The Quest to Retain Teachers: One School System s Story of Teacher Movement

1. The Quest to Retain Teachers: One School System�s Story of Teacher Movement Dr. Karen Smits

2. Introduction Nationally, approximately 15 percent of teachers either move or leave every year. 30-50 percent of teachers leave in their first 5 years, 16 percent do not make it through first year The teacher attrition rate appears to be increasing � especially those leaving the profession (up from 5.6% in 1988-89 to 8.4% in 2004-05) Attrition is worse in urban areas

3. Statement of the Problem High attrition rates contribute to: Reduced student achievement (new teachers, inexperienced, uncertified, unfamiliar with instructional programs and goals) Teacher shortages in some areas (math, science, special ed., uncertified teachers, unfilled positions) Organizational discontinuity (lack cohesive community, unfamiliar with policies, procedures, goals, strategies, programs, vision) Declining teacher morale (cause of lack of cohesive community)

4. Statement of the Problem (cont) Attrition is worse in urban areas which results in greater numbers of inexperienced or uncertified teachers in these areas Attrition requires the use of precious resources � time and money � and is very costly to systems. $8000 or more per new teacher. In Chicago almost $18,000 per teacher � in excess of $86 million in chicago each year$8000 or more per new teacher. In Chicago almost $18,000 per teacher � in excess of $86 million in chicago each year

5. The Study Qualitative case study examined the reasons teachers from one urban-suburban school system moved or left at the end of one school year. Attempted to gain insight into subjects� perceptions and perspectives Included the voices of teachers who made the decision to move or leave to gain greater understanding into the problem.

6. The Study Included two groups of teachers: movers and leavers Three questions Why teachers move or leave Why movers move and leavers leave What could be done to retain movers and leavers

7. The Study Exit Questionnaires Exit Interviews Semi-structured Interviews

8. The System Small system, high poverty, diverse population, high mobility rate, salary Retention policies � teacher induction, mentoring, signing bonuses for three years Strong student achievement Teacher attrition � 2005-06 15% moved or left; 2006-07 13.1% Lowest for one school 2.5% Highest 23% for one school Eight schools had rates between 12 & 16% Smaller system (8000 students, 11 schools), high poverty (75% F/R, all but one school Title), high minority (44 AA, 29 L, 20 W), high ESOL, high mobility (33-42% E, M, H), high salary (38 for bach, 44 master) Retention policies � teacher induction, mentoring, signing bonuses for three years Strong student achievement (AYP, graduation) Lowest for one school 2.5% Highest 23% for one school Eight schools had rates between 12 & 16%Smaller system (8000 students, 11 schools), high poverty (75% F/R, all but one school Title), high minority (44 AA, 29 L, 20 W), high ESOL, high mobility (33-42% E, M, H), high salary (38 for bach, 44 master) Retention policies � teacher induction, mentoring, signing bonuses for three years Strong student achievement (AYP, graduation) Lowest for one school 2.5% Highest 23% for one school Eight schools had rates between 12 & 16%

10. Administrative Support Administrative support - Some were positive about support received and this made it difficult for them to leave but for most it was a predominant factor in why they left. Administrative support is a complex term. It includes: administrator visibility, communication, climate, student discipline, time and workload

11. Administrator Visibility Participants who felt unsupported: rarely saw their administrators, reported a �closed-door� policy, stated that administrators were rarely in their classrooms. This left teachers feeling unimportant and unsupported by administration.

12. Communication Communication � to and from administrators, teacher voice, reprisal. Often received communication late Too great a reliance on email Many felt they could not express opinions or had no voice. Many reported about being reprimanded for speaking out. This often led to tension and to a poor climate.

13. Climate Poor climate was noted frequently by movers and leavers in all three types of data. Typically attributed to how administrators treated staff � frequent reprimands, negative talk. Poor climate had negative influence on movers and leavers mentally, emotionally, and physically.

14. Student Discipline Typically the concerns were not about how students behaved but how their misbehavior was handled by administrators. If not handled or handled poorly, teachers felt unsupported. This was often attributed to a poor school climate.

15. Time and Workload These were closely linked together and to administrative support. Two main areas: time for family, time for planning. Protected planning time was noted frequently. If teachers did not have this they believed that administrators did not respect teachers� time and felt they were not supported. Also a concern with classroom interruptions

16. New Opportunities Some teachers left to seek new opportunities: greater freedom to teach and opportunity for administrative position Small size of system attracted some teachers to the system but also contributed to attrition as teachers have fewer options and opportunities.

17. Non-Factors Salary School and Student Characteristics No Child Left Behind

18. Why Leavers Leave The reasons leavers left rather than moved to another system was a lack of hope that things would be better anywhere else. Typically leavers were in their first teaching experience (may have a number of years of experience) and believed the problems they endured were typical to the teaching profession. They did not believe it would be better in another school or system.

19. Increasing Teacher Retention Increased support from school administrators Improved teaching conditions: Time, Empowerment, Leadership, Professional Development, and Facilities & Resources Participants frequently mentioned teaching condition factors as reasons that would have kept them from leaving especially time, empowerment, and leadership.

20. Increasing Teacher Retention Collegiality - Participants spoke positively of relationships with staff and a few mentioned they would have left earlier if not for friends on staff. Collegiality was not enough to keep them long-term if not feeling supported by administrators. Mentors Teacher Advocates

21. What It All Means The school principal is one of the most persuasive factors in a teacher�s decision to move or leave. Lack of support by school administrator has an impact on time, workload, communication, school climate, student discipline � and teacher retention. Administrative support was more essential than support from colleagues, salary, and school and student characteristics.

22. What It All Means There was a strong link between administrative support and teachers� perceptions of working conditions. Negative first experiences tend to cause teachers to leave the profession rather than move. This creates a cycle as schools with poorer conditions have higher turnover-typically filled with new teachers who then leave creating another open position.

23. What It All Means There is a need to increase administrative support and improve working conditions if systems are going to decrease teacher attrition. Need to evaluate leadership training, supervision and evaluation. Need to assess teaching and learning conditions at individual schools.

24. If a doctor, lawyer, or dentist had 40 people in his office at one time, all of whom had different needs, and some of whom didn't want to be there and were causing trouble, and the doctor, lawyer, or dentist, without assistance, had to treat them all with professional excellence for nine months, then he might have some conception of the classroom teacher's job.� ~Donald D. Quinn