Thursday, January 30, 2020
Thursday, January 23, 2020
Spotlight Issue: Shared Belief of Achievement, Blog Post #1
By Eric Morgado M.A.Ed. B.A. BIS, HRM, Curriculum & Instruction | Ashford University San Deigo
Systems of Support For Learners
Explain in your own words why it is important to develop systems of support for learners when tackling change in education.
A support system is a foundation for our learners whether it is family, friends, school teachers, and school administration all of these rolls function together to assist the student to succeed in his /or her learning. “The critical mass of the staff drives a culture of universal achievement ” (Lopez, 2012, p.44) the critical mass consists of school personal that provides a System of support for its students.
Lopez (2012) continues to address ” The best thing about a good family is that you know you can depend on each other. Just as anyone of you would likely rush to the rescue of your brother or sister stuck on the side of the road, staff members can also embrace a similar loyalty as they work together” (p.44). this is the core of the support system and it is important for the faculty team (Members) to have the same vision in helping their students be productive and efficient in all disciplines.
Why it is Important?
Developing a system of support for learners is crucial because we as members are accountable for what and how we present the content to our family (i.e. our students) “we are in a business that can thrive only when our students achieve results. Accountability ensures that this takes place “(Lopez, 2012, p.44). Developing a system of support for learners is important overall as educators we believe that having support systems will improve the student’s learning experience and have the strategies that will promote a meaningful learning experience for their future.
Changes Cannot Happen In Organizations Without The Foundation Of a Culture Of Shared Beliefs.
Describe why changes cannot happen in organizations without the foundation of a culture of shared beliefs.
The foundation of a culture of shared beliefs is the heart of the changes. the school faculty (teachers, the principal, the superintendent, and the school district should have the same belief for every student to succeed and utilize the strategies to accomplish the vision. Teachers that share the same beliefs would offer solutions and begin to write a letter of action to their stat legislature so a permanent change of an issue like common core, or standardized testing be removed and phase-in in brain-based education that would produce results as an example.
When you believe in something with your whole heart, it changes your behavior.
According to Lopez, (2012), he explains that “When you believe in your students, it changes your actions as you respond to their needs. Because the concept of believing lacks a tangibility that you can touch and see, it’s crucial that you consistently practice your belief in ways that can be seen on a daily basis” (p.46). Beliving is powerful both negative and positive this is important for educators to understand because changes can only happen if you have a team that can face and deal with challenges and believes that anything is possible.
Share which belief seems the most approachable and easiest to personally embrace.
After reading the text, I find that all of the beliefs listed are approachable and easiest to personally embrace. For example:- Belief #1: Every student will be proficient or advanced in reading, writing, and math.
- Belief #2: The academic accomplishment of every student is an obsession.
- Belief #3: The school can neutralize many challenges that students bring to the classroom.
- Belief #4: Student achievement is the number one topic of conversation.
- Belief #5: A maverick spirit must lead the way.
- Belief #6: There are no excuses for poor effort.
Reference:
Lopez, D. (2013). No Excuses University: How six exceptional systems are revolutionizing our schools. Retrieved from https://content.ashford.edu
Spotlight Issue: Teacher Retention. Blog Post #2
Teacher Retention
Eric Morgado B.A. BIS, HRM, M.A.Ed. Curriculum & Instruction | Ashford University San Deigo
Next, According to the Handbook of Research on Field-Based Teachers (2019), defines teacher retention as the “Ability to reduce teacher mobility and provide more stable learning conditions in schools […] Teachers remaining in the field of education […] The rate at which new teachers remain in the profession” (para 1). For example, when students return to school this year, many will enter one of the more than 100,000 classrooms across the country staffed by an instructor who is not fully qualified to teach. This is because many districts, facing ongoing teacher shortages, are hiring underqualified candidates to fill vacancies. While shortages tend to draw attention to recruitment issues, this report finds that 90% of open teaching positions are created by teachers who leave the profession. Some are retiring, but about 2/3 of teachers leave for other reasons, mostly due to dissatisfactions with teaching” (Carver, Linda, Hammond 2017). The data suggests that the turnover cost is $2.2 billion yearly. This figure is stated by Schaffhauser (2017).
Nationally, schools lose between $1 billion and $2.2 billion in attrition costs each year through teachers moving or leaving the profession, according to new research from the Alliance for Excellent Education. Frequently, the shift occurs among teachers moving from poor to non-poor schools, from high-minority to low-minority schools and from urban to suburban schools” (para 1).
This has impacted my personal life and professional life first, in my personal life my children constantly have a different teacher every 6 months because the previous teacher moved on to another district to fill in because that teacher that was on cite quit. In my professional life, this is good for me because I am a beginning teacher that now has an opportunity to apply my skill set and make a difference despite the negative reputation this school or district has, I am here for the children and make them successful. This issue could influence my own career goals and job search opportunities by the turnover of the teachers. As I state before this gives me a chance as a beginning teacher to start on my career as a teacher. On the other hand, teacher retention is an important factor in determining a school’s learning environment. It states that it is difficult for school administrators to implement new policies, effect necessary changes or meet higher standards when the teaching workforce is in constant flux. Also, it states that low performing, high poverty urban schools are at a greater disadvantage because teacher retention in these schools tends to be lower than in higher-performing schools (McLaurin, Smith, Smillie, 2009).
The teacher retention issue is a compelling factor with educators universally “This revolving-door effect leaves the very schools that most need stability and continuity perpetually searching for new teachers to replace those who leave. When teachers leave their schools after only a few years, those schools incur substantial costs. Most importantly, students are likely to suffer” (Donaldson, & Johnson 2011, p. 48). So, students are being taught by a stream of first-year teachers who are, on average, less effective, have not received proper training than their more experienced colleges before them. This is a huge problem school loses funding, they forfeit their investment in formal and informal professional development. According to Phillips (2015), he points out the reason why teacher retention is a compelling issue. he states “the turnover is driven by school conditions […] One of the main factors is the issue of voice and having said, and being able to have input into the key decisions in the building that affect a teacher’s job. This is something that is a hallmark of professions. It’s something that teachers usually have very little of, but it does vary across schools and it’s very highly correlated with the decision whether to stay or leave” (para 10) this is one of the reasons we see a turnover of teachers.
Teachers have no voice because of the policies that are in place. Huminites High School Teacher Dwyer (2015) stated “what we think about teachers I would say on a national level it’s too much politics involved in public education there’s too much money tied to policies and ideas about what education should be in how education should happen and there’s not a lot of actual educators that conversation ( YouTube 01:48) I would have to agree with her. There is political enforcement connected to this situation.
A second reason this is a compelling issue is because of the lack of discipline and the on-going disrespect and misbehavior of the students. There is Data that suggests “the amount of student behavior and discipline problems varies dramatically between schools. And poverty is by no means the only, or main factor. And some schools do a far better job of dealing with it, coping with it and addressing it than other schools. And those schools that do a better job of coping with it have significantly better teacher retention” (Phillips 2015). The American Journal of Community Psychology states “Perpetrators of violence against teachers include not just students, but also administrators, parents, and colleagues. Administrators are key stakeholders when it comes to shaping school climate and safety that can reduce or increase the negative impact of violence against teachers” (p.502). this is a problem and would have to restructure with the collaboration of all members of the school, district and administrators.
What is most surprising and concerning to me specifically from the articles and video is that this problem exists universally from the school to employers alike. I can understand why I was laid off and put on the road so many times in my life. Perpetrators of violence against teachers include not just students, but also administrators, parents, and colleagues. Administrators are key stakeholders when it comes to shaping school climate and safety that can reduce or increase the negative impact of violence against teachers I now have a clearer understanding of the Teacher Retention crisis and can understand why teachers come and go or are put on the road -transfer to school to the next, and even move forward to another field of work. My concern is training the teachers to learn how to cope with violence and training the teachers how to teach effectively for all of the students and to be prepared not just thrown into the classroom and tell them good luck.
References:
AJ+. (2015, September 3). Teachers say what’s wrong with education in the U.S (Links to an external site.). Retrieved from https://www.youtube.com/watch?v=2qz7dysrSFw
All Students Thrive. (2016)
Teacher retention: A simple fix – All students thrive (Links to an external site.) [Blog post]. ]Retrieved from] http://www.allstudentsthrive.com/school-vision-all-students-thrive-using-simplexity/
Donaldson, M. L., & Johnson, S. M. (2011). Teach for America teachers: How long do they teach? Why do they leave? Phi Delta Kappan, 93(2), 47. https://doi-org.proxy-library.ashford.edu/10.1177/003172171109300211
McLaurin, Smith & Smillie (2009) Teacher Retention: Problems and Solutions. [Retrieved From], https://files.eric.ed.gov/fulltext/ED507446.pd
McMahon, S. D., Reaves, S., McConnell, E. A., Peist, E., Ruiz, L., Espelage, D., … Brown, V. (2017). The Ecology of Teachers’ Experiences with Violence and Lack of Administrative Support. American Journal of Community Psychology, 60(3/4), 502–515. https://doi-org.proxy-library.ashford.edu/10.1002/ajcp.12202
Schaffhauser, D. (2014). The problem isn’t teacher recruiting; its retention (Links to an external site.). Retrieved from https://thejournal.com/articles/2014/07/17/the-problem-isnt-teacher-recruiting-its-retention.aspx
Teacher Turnover: Why It Matters and What We Can Do About It. (2019). Learning Policy Institute. Retrieved from https://learningpolicyinstitute.org/product/teacher-turnover-report
Consider how teacher retention has or has not currently impacted your personal or professional life.
After reflecting on the compelling teacher retention issue. I am reminded of many instances where many of my friends have been affected and have been impacted on a personal level as well to the professional level. Teacher turnover, defined as “change in teachers from one year to the next in a particular school setting” (Sorenson & Ladd, 2018, p. 1), has been a persistent problem often described as a revolving door in the teaching profession (Ingersoll, 2003). Teacher turnover includes teachers who move to a different school (“movers”) and those who either leave the profession to retire or leave voluntarily prior to retirement (“leavers”) (Carver-Thomas & Darling-Hammond, 2019). Movers and leavers together represent the degree of “churn” in the teacher workforce (Atteberry, Loeb, & Wyckoff, 2017; Ingersoll et al., 2018) as quoted by Donley, Detrich, Keyworth, & States, (2019) in his Teacher Retention Overview article.Next, According to the Handbook of Research on Field-Based Teachers (2019), defines teacher retention as the “Ability to reduce teacher mobility and provide more stable learning conditions in schools […] Teachers remaining in the field of education […] The rate at which new teachers remain in the profession” (para 1). For example, when students return to school this year, many will enter one of the more than 100,000 classrooms across the country staffed by an instructor who is not fully qualified to teach. This is because many districts, facing ongoing teacher shortages, are hiring underqualified candidates to fill vacancies. While shortages tend to draw attention to recruitment issues, this report finds that 90% of open teaching positions are created by teachers who leave the profession. Some are retiring, but about 2/3 of teachers leave for other reasons, mostly due to dissatisfactions with teaching” (Carver, Linda, Hammond 2017). The data suggests that the turnover cost is $2.2 billion yearly. This figure is stated by Schaffhauser (2017).
Nationally, schools lose between $1 billion and $2.2 billion in attrition costs each year through teachers moving or leaving the profession, according to new research from the Alliance for Excellent Education. Frequently, the shift occurs among teachers moving from poor to non-poor schools, from high-minority to low-minority schools and from urban to suburban schools” (para 1).
This has impacted my personal life and professional life first, in my personal life my children constantly have a different teacher every 6 months because the previous teacher moved on to another district to fill in because that teacher that was on cite quit. In my professional life, this is good for me because I am a beginning teacher that now has an opportunity to apply my skill set and make a difference despite the negative reputation this school or district has, I am here for the children and make them successful. This issue could influence my own career goals and job search opportunities by the turnover of the teachers. As I state before this gives me a chance as a beginning teacher to start on my career as a teacher. On the other hand, teacher retention is an important factor in determining a school’s learning environment. It states that it is difficult for school administrators to implement new policies, effect necessary changes or meet higher standards when the teaching workforce is in constant flux. Also, it states that low performing, high poverty urban schools are at a greater disadvantage because teacher retention in these schools tends to be lower than in higher-performing schools (McLaurin, Smith, Smillie, 2009).
- Discuss the teacher retention issue, noting specifically why this is a compelling educational issue and the impact on student achievement.
A Compelling Educational Issue.
The teacher retention issue is a compelling factor with educators universally “This revolving-door effect leaves the very schools that most need stability and continuity perpetually searching for new teachers to replace those who leave. When teachers leave their schools after only a few years, those schools incur substantial costs. Most importantly, students are likely to suffer” (Donaldson, & Johnson 2011, p. 48). So, students are being taught by a stream of first-year teachers who are, on average, less effective, have not received proper training than their more experienced colleges before them. This is a huge problem school loses funding, they forfeit their investment in formal and informal professional development. According to Phillips (2015), he points out the reason why teacher retention is a compelling issue. he states “the turnover is driven by school conditions […] One of the main factors is the issue of voice and having said, and being able to have input into the key decisions in the building that affect a teacher’s job. This is something that is a hallmark of professions. It’s something that teachers usually have very little of, but it does vary across schools and it’s very highly correlated with the decision whether to stay or leave” (para 10) this is one of the reasons we see a turnover of teachers.
Teachers have no voice because of the policies that are in place. Huminites High School Teacher Dwyer (2015) stated “what we think about teachers I would say on a national level it’s too much politics involved in public education there’s too much money tied to policies and ideas about what education should be in how education should happen and there’s not a lot of actual educators that conversation ( YouTube 01:48) I would have to agree with her. There is political enforcement connected to this situation.
Student Misbehavior And Discipline.
A second reason this is a compelling issue is because of the lack of discipline and the on-going disrespect and misbehavior of the students. There is Data that suggests “the amount of student behavior and discipline problems varies dramatically between schools. And poverty is by no means the only, or main factor. And some schools do a far better job of dealing with it, coping with it and addressing it than other schools. And those schools that do a better job of coping with it have significantly better teacher retention” (Phillips 2015). The American Journal of Community Psychology states “Perpetrators of violence against teachers include not just students, but also administrators, parents, and colleagues. Administrators are key stakeholders when it comes to shaping school climate and safety that can reduce or increase the negative impact of violence against teachers” (p.502). this is a problem and would have to restructure with the collaboration of all members of the school, district and administrators.
The most surprising or concerning issues to you specifically from the articles and video and why.
What is most surprising and concerning to me specifically from the articles and video is that this problem exists universally from the school to employers alike. I can understand why I was laid off and put on the road so many times in my life. Perpetrators of violence against teachers include not just students, but also administrators, parents, and colleagues. Administrators are key stakeholders when it comes to shaping school climate and safety that can reduce or increase the negative impact of violence against teachers I now have a clearer understanding of the Teacher Retention crisis and can understand why teachers come and go or are put on the road -transfer to school to the next, and even move forward to another field of work. My concern is training the teachers to learn how to cope with violence and training the teachers how to teach effectively for all of the students and to be prepared not just thrown into the classroom and tell them good luck.
My Proposal for a potential solution for the teacher retention crisis, supported by research.
