The Effect Of Teacher Retention On PGCPS

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.

Teachers in this district have been teaching an average of 12 years. Teachers with bachelor’s degrees are at 45% with the remaining 55% with a master’s degree or higher.

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).

However, how we educate our teachers currently affects generations of people to come. Because of the influx of teachers, we need to metamorphose how we educate our educators. How are we doing in terms of educating our teachers now? Not as great as we could be doing. In a report by the National Council on Teacher Quality, going to a certain school for a teacher’s education could be a never-ending path of sorrow and pain.The failing college in undergraduate education for elementary teacher education was Jackson State University, a public university in Jackson, Mississippi. This university has a population of 9,802 and sits at #537 out of 660 universities on the Forbes Magazine America’s Top Colleges List. If a public university harbors such scores, it cannot be accepted as a viable path for teacher training. In a study done by Dan Goldhaber, Lesley Lavery, and Roddy Theobald (Goldhaber and Theobald of American Institutes for Research and Lavery of Macalester College) it was found that students in currently disadvantaged demographics in Washington State get the teachers with the least experience and of the lowest quality. The study judged disadvantagement in three ways: by race, by income, and by academic success. All the teachers that were put to these disadvantaged groups were deemed to be extremely novice and not effective at all. Experience is key, as a

Another answer to the problem was described earlier, which is in the administration of school districts towards their less skilled, underperforming teachers. According to the report by Arne Duncan, “The Irreplaceables,” the rate at which teachers are leaving the field is the same for both high performing teachers and underperforming teachers. The percentage of the teaching population is similar between both sides of this, about 20% of teachers are considered high performing and 20% underperforming. While it may not be practical now to mandate that the school district become stricter on the performance of its teachers, if financial incentives are given to the high performing teachers, a larger population of them would stay and, possibly, a larger amount of them would come to the city of Detroit. If this were to happen, then it would suddenly be practical for Detroit to have its schools be stricter on underperforming teachers, producing a sort of snowballing effect of improvement on Detroit’s school system.

A common challenge for public education is the loss of new teachers during their first years as educators (Nelson, Duke, Hutchens, & Machell, 2014). Rural school systems have often battled with attracting and retaining teachers’ due to factors such as environment, resistance to change, student performance and administration (Goodpaster, Omolola, & Weaver, 2012). Other research has shown that urban school districts have a higher proportion of under-prepared teachers and have a need for retaining and recruiting qualified teachers (Nelson, Duke, Hutchens, & Machell, 2014). Addressing teacher attrition is important to decreasing the country’s ongoing teacher shortage crisis (Carver-Thomas & Hammond, 2017).

This method of data collection was selected because each staff member leaving the district is given the option to complete an exit survey. The Bridgeport Public School Exit Interview questionnaire consists of 8 questions providing the district insight into why teachers leave the district. For example, the survey asks teachers to indicate the reason that contributed to their decision to resign from their current position. Teachers were given options such as salary, job advancement, personal, relocation, dissatisfied, etc. as reasons for leaving the district. This information will provide the researcher specific reasons teachers are leaving the district, which answers research question

The success of American Students lies in the hands of teachers. Since, this is such a great responsibility, we have to make sure that we are employing the right teacher for not only the students’ growth but also our nation’s growth. Hard working teachers should be appreciated and celebrated and neglectful teachers should be fired. Unfortunately, the firing of teachers is not possible. In most states, there is no legitimate evaluation process to be met for the teaching position and after a few years, the teaching jobs becomes permanent. The most important step in reforming tenure is to have an effective and an accurate evaluation process. The No Child Left

James Shaw and Jodi Newton wrote an article entitled “ Teacher Retention and Satisfaction with a Servant Leader Principle”. In this article it examined a study done in 1994, when teaching was a promising time, and how teachers began to leave the profession. In 1994 the secretary of education did a study the United States would hire two million teachers. In 2004 the United States actually beat their goal and hired 2.24 million teachers. According to the study, during the same decade 2.7 million teachers quit; Ten percent in 2007, then twelve percent in 2009 (Shaw & Newton, 2014). The trend has steadily remained the same over the past few

Thrupp discusses how lower decile schools tend to have a larger teacher turnover, as teachers are more willing to teach at those higher decile schools. These higher decile schools therefore receive more experienced

Assistant Superintendent Denise Bartlett reviewed a report, containing results of the district’s teacher retention survey that was administered to certified staff during 2014-2015. Also included for the board’s information was the Arizona Department of Education Teacher Retention and Recruitment Report. Dr. Bartlett informed the board that the survey had several goals, which included 1) ascertaining what attracted teachers to the district, 2) why teachers continued to work in the district, 3) what factors might influence teachers to seek employment outside of the district, and 4) what factors provides job satisfaction. Dr. Bartlett also reported that there was a 90% rate of return from the survey with 280 of 311 teachers responding. The district

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.

The purpose of the literary review, was to explore the causes of abnormally high teacher attrition within the majority of America’s urban schools. The articles reviewed focus on challenges of staffing teachers within an urban school, the challenges of teaching within an urban school, as well as qualities a teacher must possess in order to succeed when teaching within an urban school. Also, one question was asked of two teachers of ten or more years experience within a North Tulsa urban school, as well as two assistant principals. What one quality must a teacher possess, in order to be considered a “ High Quality” teacher within an urban school. Hence, a study of essential urban teacher qualities that may enhance the benefit of

There are many types of retainers, although they can be broadly classified into two main types, removable retainers and fixed ones. Removable retainers, as their name suggests, can be removed by patients allowing them to clean their teeth. These removable retainers can be worn on a part time or full time basis according to the patient's own situation and the orthodontist's treatment plan (Johnston and Littlewood 2015).

“I don’t know how they can still be in the classroom!” “Can’t they just fire them?” “Why do they have so many chances?” These are often the words that come out of many teachers, parents, and students’ mouths when having an unpleasant encounter with a lackluster teacher. Unfortunately, these lackluster teachers seem to walk a fine line where they perform just enough duties to stay employed but never go beyond average. Many of these cases involve educators who refuse to implement new strategies, leave students unsupervised, verbally degrade students’ abilities, have a lack of collaboration and communication skills, and an inconsistent sense of responsibility to perform contractual duties. While, these negative behaviors are not exposed in the media like other situations that require immediate teacher dismissal, they are unfortunately, everyday occurrence in most school districts or educational institutions, and affect students in a negative way. According to Educational Law (2016) teacher dismissals refers to “…the termination of employment contracts either during academic years for just cause or, for teachers with tenure, at the end of a given school year.” However, teacher dismissal has become extremely difficult due to lack of time for proper administrative documentation, union language, and shortage of new qualified teachers.