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September 2016
"A Coming Crisis in Education? Teacher Supply, Demand, and Shortages in the U. S."
By Leib Sutcher, Linda Darling-Hammond, and Desiree Carver-Thomas. Learning Policy Institute, Stanford University
The emerging teacher shortage is driven by four factors: 1) A decline in teacher preparation enrollment; 2) District efforts to return to pre-recession pupil-teacher ratios; 3) Increasing student enrollment: and 4) High teacher attrition. Click the link above to go to this article. Click the link below for additional articles on this topic.
https://learningpolicyinstitute.org/product/solving-teacher-shortage
August 2014 – August 2015
"Classroom Management"
By Harry and Rosemary Wong
Six articles on classroom management including advice to new and all teachers on how to organize a classroom so that it is consistent every day. The articles apply to all classrooms including classes with special needs students.
Article 1: http://www.scholastic.com/teachers/article/classroom-management-day-one
Article 2: http://www.scholastic.com/teachers/article/classroom-management-consistency-key
Article 3: http://www.scholastic.com/teachers/article/classroom-management-proceed-intent
Article 4: http://www.scholastic.com/teachers/article/classroom-management-plan-action.
Article 5: http://www.scholastic.com/teachers/article/classroom-management-special-needs-students
Article 6: http://www.scholastic.com/teachers/article/classroom-management-creating-stress-free-space
Fall, 2013
"The Changing Face of the Teaching Force: Greening and Six Other Trends
"
The Penn GSE Alumni Magazine, Richard Ingersoll, Lisa Merrill, and Daniel Stuckey
Seven large-scale trends are transforming the teacher force, including a teacher force that is simultaneously graying and greening, with high turnover, and yet they are the best and brightest teachers. Read the authors’ full report, including their methodology and conclusions, in “Seven Trends: The Transformation of the Teaching Force”
November 26, 2013
"Michigan classrooms loaded with rookie teachers who soon wash out"
By Ron French, Bridge Magazine
Nationally, 10 percent of teachers leave the profession in the first year. Between 30 and 40 percent leave within four years. Twenty years ago, the average experience for a U.S. teacher was 15 years. Teachers drop out at a higher rate than their students.
August 30, 2012
"More U.S. Teachers New On the Job"
By Greg Toppo, USA Today
Researchers at the University of Pennsylvania analyzed the most recent federal surveys and found that, in a bid to replace both retiring teachers and those who quit, schools are hiring large numbers of new teachers.
May, 2012
"Retaining Teachers: How Preparation Matters"
Educational Leadership, Richard Ingersoll, Lisa Merrill, and Henry May
Teachers who have received adequate preparation in pedagogical methods and skills—that is, how to teach—are far more likely to stay in teaching after their first year. Read the authors’ full report, including a focused study of math and science teachers, and their methodology and conclusions, in “What are the Effects of Teacher Education and Preparation on Beginning Teacher Attrition?
Spring, 2011
"Developing and Retaining Effective Teachers and Principals"
Texas Association of School Administrators
As schools struggle to raise student achievement while walking a budget tight rope, Drs. Harry and Rosemary Wong, remind us that the effectiveness of the teacher is the single most important variable in determining student achievement.
Dec 1, 2009
"Supporting Teacher Effectiveness: The View From Generation Y"
Learning Point Associates and Public Agenda
There is strong evidence of a confluence and constancy of teacher views that spans the generations. The six key findings described in this report all point to the fact supporting teacher effectiveness will likely have a profound impact on teacher retention.
Oct 21, 2009
"A Dropout's Guide to Education Reform"
By J. William Towne (2009)
Its a telling commentary about education reform that just about everyone has been given a forum to talk about th ways to address the country's appalling dropout rate except the sropouts themselves.
Used with permission, Education Week, October 21, 2009
Nov 3, 2008
"Does Mentoring Reduce Turnover and Improve Skills of New Employees?”
