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Teacher Recruitment And Retention In A Hard To Staff At Risk Rural School District In Southeast South Carolina That Serves High Populations Of Children Of Poverty
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Book Synopsis Teacher recruitment and retention in a hard-to-staff, at-risk, rural school district in Southeast South Carolina that serves high populations of children of poverty by : Tonya R. Beckett
Download or read book Teacher recruitment and retention in a hard-to-staff, at-risk, rural school district in Southeast South Carolina that serves high populations of children of poverty written by Tonya R. Beckett and published by . This book was released on 2009 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Staying Put written by LaKesia Y. Boone and published by . This book was released on 2018 with total page 294 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis An Investigation of Teacher Recruitment and Retention Practices in a Rural School District in South Carolina by : Polly Elkins (A.)
Download or read book An Investigation of Teacher Recruitment and Retention Practices in a Rural School District in South Carolina written by Polly Elkins (A.) and published by . This book was released on 2008 with total page 12 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Key Issue written by Kathleen Hayes and published by . This book was released on 2009 with total page 33 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teacher shortages are essentially a problem of distribution (Darling-Hammond, 2001; Ingersoll, 2001; National Association of State Boards of Education, 1998; Olson, 2000; Reeves, 2003; Voke, 2002). According to recent studies, hardest to find are teachers who are both qualified and willing to teach in hard-to-staff schools, which included those in highly urban and rural areas--especially schools serving minority or low-income students. In addition, recruitment and retention of high-quality teachers are intertwined; it's not enough to attract these teachers if concurrent steps are not taken to keep them (Liu, Johnson, & Peske, 2004). Schools need help in building their capacity to attract and maintain a highly qualified teaching staff. Although not all urban and rural schools are hard to staff, those with high numbers of inexperienced and out-of-field teachers, special-needs or English-language-learner students, and poor, minority, and highly mobile students face the toughest recruitment and retention challenges (Jacob, 2007; Monk, 2007; Reeves, 2003; Southeast Center for Teaching Quality, 2002). Also, social and geographic isolation and lower-than-average pay make these schools unattractive to many teachers--leading to an inequitable distribution of teachers as more head to midsized and suburban districts (Levin & Quinn, 2003; Reeves, 2003). The needs of hard-to-staff urban schools are often very different from those of their rural counterparts, and teacher recruitment is no exception. Therefore, recruitment strategies must be targeted to meet the needs of individual districts and schools. Several tips and cautions for policymakers and school leaders to keep in mind are listed in this paper.
Book Synopsis How to recruit and retain teachers and other school leaders in hard-to-staff rural and small school districts by : Charles Ahearn
Download or read book How to recruit and retain teachers and other school leaders in hard-to-staff rural and small school districts written by Charles Ahearn and published by . This book was released on 2006 with total page 44 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Teacher Retention at Low-Performing Schools. Using the Evidence by : SERVE: SouthEastern Regional Vision for Education, Greensboro, NC.
Download or read book Teacher Retention at Low-Performing Schools. Using the Evidence written by SERVE: SouthEastern Regional Vision for Education, Greensboro, NC. and published by . This book was released on 2006 with total page 3 pages. Available in PDF, EPUB and Kindle. Book excerpt: In 2004-2005, North Carolina's average teacher turnover rate was nearly 13 percent, ranging from a high of 29 percent to a low of 4 percent. Turnover among teachers in low-performing schools was substantially higher, with a low of 12 percent and a high of 57 percent. North Carolina has put strategies in place to address teacher retention but how will these strategies impact retention at low-performing schools? This research update summarizes three studies that address issues related to teacher retention. One study examined North Carolina's use of an annual bonus to certified math, science and special education teachers working in high poverty or academically failing public secondary schools. The study found that: (1) The bonus payment was sufficient to reduce mean turnover rates of the targeted teachers by 12 percent; (2) Responses to the program were concentrated among experienced teachers; and (3) In 2003-04, 17 percent of principals in schools