Retaining Good Teachers in Urban Schools. ERIC/CUE Digest, Number 77.

Autor/in	Ascher, Carol
Institution	ERIC Clearinghouse on Urban Education, New York, NY.
Titel	Retaining Good Teachers in Urban Schools. ERIC/CUE Digest, Number 77.
Quelle	(1991), (4 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Reihe	ERIC Publications; ERIC Digests in Full Text
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISSN	0889-8049
Schlagwörter	Bureaucracy; Class Size; Elementary School Teachers; Elementary Secondary Education; Faculty Mobility; Inner City; Master Teachers; Participative Decision Making; Professional Continuing Education; Secondary School Teachers; Teacher Persistence; Teacher Role; Teaching Conditions; Team Teaching; Urban Problems; Urban Schools + Suchen Sie Ihr Suchwort? Bürokratie; Klassengröße; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Berufsfeldbezogener Unterricht; Weiterbildung; Lehrerrolle; Lehrbedingungen; Unterrichtsbedingungen; Teamteaching; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	Senior, high quality teachers can be retained in inner city schools despite limited resources and difficult conditions. Compared to teachers in suburban and rural school districts, teachers in urban systems often have lower salaries, work under greater bureaucratic constraints, teach more students per day, and lack basic materials. Good, supportive working conditions can significantly mitigate such drawbacks. The following measures can serve to create an attractive working environment for urban school teachers: (1) improving the management of existing resources and involving teachers in decisions made at the school level; (2) working for smaller class sizes, which benefits students as well as teachers; (3) rewarding good teaching with opportunities and incentives to remain in the classroom (such as master teacher recognition within the school that allows experienced teachers power, prestige, and money while students and new teachers can continue to benefit from the master teachers' expertise); (4) minimizing bureaucracy and empowering teachers through greater knowledge about their field, their professional community, and educational policy; (5) breaking down teacher isolation through team teaching and joint planning; and (6) helping teachers to try out new teaching methods and generate new ideas for a sense of continual professional learning. Since the effectiveness of urban schools is largely dependent upon quality teachers, efforts to retain them should be a high priority. Included are nine references. (JB)
Anmerkungen	ERIC Clearinghouse on Urban Education, Teachers College, Box 40, Columbia University, New York, NY 10027 (free).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC