Teacher Retention Analysis

According to the Maryland Teaching Staffing Report, the annual attrition percentage continues to decrease, going from 13.3 percent in 2010-2011 to 11.1 percent in 2012-2013 and 9.3 percent in 2013-2014. Although the total attrition percentage is improving, PGCPS continues to have the greatest percentage of attrition compared to neighboring districts as well as the greatest number of teachers that exit the district with less than one to five years of experience. These data confirm that teacher retention is a major problem that significantly impacts PGCPS. These data also support Ingersoll (2003) and Perda (2013) studies regarding the significant number of teachers that leave the profession within their first five years of teaching.

The survey for this study was designed to examine the reasons teachers leave the Bridgeport Public Schools. Two surveys will be examined, the exit survey from the district and the principals survey. Both surveys were administered via Google Forms. The principals survey was designed with fixed choices and open ended questions. This provided the research the opportunity to

As with the importance of selecting a highly qualified principal to help raise test scores and closing achievement gaps, the selection and support of staff is also critical. Gregory F. Branch, Eric A. Hanushek, and Steven G. Rivkin’s 2013 study “School Leaders Matter” examined the effectiveness of many principles’ leadership and the effect they had on student achievement ratings. “A primary channel through which principals can be expected to improve the quality of education is by raising the quality of teachers, either by improving the instruction provided by existing teachers or through teacher transitions that improve the caliber of the school’s workforce” (Branch, pg.4). A principal must be able to continually seek out professional development, to research best practices and new educational theories to support their staff and students. If principals are to close the achievement gap, they must be willing to inform and instruct their staff on new teaching strategies. Mr. Canada, from his TED talk, “Our failing schools. Enough is enough!”, states: “You go into a place that has failed kids for fifty years and say: ‘so what’s the plan?’ And they say: ‘Well, we are going to do what we did last year, this year’. What kind of business model is that?” (TED, 2013). The principal willing to venture into new, uncharted waters may succeed or fail, but at least they

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).

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 purpose of exploring this phenomenon of teachers leaving their profession early in their career is to determine why it is happening and how it can be prevented in the future.

After reading the article by Owen Phillips, I find that there are several things I can do as a special education director to support teacher retention. First, special education teachers under my leadership would have a voice. For instance, when the school board or higher officials decide that a new program or method of instruction is needed, our team will collaborate to create a course of action and timeline for these changes to be made. They would also have a voice in decision-making and discipline. Secondly, I would be available to my special education teachers as much as possible. I want them to feel supported and heard during their time under my leadership. I would send out anonymous surveys quarterly to my staff to find out how they

You are invited to participate in the qualitative research study of The Role of the Principal and Teacher Retention. The purpose of this study is to better understand teacher retention and teacher attrition among elementary school teachers in Prince George’s County Public Schools. In this study, I will attempt to understand what factors are “in play” that result in better rates of teacher retention – specifically, what, if anything are principals in those schools doing that seem to lead to higher rates of teacher retention. You are invited because your experiences and the school’s demographics are the fundamental building blocks of this study. In this study, you will be interviewed and/or observed. The data collected from you will be analyzed qualitatively and then provide insight into current use patterns and effectiveness. The findings will support the knowledgebase for future research on teacher retention. Your participation and contribution to this study is highly appreciated.

“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

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

One of the largest problems with education in the United States is teacher retention (McLaurin, Smith, & Smillie, 2009). Some remaining challenges in education is the loss of new teachers during their first years in the profession (Nelson, Duke, Hutchens, & Machell, 2014). Teacher preparation programs have been found to be significantly related to teacher quality (Katitia, 2015). Teacher quality is known as the primary force in student learning outcomes (Ring & West , 2015).

Public education in the United States is under constant criticism as a system that is failing the children of the country. One major factor that plays into the ineffectiveness of the U.S. public education system is the lack of consistency with teachers. Public education teachers tend to have a substantial turnover rate. According to Cochran-Smith et al. (2011), “The attrition of beginning teachers was a problem in the United States, in part because of his initially stunning finding that as many as 46% of new teachers left the profession within 5 years” (Cochran-Smith et al. 19). This volume of teachers leaving the field is dramatic and is especially damaging in science, technology, engineering,

It is hard for teachers to remain after a year at our Charter School because they are not trained properly for the specific task. Statistics state that the main reason for such a high retention

For the individual, increased educational attainment is closely linked with personal improvements in earning potential and a substantial reduction in unemployment probability (Kusmin, 2016). At the community level, educational opportunities increase economic stability, improve the retention of young families, and are closely linked to the livability of a community (Larsen, 2017). Teachers are an essential factor that dictates the school's culture (Supovitz & Turner 2000), and the extent of yearly student growth (McCaffery et al, 2003). By enhancing the teaching capacity of the district’s teachers and investing in new teachers, it should be possible to establish a significantly high-quality teaching staff, reduce challenges in finding suitable teachers, and change the culture of not only the school but also the community.

The process of keeping formerly qualified teachers instructing is stated to as retention. The loss of these teachers is called attrition (Dolan, A., 2008). Policies instituted by the administration at many schools influence attrition in different ways (Smith, M., 2012). Teachers