A National Focus: The Recruitment, Retention, and Development of Quality Teachers in Hard-to-Staff Schools

Autor/inn/en	Morgan, Misti M.; Kritsonis, William Allan
Titel	A National Focus: The Recruitment, Retention, and Development of Quality Teachers in Hard-to-Staff Schools
Quelle	5 (2008) 1, (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Urban Schools; Teacher Effectiveness; Faculty Development; Teaching Conditions; Teacher Persistence; Teacher Recruitment; Principals; Administrator Role; Teacher Administrator Relationship; Partnerships in Education; Beginning Teachers; Mentors; Beginning Teacher Induction; Resource Allocation; Teacher Competencies; Teacher Collaboration; Disadvantaged Schools; Teacher Shortage + Suchen Sie Ihr Suchwort? Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrbedingungen; Unterrichtsbedingungen; Lehrerrekrutierung; Principal; Schulleiter; Hochschulpartnerschaft; Junior teacher; Junglehrer; Ressourcenallokation; Lehrkunst; Lehrerkooperation; Lehrermangel
Abstract	A shortage of quality teachers in high-risk urban schools has compelled school leaders to examine innovative methods of recruiting and retaining new teachers to hard-to-staff campuses. Principals must work aggressively to attract new teachers to their campuses by forming university partnerships for early recruitment, and initiating on the job training for new recruits as early as the previous school year. Early immersion in the school environment is key to a smooth transition. Additionally, principals must allocate the necessary fiscal resources to the task of retaining new teachers, particularly in mentorship and professional development. Hard-to-staff campuses must invest in a full-time teacher mentor as well as retired teachers to provide intense mentorship and relevant professional training. Principals must also integrate other critical components to building teacher quality and commitment, such as on-site certification preparation, graduated retention bonuses, and most importantly, weekly formal and informal interactions between the principal and new teachers. The development of new teachers in hard-to-staff schools should be of the highest priority for principals, as stability is key to long-term school improvement. The commitment to this initiative must not only be evident in a principal's agenda and campus improvement goals, but the campus expenditures as well. (Author).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10