with the program did not know their schools had ever been eligible and 13 percent of teachers receiving the program that year did not know they were eligible. Implications of the study indicate that: (1) Supplemental pay may be a promising approach to retaining teachers in hard to staff subjects and schools; and (2) Greater efforts must be made to promote such programs. A second study examined 272 hard-to-staff schools and found that: (1) Minority, disadvantaged, and academically struggling students are more likely to be in hard-to-staff schools and less likely to have experienced, effective teachers; (2) In 2000-01, in hard-to-staff schools, 71 percent of students performed at grade level on End of Grade or End of Course tests, compared with 80 percent of students in other schools; (3) In hard-to-staff schools, 62 percent of the students are ethnic minorities, compared to 39 percent of the students in other schools; (4) In hard-to-staff schools, 47 percent of students were eligible for free/reduced price lunch compared to 35 percent of those in other schools; (5) Forty-two percent of hard-to-staff schools are middle schools, while only 18 percent of other schools are middle schools; and (6) Teachers in hard-to-staff schools are less satisfied with every aspect of the school environment than their peers. These findings indicate that: (1) Addressing working conditions will be essential to reducing teacher turnover; and (2) Efforts to reduce teacher turnover should target conditions in hard-to-staff schools. A literature review of teacher retention, including both quantitative and qualitative studies found: (1) The issue of retaining teachers is one of retaining quality teachers who positively influence student learning, not just retaining all teachers; (2) Teachers who feel effective with their students are more likely to stay; (3) Teachers in collaborative, collegial environments are more likely to stay; (4) Increased pay is positively associated with retention; (5) Turnover is highest among high poverty, high minority schools; (6) Teachers entering the classroom through Alternative Certification Programs are more likely to leave the classroom; (7) Teachers teaching out-of-field and teaching courses requiring many different preps have lower job satisfaction; (8) Late hiring and lack of information in the hiring process can negatively influence retention; and (9) Poor facilities are associated with increased turnover. The review concludes that many factors contribute to increasing teacher retention, so single-pronged approaches will have much less chance of success. [This report was produced by SERVE Center at the University of North Carolina at Greensboro and the North Carolina Education Research Data Center at the Center for Child and Family Policy.].
Download or read book Induction written by Roberta Richin and published by Corwin Press. This book was released on 2003-03-14 with total page 176 pages. Available in PDF, EPUB and Kindle. Book excerpt: 'Induction' is designed to help administrators, teachers and education board members with all aspects of the recruitment and retention process. It contains many insights and lessons from teachers who found their professional experiences rewarding and who remained in the profession throughout their working lives.
Book Synopsis Opportunities and Challenges in Teacher Recruitment and Retention by : Carol R. Rinke
Download or read book Opportunities and Challenges in Teacher Recruitment and Retention written by Carol R. Rinke and published by IAP. This book was released on 2019-05-01 with total page 369 pages. Available in PDF, EPUB and Kindle. Book excerpt: Opportunities and Challenges in Teacher Recruitment and Retention serves as a comprehensive resource for understanding teachers’ careers across the professional lifespan. Grounded in the notion that teachers’ voices are essential for understanding teachers’ lives, this edited volume contains chapters that privilege the voices of teachers above all. Book sections look closely at the particular issues that arise when recruiting an effective, committed, and diverse workforce, as well as the challenges that arise once teachers are immersed in the classroom setting. Promising directions are also included for particularly high-need areas such as early childhood teachers, Black male teachers, STEM teachers, and urban teachers. The book concludes with a call for self-care in teachers’ lives. Chapter contributions come from a variety of contexts across the United States and around the world. However, regardless of context or methodology, these chapters point to the importance of valuing and respecting teachers’ lives and work. Moreover, they demonstrate that teacher recruitment and retention is a complex and multifaceted issue that cannot be addressed through simplistic policy changes. Rather, attending to and appreciating the web of influences on teachers lives and careers is the only way to support their work and the impact they have on our next generation of students.
