Skip to:

Do Half Of New Teachers Leave The Profession Within Five Years?

Comments

Book Excerpt (parent accountability) Battlegrounds: America's War in Education and Finance: A View From The Front Lines! Next, I wish to speak about the relationship between parents and teachers. In my humble opinion, in order for student achievement to function at the optimal level, parental involvement must take place! Students across America perform at their highest level when parents offer their encouragement, love and support for any and all educational activities that students of the modern world will encounter. Let me be clear: all parents must be involved in the educational careers of their children. I will state specific ways in which parents must be involved in order to ensure success: A) Parents should know how to support their children’s learning. In order to learn their children’s learning styles, parents must make school personnel partners instead of adversaries. B) Parents must ensure that the skills learned in a classroom setting are practiced and mastered in the home. C) Parents must ensure that all assignments and projects are completed. D) Parents must provide any and all educational materials that are necessary for the success of a child. Skills that are a requirement of the modern world aren’t going to just magically materialize. If parents do not take a personal stake in what is occurring educationally, how can parents expect to achieve results? The various publications that I have read in my career as an educator, have reiterated the belief that parent teacher communication is of the highest importance if children are going to succeed in the classroom. According to Moore, Kenneth D. (1995) (Classroom Teaching Skills) effective parent communication is essential to teaching and learning. Teachers often make parental contact at the beginning of the school year. I feel that parents in urban situations sabotage their child’s educational experience out of jealousy or just plain apathy. However, most parents are often too busy with daily responsibilities of work in addition to managing the needs of multiple siblings. Furthermore, some parents have a negative attitude toward education in general that interferes with the learning process. I admit that it is a burden for parents to consistently call teachers and inquire about the progress of their child when they have numerous priorities that require their attention. However, I must make this statement and place it in high emphasis: parents have had sexual intercourse which resulted in the creation of a life.

Stuart, All three of those issues are addressed in the post, and they all require longitudinal survey data (not administrative data, such as payrolls). The analyses of SASS/TFS data discussed in this post can account for #2 and #3. The first one, on the other hand, is theoretically impossible to rule out unless you have data that follow respondents over the course of their entire working life. The best one can do is assume that most returners do so within a certain time period after leaving. One year (e.g., SASS/TFS) is too short, but I think five years is a decent interval, and so the new NCES beginning teacher survey should largely do the trick on all three fronts. Unfortunately, we'll all have to wait three years, after the final wave. MD

I'd like to see a figure that convincingly took into account: 1) teachers who take time off (to have kids or to do whatever) and then return later; 2) teachers who transfer to another school, including in other districts or states; and 3) teachers who move into administrative jobs or some job that isn't technically a classroom teacher (literacy coach, etc.). All of those are things that we want teachers to be able to do, if they like.

<i>The analyses of SASS/TFS data discussed in this post can account for #2 and #3. </i> I'm especially interested in 3. If a teacher becomes a literacy coach, let's say, how is that treated? And what is the percentage of teacher attrition that is accounted for by teachers who move to any other job within the school system?

DISCLAIMER

This web site and the information contained herein are provided as a service to those who are interested in the work of the Albert Shanker Institute (ASI). ASI makes no warranties, either express or implied, concerning the information contained on or linked from shankerblog.org. The visitor uses the information provided herein at his/her own risk. ASI, its officers, board members, agents, and employees specifically disclaim any and all liability from damages which may result from the utilization of the information provided herein. The content in the Shanker Blog may not necessarily reflect the views or official policy positions of ASI or any related entity or organization.