There are potential solutions for the teacher retention crisis that is supported by the data and research. First according to All students thrive (2016) they state. Today’s turnaround principals are trained to prioritize the building of systems to account for the constant changes in personnel. The current reality suggests it is far easier to implement sustainable systems than retain good teachers […] creating a school learning environment, where professional development, evaluation, and salary are all aligned to action research projects. Teachers working in cohorts identify school challenges, use relevant data, strategize and implement solutions to benefit the school” (para 12). I believe that collaboration is the key and brain-based education is the function to help solve this problem. “Education codes and district union agreements may already have some of the languages in place to implement the changes: The teacher projects are solving real issues at the school, using best action research practices. The teachers are able to apply these practices in their own classrooms. The role of school leadership is facilitator, mentor, and coach for the teacher through the action research project” (All students thrive 2016, para 11). All educators should share the same desire for their students to succeed and achieve their goals, however, as educators, we all need to collaborate so we can cope and succeed as teachers as we teach our students to be productive citizens.References:
AJ+. (2015, September 3). Teachers say what’s wrong with education in the U.S (Links to an external site.). Retrieved from https://www.youtube.com/watch?v=2qz7dysrSFw
All Students Thrive. (2016)
Teacher retention: A simple fix – All students thrive (Links to an external site.) [Blog post]. ]Retrieved from] http://www.allstudentsthrive.com/school-vision-all-students-thrive-using-simplexity/
Donaldson, M. L., & Johnson, S. M. (2011). Teach for America teachers: How long do they teach? Why do they leave? Phi Delta Kappan, 93(2), 47. https://doi-org.proxy-library.ashford.edu/10.1177/003172171109300211
McLaurin, Smith & Smillie (2009) Teacher Retention: Problems and Solutions. [Retrieved From], https://files.eric.ed.gov/fulltext/ED507446.pd
McMahon, S. D., Reaves, S., McConnell, E. A., Peist, E., Ruiz, L., Espelage, D., … Brown, V. (2017). The Ecology of Teachers’ Experiences with Violence and Lack of Administrative Support. American Journal of Community Psychology, 60(3/4), 502–515. https://doi-org.proxy-library.ashford.edu/10.1002/ajcp.12202
Schaffhauser, D. (2014). The problem isn’t teacher recruiting; its retention (Links to an external site.). Retrieved from https://thejournal.com/articles/2014/07/17/the-problem-isnt-teacher-recruiting-its-retention.aspx
Teacher Turnover: Why It Matters and What We Can Do About It. (2019). Learning Policy Institute. Retrieved from https://learningpolicyinstitute.org/product/teacher-turnover-report
What is Teacher Retention | IGI Global . (2019). Igi-global.com. [Retrieved From] https://www.igi-global.com/dictionary/increasing-teacher-efficacy-through-rural-partnerships/33607
Compelling Issue: Teacher Retention Blog #3
By Eric Morgado B.A. BISS, HRM, M.A.Ed. Curriculum & Instruction | Ashford University San Diego CA.
Teachers are micromanaged by Common Core. Nancy Bailey, in her article Why Teachers Quit and What Administrators Would Do if They Wanted to Keep Them, points out “Common Core State Standards are micromanaged standards everyone must follow. Teachers are usually proud of their creativity and ideas, but CCSS gives them little breathing room.
It’s also common knowledge that when teachers don’t participate in developing such standards, they do not feel vested in what they do. Teachers have left out of the development of CCSS and a lot of teachers see problems in the standards” (para 2). Another point offered by Bailey (2014) to why teachers leave to go elsewhere is from “Jumping on board the latest trends without teachers […] When test agendas continually change, becoming ever more complicated, or new programs and protocol are added, without teaching preparation, it is startling to both teachers and students” (para 8). This trend is a constant year-round with teachers. The students are affected by this factor. Teaching for most of us is about helping children learn through meaningful experiences and a healthy classroom environment where this is engaging with the learners, not through a systematic criterion that keeps the teacher and the student in a box where no one can utilize their learning potential.
One gets the feeling today’s education reformers want credentialed teachers to quit, otherwise, they would include them in the decision-making.
So, why does teacher retention matter for us educators? Why should we discuss this wicked problem? Well, because the retention issue is equated with the downsizing of today’s teachers in schools universally, which will severally impact student learning and student success. I call this environmental prejudice. I have pointed out in a previous blog, this issue affects the students in low-income and urban school districts, where “ low performing, high poverty urban schools are at a greater disadvantage because teacher retention in these schools tends to be lower than in higher-performing schools” as I quote (Smith, Smillie, 2009, para 2) To support the educational success of all students across the United States, we must find a solution to this wicked problem. One solution would be to retrain educators the same way some logistics companies train their employees like amazon.
As outlined by Gonsor (2016) The teacher shortage in the school district that includes Las Vegas is perhaps one of the worst in the country, mirroring a nationwide pattern in which students in high-poverty and high-minority areas experience the greatest teacher shortages. At the beginning of last school year, the district reported 900 vacancies, according to Mike Gentry, the district’s chief recruitment officer. In the summer leading up to this school year, the district had 700 unfilled teacher jobs. So, the state and district are trying some creative—and highly controversial—strategies to draw teachers into the county’s rapidly diversifying and increasingly needy schools (para 4). This is why both Superintendents were removed for their positions. It one thing to be creative and try to fix the retention problem however, when a school district putting up a temporary fix on the problem that will not wash. I believe that qualified teachers should be able to teach all subjects. Hiring unskilled educators will only cause the problem to multiply. The students fail because the school districts hire untrained and non-experience personal in the classroom. The student is highjacked with his learning experience.
How can a teacher effectively teach any subject and meet state provision laws if they have no degree or certification in that area of study? The teacher is not the blame themselves there are following orders from the department of education that ordered the direction. The teachers, educators are following the process. These dedicated professionals are hired then leave after a year or three and sometimes fired. This cycle continues, however, there are other methods to tackle this problem. In the meantime, teachers continue to leave every year to go to another district and leaves the position open for someone else to fill the position to leave the next three years or a year because of the problem that still exits. A loop that never stops. Teachers that unqualified teaching students that will fail. We need to collaborate and design solutions and propose it to the department of education.
References:
Bailey, Nancy (2014), Why Teachers Quit and What Administrators Would Do if They Wanted to Keep Them, [Retrieved From] https://nancyebailey.com/2014/05/12/why-teachers-quit-and-what-administrators-would-do-if-they-wanted-to-keep-them/
Gonser, S. (2016). Why Las Vegas Is Recruiting Uncertified Teachers. The Atlantic. [Retrieved From] https://www.theatlantic.com/education/archive/2016/11/are-uncertified-teachers-better-than-substitutes/509099/
McLaurin, Smith & Smillie (2009) Teacher Retention: Problems and Solutions. [Retrieved From], https://files.eric.ed.gov/fulltext/ED507446.pd
Major Challenges Facing Public Schools in the United States. (2014). Public Schools. Retrieved 24 December 2019, from http://www.publicschools.org/major-challenges-facing-public-schools-united-states/
Sorensen, L. C., & Ladd, H. F. (2018). The hidden costs of teacher turnover. Working Paper No. 203-0918-1. Washington, DC: National Center for Analysis of Longitudinal Data in Education Research (CALDER). Retrieved from https://caldercenter.org/publications/hidden-costs-teacher-turnover
Walker, Tim (2015), Want to Reduce the Teacher Shortage? Treat Teachers Like Professionals, [Retrieved From] http://neatoday.org/2015/08/26/want-to-reduce-the-teacher-shortage-treat-teachers-like-professionls/
Image JPEG [Retrieved From] https://www.azquotes.com/quote/581489
Part #1: Compelling Educational Issue & Rationale
Teacher turnover, defined as “change in teachers from one year to the next in a particular school setting” (Sorenson & Ladd, 2018, p. 1), has been a persistent problem often described as a revolving door in the teaching profession (Ingersoll, 2003). According to the Handbook of Research on Field-Based Teachers (2019), defines teacher retention as the “Ability to reduce teacher mobility and provide more stable learning conditions in schools […] Teachers remaining in the field of education […] The rate at which new teachers remain in the profession” (para 1). Dissatisfaction can be driven by many factors, including salary, but the most concerning issue is the lack of autonomy for teachers; “teachers are micromanaged” (Ingersoll, as cited in Walker, 2015, para. 4). In a recent article put out by publicschools.org (2014) they point out “The public educational system undoubtedly needs a lot of improvement. Stakeholders must identify the problems confronting public schools in the country. For instance, the National Center for Education Statistics research says that roughly 19 percent of public-school students are not able to finish high school. More than 70 percent are not qualified to enroll for a college degree. In short, public education seems to be declining compared to other developed nations” (para 5). One issue that seems to hit home is microimaging abuse or practices that take a toll on teachers from the common core curriculum.Teachers are micromanaged by Common Core. Nancy Bailey, in her article Why Teachers Quit and What Administrators Would Do if They Wanted to Keep Them, points out “Common Core State Standards are micromanaged standards everyone must follow. Teachers are usually proud of their creativity and ideas, but CCSS gives them little breathing room.
It’s also common knowledge that when teachers don’t participate in developing such standards, they do not feel vested in what they do. Teachers have left out of the development of CCSS and a lot of teachers see problems in the standards” (para 2). Another point offered by Bailey (2014) to why teachers leave to go elsewhere is from “Jumping on board the latest trends without teachers […] When test agendas continually change, becoming ever more complicated, or new programs and protocol are added, without teaching preparation, it is startling to both teachers and students” (para 8). This trend is a constant year-round with teachers. The students are affected by this factor. Teaching for most of us is about helping children learn through meaningful experiences and a healthy classroom environment where this is engaging with the learners, not through a systematic criterion that keeps the teacher and the student in a box where no one can utilize their learning potential.
One gets the feeling today’s education reformers want credentialed teachers to quit, otherwise, they would include them in the decision-making.
So, why does teacher retention matter for us educators? Why should we discuss this wicked problem? Well, because the retention issue is equated with the downsizing of today’s teachers in schools universally, which will severally impact student learning and student success. I call this environmental prejudice. I have pointed out in a previous blog, this issue affects the students in low-income and urban school districts, where “ low performing, high poverty urban schools are at a greater disadvantage because teacher retention in these schools tends to be lower than in higher-performing schools” as I quote (Smith, Smillie, 2009, para 2) To support the educational success of all students across the United States, we must find a solution to this wicked problem. One solution would be to retrain educators the same way some logistics companies train their employees like amazon.
Image retrieved from http://neatoday.org/2018/09/05/unqualified-teachers-in-public-schools/
Part #2: Impact Statement
A lack of teacher retention, teacher shortages, has become a huge and terrifying problem within schools’ districts across the United States, affecting teachers, students, and the communities. For example, in the state of Nevada, the issue of lack of teachers has caused a problem with the students in that they are being taught by unqualified teachers that do not have a license to teach. In a report from the Atlantic, Sarah Gonsor argues that “Nevada Governor Brian Sandoval issued an emergency teacher-hiring regulation allowing school districts to issue provisional licenses to teachers who otherwise would not qualify to teach in Nevada schools. The regulation immediately raised concern that hundreds of subpar teachers would fill the vacancies” (para 5) While it has become an epidemic, the shortages of teachers impact students in low-income, urban school districts.As outlined by Gonsor (2016) The teacher shortage in the school district that includes Las Vegas is perhaps one of the worst in the country, mirroring a nationwide pattern in which students in high-poverty and high-minority areas experience the greatest teacher shortages. At the beginning of last school year, the district reported 900 vacancies, according to Mike Gentry, the district’s chief recruitment officer. In the summer leading up to this school year, the district had 700 unfilled teacher jobs. So, the state and district are trying some creative—and highly controversial—strategies to draw teachers into the county’s rapidly diversifying and increasingly needy schools (para 4). This is why both Superintendents were removed for their positions. It one thing to be creative and try to fix the retention problem however, when a school district putting up a temporary fix on the problem that will not wash. I believe that qualified teachers should be able to teach all subjects. Hiring unskilled educators will only cause the problem to multiply. The students fail because the school districts hire untrained and non-experience personal in the classroom. The student is highjacked with his learning experience.