By Jonah Rockoff (2008), Columbia University
Despite the popularity of mentoring, little is known about its impact on employee turnover and skill acquisition. Nearly all published and unpublished evaluations of mentoring programs have used research methodologies that fall short of providing credible estimates of the causal impacts of mentoring. Over one million new teachers received mentoring between 1993 through 2003, but we know little about the magnitude of the benefits they have received or how the impact of mentoring varied across different types of programs.
Oct 17, 2007
"On
Their Own and Presumed Expert: New Teachers’ Experience with
Their Colleagues”
By Susan M. Kardos & Susan Moore Johnson (2007)
The data revealed that many novice teachers report that their work
is solitary, that they are expected to be prematurely expert and
independent, and that their fellow teachers do not share a sense
of collective responsibility for their school. In integrated
professional cultures, new teachers interact with experienced colleagues
in an ongoing way. Taken together, these findings reveal that
many new teachers work without the support of integrated professional
cultures.
Aug 2, 2007
"Pilot
Study: The Cost of Teacher Turnover in Five School Districts"
(2007)
National Commission on Teaching and America's Future
In 2007 NCTAF completed an 18-month study of the costs of teacher
turnover in five school districts – Chicago Public Schools
(Chicago, Illinois), Milwaukee Public Schools (Milwaukee, Wisconsin),
Granville County Schools (Granville, North Carolina), Jemez Valley
Public Schools (New Mexico), and Santa Rosa Public Schools (New
Mexico).
Aug 2, 2007
“Policy
Brief: The High Cost of Teacher Turnover”
(2007)
National Commission on Teaching and America's Future
The National Commission on Teaching and America’s Future (NCTAF)
estimates that the national cost of public school teacher turnover
could be over $7.3 billion a year. In addition to the nation
losing billions of dollars, the policy brief shows that this constant
churn drains resources, diminishes teaching quality, and undermines
our ability to close the student achievement gap. The policy
brief provides NCTAF's recommendations for controlling costs and
improving teaching quality.
Aug 2, 2007
“Induction
Into Learning Communities” (2005)
National Commission on Teaching and America's Future
This is NCTAF's policy paper on induction for new teachers.
The paper presents NCTAF's vision for new teacher induction into
strong schools that support a career of continuous professional
growth. The paper examines data on induction's impact on teacher
retention and emerging information on induction's effects on improving
student learning, and goes in-depth on models of strong mentoring
programs in the U.S. and comprehensive induction systems in other
countries.
Jul 20, 2007
"A
Possible Dream: Retaining California Teachers So All Students
Learn"
By Futernick, K., (2007) Center for Teacher Quality, California
State University, Sacramento.
One of the critical lessons learned from this study is that strong
professional relationships among teachers is a key contributor to
teacher retention. In a team-oriented school environment,
teachers are more effective and they find the work more satisfying.
What did surprise us was that collegial supports—the quality
of relationships among staff—mattered even more. And the one
factor that mattered the most to stayers was the opportunity they
had to participate in decision- making at the school.
May 18, 2007
"Getting
to Know: Dr. Harry K. Wong"
An interview by Christina Asquith, Diverse
A Miami teacher once told me that when he started teaching he was
given a “classroom management plan” that was really
a behavior plan. So he spent three years fighting student
behavior, until he heard me talk and learned that it is all about
how you run and structure a classroom.
Apr 19, 2007
"Hey, Ms.
A!"
By Jean Murphy, KDP Record, Winter 2007, Kappa Delta Pi, International
Honor Society in Education
This is not the same group of students Ms. A met eight weeks earlier
at the start of her student teaching assignment. They were
disrespectful, uncooperative, and often suspended from school for
unruly behaviors. This success story is about how Ms. A’s
commitment to working with an undisciplined class of third graders
enabled her to establish effective management strategies amidst
challenging circumstances.
