and work satisfaction will lead to better teaching − happier employees produce better work. In addition, it can also improve teacher retention rates. Schools can expect to observe lowered teacher attrition rates, lowered hiring costs and less teacher replacement training.