How can a teacher effectively teach any subject and meet state provision laws if they have no degree or certification in that area of study? The teacher is not the blame themselves there are following orders from the department of education that ordered the direction. The teachers, educators are following the process. These dedicated professionals are hired then leave after a year or three and sometimes fired. This cycle continues, however, there are other methods to tackle this problem. In the meantime, teachers continue to leave every year to go to another district and leaves the position open for someone else to fill the position to leave the next three years or a year because of the problem that still exits. A loop that never stops. Teachers that unqualified teaching students that will fail. We need to collaborate and design solutions and propose it to the department of education.
References:
Bailey, Nancy (2014), Why Teachers Quit and What Administrators Would Do if They Wanted to Keep Them, [Retrieved From] https://nancyebailey.com/2014/05/12/why-teachers-quit-and-what-administrators-would-do-if-they-wanted-to-keep-them/
Gonser, S. (2016). Why Las Vegas Is Recruiting Uncertified Teachers. The Atlantic. [Retrieved From] https://www.theatlantic.com/education/archive/2016/11/are-uncertified-teachers-better-than-substitutes/509099/
McLaurin, Smith & Smillie (2009) Teacher Retention: Problems and Solutions. [Retrieved From], https://files.eric.ed.gov/fulltext/ED507446.pd
Major Challenges Facing Public Schools in the United States. (2014). Public Schools. Retrieved 24 December 2019, from http://www.publicschools.org/major-challenges-facing-public-schools-united-states/
Sorensen, L. C., & Ladd, H. F. (2018). The hidden costs of teacher turnover. Working Paper No. 203-0918-1. Washington, DC: National Center for Analysis of Longitudinal Data in Education Research (CALDER). Retrieved from https://caldercenter.org/publications/hidden-costs-teacher-turnover
Walker, Tim (2015), Want to Reduce the Teacher Shortage? Treat Teachers Like Professionals, [Retrieved From] http://neatoday.org/2015/08/26/want-to-reduce-the-teacher-shortage-treat-teachers-like-professionls/
Compelling Issue Blog Post #4, Teacher Retention, it's Background and Perspectives
By Eric Morgado M.A.Ed. B.A. BIS, HRM Curriculum & Instruction | Ashford University San Deigo
By Eric Morgado B.A. BIS, HRM, M.A.Ed, Curriculum & Instruction | Ashford Univesity San Deigo CA.
January 8, 2020
Contemporary Educational Issues, Trends and Challenges.
Teacher Retention | Hiring Unqualified Teachers In Our Schools-The Drawback of Teacher Retention
By Eric Morgado B.A. BIS, HRM, M.A.Ed, Curriculum & Instruction | Ashford Univesity San Deigo CA.
January 8, 2020
Background it's (Historical Context)
How this issue has emerged over time.
Figure 1 the latest data from the National Center for Education Statistics
Teacher Retention is one of many contemporary educational issues, trends, and challenges that we have today. Teacher retention is one of the greatest challenges for urban and low-income districts across the United States according to All Students Thrive (2016). In a recent article by Educational Leadership Program School of Education, the University of North Carolina at Chapel Hill pointed out that since the 1970s and early 1980s, research shows teacher attrition to be a problem. ( Croasmun, Hampton, et al). there is other research that shows how this issue has emerged over time. Recent research on teacher attrition According to the 1987-1988 Schools and Staffing Survey and 1988-1989 Teacher Follow-up Survey, the attrition rate for the teaching profession was 5.6% in the public schools and 12.7% in private schools. The rate at which public school teachers left general education changed insignificantly depending on the field of study. This issue has emerged over time and has impacted the administrators, veteran teachers, parents, students, and staff.
Teacher Retention has many issues within itself, for example, Teacher Retention is responsible for teachers who are unqualified to fill positions that certified teachers once held because of salaries, level of education, marital status, beginning teachers, Many forces drive the issue of teacher attrition.
According to an article put out by the Learning Policy Institute (2017) stated “Alternatively certified teachers are 25% more likely to leave their school. Other key influences on turnover include a lack of administrative support, working in districts with lower salaries, dissatisfactions with testing and accountability pressures, lack of opportunities for advancement, and dissatisfaction with working conditions. (para 5). Teacher Retention is a problem that has many perspectives and potions held by administrators, teachers, and staff.
Perspectives, Varying perspectives on Teacher Retention
There are many perspectives and positions on Teacher Retention. According to Teresa Holt Cowan of the Graduate School of Western Carolina University Historically, teacher attrition has been a concern in education. Grissmer and Kirby (1997) described an increase in the demand for teachers during the 1960s-1970s due to the enrollment of baby boomers into school. This resulted in a 25% student enrollment increase within the decade. Higher birth rates continued to impact teacher demand throughout the next decade (Gonzalez, 1995).
During the 1970s1980s, as the baby-boomers made their way through schools, the need for teachers declined because enrollment rates declined. Similar findings by Miller and Sidebottom cited an oversupply of teacher graduates in the early 1970s and then a steady decline from 1966-1981. (Cowan 2010, p.26).
The perspective that Teachers’ preparation experiences and pathways into teaching are also related to attrition behavior. On average, teachers from early-entry routes (such as Teach for America and the New York City Teaching Fellows) are more likely to leave than teachers from more traditional routes (Boyd et al. 2006), as quoted by (Boyd, Grossman, et al, 2009). the most controversial perspective is the issue of hiring an unqualified teacher.