Apr 12, 2007
“The Single Greatest Effect on Student Achievement Is the Effectiveness of the Teacher”
Paper presented at the North Carolina Principal’s Executive Program (March 2007)
Harry K. Wong
Here they come, the next generation of teachers. The teachers we hire today will become the teachers for the next generation. Their success will determine the success of an entire generation of students.
Apr 12, 2007
"Effective
Teachers Work in Teams"
The future of the arts depends on how we induct, not mentor, our
next generation of new teachers into the profession. This
is the Generation Y, born 1977 to 1986, with many already having
started their careers as teachers. They are socially adept
at working in groups or teams and are avid users of online social
networking...What we need to teach the Y-generation of teachers
is that the #1 problem in the classroom is not discipline; it is
the lack of procedures and routines–the lack of a plan that
organizes a classroom for academic success.
Apr 11, 2007
"Teachers:
The Next Generation"
Meet Generation Y, the millennials, a potential U.S. workforce of
as many as 40 million people born from 1977 to 1986 (U.S. Census
Bureau, 2001). Some of these individuals have elected to become
teachers, and although many have passed the five-year mark in their
careers, a new wave is just now entering the classroom.
- From ASCD Express 2(13), April 5, 2007. Used with Permission.
The Association for Supervision and Curriculum Development is a
worldwide community of educators advocating sound policies and sharing
best practices to achieve the success of each learner. To
learn more, visit ASCD at www.ascd.org.
Feb 28, 2007
"Why
We Still Need Public Schools"
From the early days of the nation, public education has played a
vital role in American democratic society. In addition to
preparing young people for productive work and fulfilling lives,
public education has also been expected to accomplish certain collective
missions aimed at promoting the common good.
Dec 7, 2006
"Addressing
Sources of Collateral Damage in Four Mentoring Programs"
This article examines the types of reoccurring problems that can
inhibit K-12 mentoring team relationships and intervention strategies
to remedy those problems. Results indicate the need for continuous
assessment of mentoring programs and mentoring team relationships,
financial commitment from the school district, a rigorous mentor
selection process, and providing in-service and workshop opportunities
for problem solving.
© Teachers College Record Volume 108, Number 7, July 2006,
pp. 1321-1338. Permission granted by author.
Sep 22, 2006
"The
New Teacher’s Guide to a Successful Year"
New Teacher Advocate, Fall 2006, Kappa Delta Pi, International Honor
Society in Education.
The hardest part about being a teacher is not teaching. It is managing
everything and everyone around you. Be organized and don’t
let the negativity of others consume you.
Sep 22, 2006
"Career
Changers in the Classroom"
New Teacher Advocate, Fall 2006, Kappa Delta Pi, International Honor
Society in Education.
One of the fastest growing demographics among new teachers is career
changers. If you are a career changer or have new colleagues who
are career changers, the following information and tips may help
you or your neighbor down the hall make a smooth transition to this
newly chosen profession.
Sep 19, 2006
“Review
of Research on the Impact of Beginning Teacher Induction on Teacher
Quality and Retention”
SRI International (2004)
Regardless of their scope or structure, induction programs share
a simple logic: because new teachers tend to be less effective and
are more likely to leave the profession than their more experienced
peers, targeted support should be provided to orient them to the
profession and to assist them to learn their craft. The goals
are to make new teachers more effective earlier in their careers
and to keep them in the profession.
July 20, 2006
"Learn
From the Masters"
Edutopia Magazine (July 2006)
There's little consensus about the best way to prepare teachers
for today's schools. Education reformers and academics continue
to punch and counterpunch as they circle the ring, trying to gain
the advantage in what has become one of education's most hotly contested
policy fights.
Mar 20, 2006
"20
Superstars of Education"
There is absolutely no reason why 50 percent of all new teachers
should be out of the profession within five years. School
districts have the responsibility to produce effective teachers
by implementing highly organized and comprehensive induction programs
that flow into life-long professional development programs.
When we teach our teachers well, then they will teach their students
well.
Feb 27, 2006
"In
Search of Legendary Teachers"
The School Administrator, January 2006, American Association of
School Administrators.
As a superintendent, I have set recruitment, selection and retention
of “legendary teachers” as my highest priority and have
put in place a road map to achieve this goal. To create a
vision for legendary teachers, we synthesized the research to construct
a profile of the teachers we want completing applications and knocking
down our human resources office door…The research linking
high student achievement with teachers who consistently demonstrate
these attributes is so compelling that we had this profile framed
and displayed in every district and school office.
Dec 14, 2005
"The
Struggles and Triumphs of a Novice Teacher"
By Jean Murphy, KDP Record, Summer 2005, Kappa Delta Pi, International
Honor Society in Education
"I came to know Ms. Young as a preservice teacher at Chicago
State University. She was a bright, intelligent student who demonstrated
a high level of skill and enthusiasm for the profession of teaching
[primary level] – so high that she was asked to address the
graduating body of student teachers with the notion that her ideals
would energize her peers."
Nov 10, 2005
“Do Teacher Induction and Mentoring Matter?
Richard M Ingersoll and Thomas M. Smith (March 2004)
This study focuses on different types and components of induction. The results indicate that beginning teachers who were provided with multiple supports were less likely to move to another school and less likely to leave the teaching occupation. Some observers have argued that the mere presence of a mentor is not enough.
Oct 25, 2005
“What
They Know That We Don’t Know: Peeping into the Corporate World”
Teacher Leaders Network, Laura Reasoner Jones, Entry #35 (2004-05)
Recently I have had little glimpses of corporate culture through
family members and I like what I saw. Now, this does not mean that
I feel schools should be run like businesses. But two specific pieces
of the corporate way of doing things have shown me that schools
have a long way to go in encouraging good professional development,
i.e., developing the professionals.
Oct 10, 2005
"Surviving
New Teacher Orientation"
New Teacher Advocate, 13(1), Fall 2005
Congratulations, you're past the biggest hurdle—being hired.
Your next challenge is new teacher orientation and all of its information
to digest. I know because, in the last five years, I've been a new
teacher in a new building four different times. As a veteran of
various new teacher orientations, I'd like to pass along a few tips
on getting the most out of these introductions to the profession.
Sep. 14, 2005
"Induction
Into Learning Communities"
NCTAF (August 2005)
If America is to meet the needs of 21st century learners, we must
move away from the norms that governed factory-era schools. The
most persistent norm that stands in the way of 21st century learning
is isolated teaching in stand-alone classrooms. Transforming schools
into 21st century learning communities means recognizing that teachers
must become members of a growing network of shared expertise.
Jun 16, 2005
“The Impact of Mentoring on Teacher Retention: What the Research Says”
Richard M. Ingersoll and Jeffrey M. Kralik (Spring 2004)
In recent years there has been a growth in support, guidance and orientation programs – collectively known as induction – for beginning elementary and secondary teachers during the transition into their first teaching jobs. While the particulars of such programs vary widely, they are generally intended to increase the confidence and effectiveness of new teachers, and thus to stem the high levels of attrition among beginning teachers, which estimates place as high as 40-50% within the first five years.
May 12, 2005
“What
Are the Effects of Induction and Mentoring on Beginning Teacher
Turnover?
Thomas M. Smith and Richard M. Ingersoll (Fall 2004)
In recent years there has been an increase in the number of programs
offering support, guidance, and orientation for beginning teachers
during the transition into their first teaching job. This study
examines whether such programs – collectively known as induction
– have a positive effect on the retention of beginning teachers.
Apr. 8, 2005
“New
Teacher Induction: The Foundation for Comprehensive, Coherent, and
Sustained Professional Development”
New teacher induction and mentoring: The state of the art and beyond.
Corwin (2005)
Induction is a comprehensive process of sustained training and support
for new teachers. The process of induction has been growing successfully
for the past twenty years, and this chapter provides an opportunity
to talk about where we are and where are we going with the training
and retaining of new teachers. Let's begin with some startling facts
on why new teachers fail.
