How Districts and States Are Addressing Teacher Turnover

Autor/inn/en	Lachlan-Haché, Lisa; Kimmel, Lois; Krohn, Cheryl; Dolby, Dawn; Causey-Konaté, Tammie
Titel	How Districts and States Are Addressing Teacher Turnover
Quelle	In: Learning Professional, 44 (2023) 1, S.30-33 (5 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2476-194X
Schlagwörter	School Districts; Educational Policy; State Policy; Faculty Mobility; Teacher Shortage; Faculty Development; Beginning Teachers; Inclusion; Educational Environment; Social Emotional Learning; Teacher Leadership + Suchen Sie Ihr Suchwort? School district; Schulbezirk; Politics of education; Bildungspolitik; Lehrermangel; Junior teacher; Junglehrer; Inklusion; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Lehrerfunktionsstelle
Abstract	Current reports highlight the status of the teaching profession is at a 50-year low, noting sobering statistics about low teacher morale, the loss of professional prestige, lack of student interest to pursue teaching, and increased percentages of teachers thinking about leaving (Marken & Agrawal, 2022; Mission Square Research Institute, 2021; Steiner & Woo, 2021). Solutions often focus on recruiting more candidates into the profession. Although such approaches are important, another element critical to success doesn't get enough attention: retaining the teachers serving in classrooms now. While recruitment efforts focus on building the profession over the long term, retention efforts are essential for maintaining and improving the quality of teaching today. In this article, the authors focus on the developing, supporting, and retaining teachers quadrant of the talent development framework because it is most often overlooked yet vital. The talent development framework addresses multiple dimensions of teacher retention, including high-quality mentoring, differentiated staffing models, job-embedded professional learning, financial incentives, inclusive teaching environments, responsive working conditions, and strong leadership for healthy and supportive schools and advancing equity. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01