Positions on Teacher Retention – Unqualified Teacher Certifications
According to a recent report by By Emma García and Elaine Weiss (2019) It’s hard to determine exactly how the exit of credentialed teachers affects the qualifications of the teacher labor force overall and in high- and low-poverty schools because of the qualifications of the overall teacher pool also depend on the qualifications of the teachers coming into the workforce and into these schools. But as Ladd and Sorensen (2018) find, “all schools experiencing periods of high turnover are more likely to hire not-fully-licensed teachers,” and “schools serving large proportions of low-income student are much more likely to do so. there was an article in the Guardian that points out the trend More schools hiring unqualified teachers ‘to save money’. “A Department for Education spokeswoman said independent schools, academies, and free schools could hire “brilliant people who did not have Qualified Teacher Status”.(para 8) however, just recently at the beginning of this year 2020, Renee Gugel (2020) professor of the MACI degree Program of Curriculum & Instruction at Ashford University confirmed that the state of Illinois just changed all their laws to make it away for teachers to get differences endorsements and certifications so they will stay and try something else or another role within the district so they would not have to leave the profession. (R.Gugel personal communication January 8, 2020). I believe that the Teacher Retention is the crisis that can be solved if more school districts and the Department of Education follows the example of the state of Illinois and can work together to remedy this problem and this solution would impact everyone in a positive outcome.
Reference:
All Students Thrive. (2016, January 31). Teacher retention: A simple fix – All students thrive (Links to an external site.) [Blog post]. Retrieved from http://www.allstudentsthrive.com/improving-teacher-retention-all-students-thrive/
BOYD Donald J (2009 ) The Influence of School Administrators on Teacher Retention Decisions [Retrived From] https://www.urban.org/sites/default/files/publication/33386/1001287-The-Influence-of-School-Administrators-on-Teacher-Retention-Decisions.PDF
Cowan, H. Teresa (2010) TEACHER PERSPECTIVES ON FACTORS THAT AFFECT
TEACHER ATTRITION AND RETENTION IN RURAL MIDDLE SCHOOLS OF NORTH CAROLINA [Retrieved From] https://libres.uncg.edu/ir/wcu/f/Cowan201
Croasmun, Janice et al (2020) Where did all the teachers go? Horizon.unc.edu. [Retrieved From] http://horizon.unc.edu/projects/issues/paper
Gugel, Rene (2020) Illinois changed their laws on Teacher retention [Retrieved From] https://ericmorgado.edublogs.org/wp-admin/post.php?post=55&action=edit
LEARNING POLICY INSTITUTE Teacher Turnover: Why It Matters and What We Can Do About It. [Retrieved from] https://learningpolicyinstitute.org/product/teacher-turnover-report?gclid=CjwKCAiAmNbwBRBOEiwAqcww
Shepherd, J. (2013). More schools hiring unqualified teachers ‘to save money’. the Guardian. [Retrieved From] https://www.theguardian.com/education/2013/mar/31/schools-hiring-unqualified-teachers-money
The Perfect Storm in the Teacher Labor Market; series. (2020). Economic Policy Institute. [Retrieved from] https://www.epi.org/publication/u-s-schools-struggle-to-hire-and-retain-teachers-the-second-report-in-the-perfect-storm-in-the-teacher-labor-market-series/
Compelling Issue: Teacher Retention, It's Solutions. Blog Post #5.
By Eric Morgado B.A. BIS, HRM, M.A.Ed. Curriculum &Instruction | Ashford University San Deigo CA.
Today in our education system there are many problems known as "Wicked Problems". it is critical to understand that many of the “wicked problems in education cannot be solved, but they can be tamed” (Camillus, 2008, p.1). we must continue to find solutions to remedy our states Teacher Retention problem within our educational system. I will propose two potential approaches that might be beneficial to the department of education. An article put out by the Learning Policy Institute (2016) points out "Recurrent teacher shortages are a function of both declines in entrants to teaching and high rates of teacher turnover, especially in low-income schools. This turnover is costly and undermines student achievement and school improvement efforts" (para 1). It is critical to improving the educational opportunities for all students, especially those students attending the most disadvantaged schools in low-income areas. One huge factor in teacher retention in our state is while teachers are entering the field many of the educators are not certified. In a recent data report by the LPI (2016), it is outlined as follows:
Figure 1
Based on research, I have identified 3 high-leverage policies and strategies for federal, state, and district officials to consider in order to ensure that teachers lead, rather than leave the education profession. The first approach is to strengthen Teacher Preparation in the Teaching Profession. The first thing educational leaders and policymakers can do to reduce the teacher retention rate is to improve and strengthen teacher preparation programs. The K-12 Teachers Alliance, int their article suggests "The strongest influence on students in the classroom is the teacher that is standing in front of them. So creating teacher preparation programs that can help to recruit individuals and provide financial support as prospective teachers prepare to become effective educators will help to keep teachers in the field. Policymakers can strengthen these programs by partnering with schools and programs to identify and develop talented candidates. These individuals can then work as paid apprentices to expert teachers while learning their craft"(para 4).
A second proposal to assist the teacher retention problem in our school system is to Expand Teacher Mentoring Programs. Gayle Furlow in her Article "All-New Teachers Need Mentoring Programs" Furlow discusses the need for mentoring teaching programs. she states "New teachers rely on onsite training for classroom success. If they do not receive strong support and continued growth during the steep learning curve in their first 2 years, they are twice as likely to abandon their career. Mentoring programs train new teachers in a systematic and sequential approach to learn how to provide effective instruction to their deserving students" (para 1). Furlow outline specific points to reinforce the need for Teacher Mentor Programs she adds:
The most important solution I believe would remedy the problem of the shortages of our teachers is the Improvement Administrative Support And Working Conditions. It begins at the top of the chain of command. In my experience in the education system, I have heard countless complainants about how the Administration needs to be restructured by employees from my school district. In an article from Janelle Cox (2019), she suggests "
"Investing in high-quality principals who work together with teachers is one way to reduce the teacher turnover rate. Another suggestion is to offer effective principal preparation programs that help new principals to learn how to work with their staff.