Mar. 10, 2005
"How
Do the New Teachers Measure Up?"
The Christian Science Monitor (March 2005)
No longer your stereotypical schoolmarm, a schoolteacher today has
a profile markedly different from a generation ago. She - teachers
are still overwhelmingly female - is less likely to make teaching
a lifelong career. Having possibly worked in another field first,
she's a bit older than her counterpart 40 years ago. Chances are,
she's also more educated.
Feb. 25, 2005
"Schools
Out"
Edutopia Magazine (February 2005)
Nearly half of all new teachers leave the job within five years.
What's killing their spirit? How can we get them to stay?...What
I didn't know then was that I wouldn't make it. Less than
a year after facing my first classroom of 32 fidgeting tenth graders,
I walked away and never came back -- to that classroom or to teaching.
I became a statistic.
Jan 21, 2005
"What the World
Can Teach Us About New Teacher Induction"
Phi Delta Kappan (January 2005)
In the U.S., if new teachers receive any induction at all, it is
typically delivered by a single mentor and is not well structured.
The authors report on the much more systematic approaches
to induction that five other countries have adopted.
Sep 2, 2004
"Four
Ways to Support New Teachers"
NAESP Principal Magazine (September/October
2004)
“The additional demands associated with recruiting, hiring,
and mentoring new teachers are daunting for most principals. . .
. Principals can positively affect school climate and teacher morale—and
ultimately increase teacher retention—by incorporating an
invitational approach.”
July 28, 2004
"Their
Key to Survival: Each Other"
ASCD Classroom Leadership (June 2004)
“When teachers collaborate, they learn. Research supports
this assertion, as does the experiences of a group of young teachers
in the Liverpool (N.Y.) Central School District. In the fall of
2000, four first-year teachers created a collaborative teacher network
that sustained them through those critical first years in the classroom.”
July 16, 2004
"Tapping
the Potential: Retaining and Developing High-Quality New Teachers"
Alliance for Excellent Education (June 2004)
“There is growing consensus that the single most important
factor in determining student performance is the quality of the
teacher. Therefore, if the national goal of providing an equitable
education to children across this nation is to be met, it is critical
that efforts be concentrated on developing and retaining high-quality
teachers in every community and at every grade level.”
July 12, 2004
"Building
a Professional Teaching Corps in Boston"
Boston Plan for Excellence in the Public Schools (2004)
“In the fall of 2002, the Boston Public Schools (BPS) and
the Boston Plan for Excellence (BPE) received a four-year grant
from an anonymous donor to improve the support, induction, and retention
of new teachers in the BPS. . . . This project has provided unprecedented
information about new BPS teachers that sheds light on what’s
working and what’s not working to retain new teachers.”
May 4, 2004
"The Induction
Bridge: Linking Theory to Practice", and
"A Product of New Teacher Induction"
NYSAFLT Journal, (Winter 2004)
New teacher induction programs have become a significant issue in
education reform. The transition from preparing to teach to actual
teaching is an important process and a key component to teacher
retention.
Apr 22, 2004
"It's
All About Procedures"
New Teacher Advocate, 11(4), Summer 2004
Classroom management consists of the practices and procedures that
a teacher uses to maintain an optimum environment in which instruction
and learning can occur. Before her first day of school, Melissa,
a new teacher in Oklahoma, had a script with the first day of school
scripted.
Mar 31, 2004
"Producing
Educational Leaders through Induction Programs"
Kappa Delta Pi Record, Spring 2004
In districts with programs for new teacher induction and sustained
professional development, teachers are more likely to grow into
educational leaders.
Mar 30, 2004
"Induction
Programs That Keep New Teachers Teaching and Improving"
NASSP Bulletin, 88(638), March 2004
This article features schools and school districts with successful
induction programs, all easily replicable. Increasingly, research
confirms that teacher and teaching quality are the most powerful
predictors of student success. In short, principals ensure higher
student achievement by assuring better teaching. (For more information
concerning NASSP services and/or programs, please call (703) 860-0200,
or visit www.principals.org)
Mar 18, 2004
"Induction
Programs That Keep Working"
Keeping Good Teachers, Chapter 5 (2003)
“In elementary school, no one ever picked me. That rejection
and its resulting hurt stayed with me through life. So when I became
a teacher, I vowed never to allow my students to be rejected. But
how could I do that when rejection was the initial experience I
encountered on my very first day as a new teacher? . . .
Feb 4, 2004
"To
Jon, On His First Year of Teaching"
Education Week (February 4, 2004)
“Dear Jon, I just heard the good news that you were hired
as a 9th grade math teacher. Congratulations. As your uncle, . .
. I’ve put a little gift in this envelope that you may want
to use to buy start-up supplies for your classroom. I also wanted
to give you something less tangible but more valuable. I hesitate
to call it advice, so I’ll simply label it ‘experiences
from the trenches.’”
Nov 3, 2003
“Save
Millions – Train and Support New Teachers”
School Business Affairs (November 2003)
“Every year, teacher turnover costs Texas schools between
$329 million and $1.59 billion. New York City pays $186 million
annually to keep pace with teacher turnover. In 2000, the city school
board spent more than $8 million for a glossy Madison Avenue recruiting
campaign that drew 8,334 new teachers—1, 875 of whom quit
after the first year.”
May 28, 2003
"Collaborating
with Colleagues to Improve Student Learning"
www.enc.org (August 2003)
“Collaborating with colleagues to improve student learning
focuses on three major questions: 1. How do we improve student learning?
2. How do we improve teacher learning? 3. How and why is collaborating
with colleagues the best way for teachers to learn?”
Dec 18, 2002
"Supporting
New Teachers"
American School Board Journal (December 2002)
“Each year thousands of qualified teachers are recruited happily
into the profession, only to quit in frustration a year or two later.
. . . Despite the tremendous monetary and human costs, school districts
continue to discard teachers at alarming rates, only to rehire a
new round and lose them, too. Sadly, studies show it is often the
most effective and talented teachers who leave.”
Dec 12, 2002
"New-Teacher
Excellence: Retaining Our Best"
Alliance for Excellent Education (December 2002)
“America faces tremendous challenges as it seeks to reform
the nation’s educational system with the goal of leaving no
child behind. Few would argue that, while the challenge must be
addressed through a variety of strategies and approaches, one of
the most critical elements in achieving success in this endeavor
is the need to attract to and retain in our classrooms highly qualified
and effective teachers.”
Sept 15, 2002
"Play
for Keeps"
Principal Leadership (September 2002)
“A strong induction program helps teachers acclimate and continue
to learn and helps principals keep the teachers they hire. All in
all, it’s an investment that pays off for everyone—especially
students. . . . Leyden High School District in Franklin Park, IL,
has an attrition rate of only 4.4%--in the past three years, 86
of the 90 new teachers hired stayed in the district. Lafourche Parish
Public Schools, in Thibodaux, LA, lost 1 teacher out of the 46 new
teachers hired for the 2001--2002 school year.”
March 15, 2002
"Induction:
The Best Form of Professional Development"
Educational Leadership (March 2002)
“New teachers need more than mentors; they need induction
programs that acculturate them to the school and equip them for
the classroom. . . . The best way to support, develop, and cultivate
an attitude of lifelong learning in beginning teachers is through
a new teacher induction program focused on teacher training, support,
and retention.”
August 15, 2001
"Mentoring
Can't Do It All"
Education Week (August 8, 2001)
“The buzzword of the moment seems to be ‘mentoring.’
. . . No one is called simply a teacher. Yet, we dignify the teaching
profession when teachers teach other teachers. Novice teachers want
teachers—teachers they can watch teach in their rooms, teachers
who will give them activities and lesson plans, teachers who will
tell them what to do with those kids who challenge even the best
in the field.”

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