supporting and retaining the next generation of teachers susan moore johnson project on the next...
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Supporting and Retaining The Next Generation of Teachers
Susan Moore Johnson
Project on the Next Generation of Teachers
Harvard Graduate School of Education
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Generational Shift in the Teaching Force
2618
57
0
10
20
30
40
50
60
70
0-9 10-19 20+
1971
28
45
28
0
10
20
30
40
50
60
701986
0-9 10-19 20+
38
24
38
0
10
20
30
40
50
60
702001
0-9 10-19 20+
Source: National Education Association, Status of the American Public School Teacher, 2000-2001.
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RecruitmentAnd
HiringInduction Retention
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National Rates of Teacher Attrition
● 14% leave after 1 year
● 30% leave within 3 years
● 40%-50% leave within 5 years
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Finders and Keepers
Helping New Teachers Survive and Thrive in
Our SchoolsBy
“Knowledgeable, skilled and caring teachers represent our best hope for educating all our students well. Finders and Keepers, about real teachers in real schools, tells us how we can overcome impediments together, creating a more genuine profession for teachers and more learner-centered schools for all our students.”
--Adam Urbanski, president, Rochester Teachers Association and director, Teacher Union Reform Network
Susan Moore Johnson
and
The Project on the Next Generation of Teachers
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FederalState
District
School
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Two Generations of Teachers
Retiring First-career entrants
Traditionally prepared
Long-term commitment
New First-career and mid-
career entrants
Traditionally and alternatively prepared
Short-term and long-term commitment
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The Retiring Generation of Teachers
● Professional preferencesPrivacyAutonomyCareers focus on developing craft
● School characteristicsEgg-crate structureGeneric positionsUndifferentiated roles
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The New Generation of Teachers
● Professional preferencesWork in teamsVaried responsibilitiesExpanded influence
● School characteristicsTeam-basedDifferentiated roles
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Three Types ofProfessional Culture
● Veteran-oriented Professional Culture
● Novice-oriented Professional Culture
● Integrated Professional CultureAttention to new teachers’ novice statusOngoing exchange between experienced
teachers and novicesCollective responsibility for school, students,
and teachers
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The MA50 1 Year Later
New
Teachers in…
Still Teaching in Public School
Veteran-oriented cultures
75%
Novice-oriented cultures
83%
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The MA50 1 Year Later
New
Teachers in…
Still Teaching in Public School
Still Teaching in Same School
Veteran-oriented cultures
75% 57%
Novice-oriented cultures
83% 67%
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The MA50 1 Year Later
New
Teachers in…
Still Teaching in Public School
Still Teaching in Same School
Veteran-oriented cultures
75% 57%
Novice-oriented cultures
83% 67%
Integrated professional
cultures
88% 82%
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attract
support
retain
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Induction that works:
● Is deliberately school-based● Is integrated into the professional
life and practice of the school ● Begins with hiring
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Late Hiring
4-States n=486
Hired more than a month before school starts
38%
Hired during the month before school starts
29%
Hired after the school year has started
33%
Liu, 2004
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Induction that works:
● Is deliberately school-based● Is integrated into the professional life
and practice of the school ● Begins with hiring● Goes beyond one-to-one mentoring
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Mentor Mismatch (n=374)
Mentor teaches in
All New Teachers
3 States
New Teachers:
High-income Schools
New Teachers: Low-income
Schools
the same school
68% 82% 53%
the same grade level
44% 61% 28%
the same subject
48% 60% 40%
Kardos, 2004
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Limited Interactions with Mentors (n=374)
All New Teachers
3 States
High-income Schools
Low-income Schools
Three or more conversations about classroom instruction
56% 61% 47%
Kardos, 2004
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Induction that works:
● Is deliberately school-based● Is integrated into the professional life and
practice of the school ● Begins with hiring● Goes beyond one-to-one mentoring● Allows novices to observe good teaching in
many forms● Provides regular feedback on teaching
practice● Supports new teachers and provides varied
roles for experienced teachers in a career lattice or ladder
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Possible Roles in Career Lattice•Mentors
•Instructional Coaches
•Data Analysts
•Staff Developers
•Cluster Leaders
•Department Heads
•Consulting Teachers
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Supporting Teacher Leaders
• Define and explain new roles
• Formalize selection process
• Help broker relationships
• Provide supervision
• Promote a culture of respect for expertise and support for learning
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Two Possible Scenarios
● Schools that are staffed like summer camps, with repeated turnover and no professional capacity
● A differentiated career lattice that scaffolds the experience and expertise of teachers
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The Next Generation of Teachers
For more information, please visit
www.gse.harvard.edu/~ngt