Surveying teachers to assess the quality of their working conditions is another way to find out if teachers are satisfied with their job. These surveys will help to improve conditions so that educators are able to teach in a comfortable work environment" (para 7).
I believe that these are the most important solutions that I would propose to the department of education that would help in the ongoing trend of teacher retention /or turnover.
References:
Furlow, Gayle (2019) ALL-NEW TEACHERS NEED MENTORING PROGRAMS | TeacherReady. TeacherReady. [Retrieved From] https://www.teacherready.org/new-teachers-mentoring-programs/
Today in our education system there are many problems known as "Wicked Problems". it is critical to understand that many of the “wicked problems in education cannot be solved, but they can be tamed” (Camillus, 2008, p.1). we must continue to find solutions to remedy our states Teacher Retention problem within our educational system. I will propose two potential approaches that might be beneficial to the department of education. An article put out by the Learning Policy Institute (2016) points out "Recurrent teacher shortages are a function of both declines in entrants to teaching and high rates of teacher turnover, especially in low-income schools. This turnover is costly and undermines student achievement and school improvement efforts" (para 1). It is critical to improving the educational opportunities for all students, especially those students attending the most disadvantaged schools in low-income areas. One huge factor in teacher retention in our state is while teachers are entering the field many of the educators are not certified. In a recent data report by the LPI (2016), it is outlined as follows:
Figure 1
| State | Year | Minimum Number of Teachers Not Fully Certified for Their Teaching Assignments | Unfilled Vacancies | Total Number2 of Teachers in the State (2014–15 CCD)3 | Data Description | Source |
|---|
| Nevada | 2015–16 | 560 | —— | 21,656 | In 2015–16, 560 teachers were not appropriately certified for the subject area they were teaching. This count may underestimate teacher shortages because the state does not report data on other actions taken by districts to mitigate shortages (e.g., canceling courses, hiring substitute teachers, and increasing class sizes). | Nevada report card |
(Learning Policy Institute 2016)
Potential Approaches Or Solutions
Solution 1.
Based on research, I have identified 3 high-leverage policies and strategies for federal, state, and district officials to consider in order to ensure that teachers lead, rather than leave the education profession. The first approach is to strengthen Teacher Preparation in the Teaching Profession. The first thing educational leaders and policymakers can do to reduce the teacher retention rate is to improve and strengthen teacher preparation programs. The K-12 Teachers Alliance, int their article suggests "The strongest influence on students in the classroom is the teacher that is standing in front of them. So creating teacher preparation programs that can help to recruit individuals and provide financial support as prospective teachers prepare to become effective educators will help to keep teachers in the field. Policymakers can strengthen these programs by partnering with schools and programs to identify and develop talented candidates. These individuals can then work as paid apprentices to expert teachers while learning their craft"(para 4).
Solution 2.
A second proposal to assist the teacher retention problem in our school system is to Expand Teacher Mentoring Programs. Gayle Furlow in her Article "All-New Teachers Need Mentoring Programs" Furlow discusses the need for mentoring teaching programs. she states "New teachers rely on onsite training for classroom success. If they do not receive strong support and continued growth during the steep learning curve in their first 2 years, they are twice as likely to abandon their career. Mentoring programs train new teachers in a systematic and sequential approach to learn how to provide effective instruction to their deserving students" (para 1). Furlow outline specific points to reinforce the need for Teacher Mentor Programs she adds:
WHY SHOULD SCHOOLS OFFER NEW TEACHER MENTORING PROGRAMS?
- To improve the retention of new teachers
- To improve student achievement
- To increase the effectiveness of new teachers
- To reduce district recruiting costs
- To increase collaboration and teamwork among the faculty
- To expand teacher leadership opportunities
Solution 3.
The most important solution I believe would remedy the problem of the shortages of our teachers is the Improvement Administrative Support And Working Conditions. It begins at the top of the chain of command. In my experience in the education system, I have heard countless complainants about how the Administration needs to be restructured by employees from my school district. In an article from Janelle Cox (2019), she suggests "
"Investing in high-quality principals who work together with teachers is one way to reduce the teacher turnover rate. Another suggestion is to offer effective principal preparation programs that help new principals to learn how to work with their staff.
Surveying teachers to assess the quality of their working conditions is another way to find out if teachers are satisfied with their job. These surveys will help to improve conditions so that educators are able to teach in a comfortable work environment" (para 7).
I believe that these are the most important solutions that I would propose to the department of education that would help in the ongoing trend of teacher retention /or turnover.
The Potential Approach or Solution May Impact Student Achievement
These approaches will impact the educational system soundly. for example, if it took the ability of the educators and the policymakers to get the turnover to become a crisis, the educators and policymakers can also get together and find solutions by brainstorming and implement these solutions to cut down the turnover rate and take care of the teachers and it students. we have to work at it one day at a time.
References:
Camillus John's (2008) Strategy as a Wicked Problem. Harvard Business Review. [Retrieved from] https://hbr.org/2008/05/strategy-as-a-wicked-problem
Cox, Janelle (2020) How to Reduce Turnover in the Teaching Profession. TeachHUB. [Retrieved From] https://www.teachhub.com/how-reduce-turnover-teaching-professionFurlow, Gayle (2019) ALL-NEW TEACHERS NEED MENTORING PROGRAMS | TeacherReady. TeacherReady. [Retrieved From] https://www.teacherready.org/new-teachers-mentoring-programs/
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