Book Synopsis Ed467 038 - Recruiting Teachers for Hard-To-Staff Schools by : U. S. Department Of Education's Educatio
Download or read book Ed467 038 - Recruiting Teachers for Hard-To-Staff Schools written by U. S. Department Of Education's Educatio and published by BiblioGov. This book was released on 2013-09 with total page 22 pages. Available in PDF, EPUB and Kindle. Book excerpt: This report examines the difficulties schools encounter as they seek qualified teachers. The paper focuses on the southeastern portion of the United States, using North Carolina as a case study. Emerging teacher shortages in the state have put pressure on administrators to staff classrooms at all costs, weakening the case for high standards for teachers. The problem is particularly acute in hard-to-staff schools, which are typically located in the state's poorest districts. Although financial incentives are important in securing teachers for these classrooms, these schools also need strong leaders who involve teachers in key instructional decisions. Teachers in these schools require like-minded colleagues who are committed to teamwork; additionally, these teachers must have sufficient knowledge and skills to help students learn, and they must be willing to serve as leaders and mentors. Developing "local talent" can help place teachers in hard-to-staff schools, but school systems need to develop a comprehensive recruitment plan when trying to attract teachers. Part of this plan includes collecting and reporting data so that effective strategies can be identified. The paper provides specific recommendations for staffing schools. Some strategies that have been tried in 10 southeastern states are included. (Contains 20 references.).
Book Synopsis Exploring Teacher Recruitment and Retention by : Tanya Ovenden-Hope
Download or read book Exploring Teacher Recruitment and Retention written by Tanya Ovenden-Hope and published by Routledge. This book was released on 2020-10-01 with total page 185 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Book Synopsis Recruitment, Retention and the Minority Teacher Shortage. CPRE Research Report # RR-69 by : Richard M. Ingersoll
Download or read book Recruitment, Retention and the Minority Teacher Shortage. CPRE Research Report # RR-69 written by Richard M. Ingersoll and published by . This book was released on 2011 with total page 61 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examines and compares the recruitment and retention of minority and White elementary and secondary teachers and attempts to empirically ground the debate over minority teacher shortages. The data we analyze are from the National Center for Education Statistics' nationally representative Schools and Staffing Survey and its longitudinal supplement, the Teacher Follow-up Survey. Our data analyses show that a gap continues to persist between the percentage of minority students and the percentage of minority teachers in the U.S. school system. But this gap is not due to a failure to recruit new minority teachers. Over the past two decades, the number of minority teachers has almost doubled, outpacing growth in both the number of White teachers and the number of minority students. Minority teachers are also overwhelmingly employed in public schools serving high-poverty, high-minority and urban communities. Hence, the data suggest that widespread efforts over the past several decades to recruit more minority teachers and employ them in hard-to-staff and disadvantaged schools have been very successful. This increase in the proportion of teachers who are minority is remarkable because the data also show that over the past two decades, turnover rates among minority teachers have been significantly higher than among White teachers. Moreover, though schools' demographic characteristics appear to be highly important to minority teachers' initial employment decisions, this does not appear to be the case for their later decisions to stay or depart. Neither a school's poverty-level student enrollment, a school's minority student enrollment, a school's proportion of minority teachers, nor whether the school was in an urban or suburban community was consistently or significantly related to the likelihood that minority teachers would stay or depart, after controlling for other background factors. In contrast, organizational conditions in schools were strongly related to minority teacher departures. Indeed, once organizational conditions are held constant, there was no significant difference in the rates of minority and White teacher turnover. The schools in which minority teachers have disproportionately been employed have had, on average, less positive organizational conditions than the schools where White teachers are more likely to work, resulting in disproportionate losses of minority teachers. The organizational conditions most strongly related to minority teacher turnover were the level of collective faculty decision-making influence and the degree of individual classroom autonomy held by teachers; these factors were more significant than were salary, professional development or classroom resources. Schools allowing more autonomy for teachers in regard to classroom issues and schools with higher levels of faculty input into school-wide decisions had far lower levels of turnover. (Contains 6 figures, 10 tables and 7 endnotes.) [Funding for this paper was provided by the Center for Educational Research in the Interest of Underserved Students, University of California, Santa Cruz and the Sally Hewlett and the Flora Family Foundation.].
Book Synopsis Teacher Recruitment and Retention in a Rural School District by : John Haley Crawford
Download or read book Teacher Recruitment and Retention in a Rural School District written by John Haley Crawford and published by . This book was released on 1986 with total page 270 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Meeting the Challenge by : American Federation of Teachers, Washington, DC.
Download or read book Meeting the Challenge written by American Federation of Teachers, Washington, DC. and published by . This book was released on 2007 with total page 44 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teacher turnover is significantly higher in hard-to-staff schools, and it is costly. Not only are billions of dollars spent annually to recruit and train new teachers, but students who are denied the best education possible often enter the workforce at a disadvantage. The problem demands strategies that work. This report identifies examples and makes recommendations for policies and programs that have been proven effective: (1) Establishing and maintaining safe and orderly schools, including developing school safety plans and enforcing statewide discipline codes; (2) Targeting professional development to best address the needs of teachers and staff in challenging environments, like strong induction programs, teacher collaboration and effective learning opportunities; (3) Examining recruitment and hiring practices; and (4) Identifying and carrying out school district and state responsibilities, particularly in terms of funding for salaries, incentives and other school improvements. In addition to reviewing and, if necessary, revising selection procedures, including notifications policies and candidate screening, the report recommends improving recruitment through better marketing of the benefits of teaching in hard-to-staff schools. The following are appended: (1) AFT Resolution on Recruiting and Retaining Teachers in Hard-to-Staff Schools (approved by the Executive Council on May 16, 2007); and (2) Supportive Contract Language. (Contains 11 figures and 23 endnotes.).
Book Synopsis Rural Teacher Recruitment and Retention by : Carla McClure
Download or read book Rural Teacher Recruitment and Retention written by Carla McClure and published by . This book was released on 2004 with total page 46 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis A National Focus by : Misti M. Morgan
Download or read book A National Focus written by Misti M. Morgan and published by . This book was released on 2008 with total page 7 pages. Available in PDF, EPUB and Kindle. Book excerpt: A shortage of quality teachers in high-risk urban schools has compelled school leaders to examine innovative methods of recruiting and retaining new teachers to hard-to-staff campuses. Principals must work aggressively to attract new teachers to their campuses by forming university partnerships for early recruitment, and initiating on the job training for new recruits as early as the previous school year. Early immersion in the school environment is key to a smooth transition. Additionally, principals must allocate the necessary fiscal resources to the task of retaining new teachers, particularly in mentorship and professional development. Hard-to-staff campuses must invest in a full-time teacher mentor as well as retired teachers to provide intense mentorship and relevant professional training. Principals must also integrate other critical components to building teacher quality and commitment, such as on-site certification preparation, graduated retention bonuses, and most importantly, weekly formal and informal interactions between the principal and new teachers. The development of new teachers in hard-to-staff schools should be of the highest priority for principals, as stability is key to long-term school improvement. The commitment to this initiative must not only be evident in a principal's agenda and campus improvement goals, but the campus expenditures as well.
Book Synopsis Getting and Keeping New Teachers by : Bruce S. Cooper
Download or read book Getting and Keeping New Teachers written by Bruce S. Cooper and published by R&L Education. This book was released on 2009-11-16 with total page 111 pages. Available in PDF, EPUB and Kindle. Book excerpt: Retaining new teachers has never been easy and when the teachers are on the fast track in urban settings, turnover and retention are real problems. This book examines how schools can work to recruit, support, and somehow hold on to new teachers, many of whom have only limited formal preparation and experience in the classroom. Getting and Keeping New Teachers explores the orientation of new teachers, their lives in urban schools, and the key role of school leadership and strong collegiality, all of which combine in some cases to support and retain new teachers in important ways.
Book Synopsis Selecting, Recruiting, and Keeping Excellent Teachers by : Mary Steuteville-Brodinsky
Download or read book Selecting, Recruiting, and Keeping Excellent Teachers written by Mary Steuteville-Brodinsky and published by . This book was released on 1989 with total page 102 pages. Available in PDF, EPUB and Kindle. Book excerpt: Strategies for teacher selection, recruitment, and retention are summarized in this report, which is based on results of a national survey of trends, practices, and opinions of school administrators. Thirteen chapters are contained in three sections, which deal specifically with the teacher selection, recruitment, and retention processes. The first part on teacher selection provides information on the qualities of good teaching, traits for excellence, standards for teacher selection, and selection procedures and strategies. Part 2 on teacher recruitment describes locating areas of teacher supply, planning the recruitment effort, and improving recruitment strategies. Part 3 examines factors for teacher commitment and mobility, outlines strategies for keeping quality teachers, identifies factors for teacher retention, and discusses the role of salary schedules and incentives for growth. Examples of successful school district strategies are included at the end of each section. (LMI)
