This document discusses strategies for recruiting, retaining, and developing quality teachers in hard-to-staff schools. It recommends that principals (1) form partnerships with universities for early recruitment of teachers, (2) hire full-time teacher mentors and use retired teachers for mentoring, and (3) provide incentives like retention bonuses to keep teachers long-term. The development of new teachers is critical for school improvement in hard-to-staff environments.
Support for educators and trainers Bucharest 2014private practice
Teacher induction, defined as inservice support for beginning teachers, is separate from preservice preparation and ideally serves as a bridge linking preservice and inservice education. Common objectives of teacher induction include teacher development, socialization into the profession, assessment of teaching effectiveness, and support in refining practic. Although programs vary between schools and context, they typically include a variety of activities such as orientation, classroom support, workshops, collaboration with colleagues, and mentoring (Ingersoll & Strong, 2011).
Teachers often struggle when inducted to the profession without a sufficient transitional period that allows them to practice their teaching skills prior to undertaking the responsibilities the job requires (Ganser, 2002). As a result, first year teachers are, on average, less effective than their more experienced colleagues (Rockoff, 2008). In analysis of data from the Schools and Staffing Survey (SASS) and the Teacher Follow-up Survey, Ingersoll and Merrill (2010) concluded that the majority of teachers are either beginners or nearing retirement. More than a quarter of teachers are in their first five years of teaching. Thus, the teacher force is on the verge of being expanded, replaced, and re-made (Ingersoll & Merrill, 2010).
Plenary: Group Report Part 1
Teacher working Conditions and Motivation (at School Level)
Presentation to 9th International Policy Dialogue Forum
5-7 December 2016 Siem Reap, Cambodia
Support for educators and trainers Bucharest 2014private practice
Teacher induction, defined as inservice support for beginning teachers, is separate from preservice preparation and ideally serves as a bridge linking preservice and inservice education. Common objectives of teacher induction include teacher development, socialization into the profession, assessment of teaching effectiveness, and support in refining practic. Although programs vary between schools and context, they typically include a variety of activities such as orientation, classroom support, workshops, collaboration with colleagues, and mentoring (Ingersoll & Strong, 2011).
Teachers often struggle when inducted to the profession without a sufficient transitional period that allows them to practice their teaching skills prior to undertaking the responsibilities the job requires (Ganser, 2002). As a result, first year teachers are, on average, less effective than their more experienced colleagues (Rockoff, 2008). In analysis of data from the Schools and Staffing Survey (SASS) and the Teacher Follow-up Survey, Ingersoll and Merrill (2010) concluded that the majority of teachers are either beginners or nearing retirement. More than a quarter of teachers are in their first five years of teaching. Thus, the teacher force is on the verge of being expanded, replaced, and re-made (Ingersoll & Merrill, 2010).
Plenary: Group Report Part 1
Teacher working Conditions and Motivation (at School Level)
Presentation to 9th International Policy Dialogue Forum
5-7 December 2016 Siem Reap, Cambodia
Issue related to teacher motivation, working conditions in urban and rural areasJagrati Mehra
This ppt contains definition of teacher motivation, types of teacher motivation, issues related to teacher motivation, teacher absenteeism, working condition in both urban and rural areas and Maslow's Hierarchy of needs.
Plenary: Group Report Part
Teacher Motivation and Education Governance
Presentation to 9th International Policy Dialogue Forum
5-7 December 2016 Siem Reap, Cambodia
Education is the key that unlocks opportunities in every human being’s life as it creates a non-imitable resource. It is universally believed that the only inheritance one can leave for their off springs is education. This throws to the limelight, the main driver behind this
crucial resource: the teacher. The background of the study highlights the declining trend in teacher retention and consequently a shrinking teacher workforce particularly in
secondary schools. The objectives of the study were: to explain the background of teacher turnover, establish teacher turnover rate in a period of 1-10 years in Nyeri County,
identify major push and pull factors in the teaching profession in Nyeri County and recommend strategies that can be used to retain teachers in Nyeri County. Literature
reviewed brought to fore certain characteristics associated with recruitment. The study is based on Hertzberg’s two factor theory which distinguishes the hygiene factors as the most crucial in teacher motivation as opposed to motivational factors. The study findings highlight a myriad of pull and push factors impacting teacher turnover chief among them as teachers’ teachers’ pay, with other underlying factors like job dissatisfaction, work environment, reward system, work overloads, resource provision, professional training
and development and promotions. The study recommends that teacher motivational sessions be organized, teacher facilitation be effected and rewarding, recognition of teacher effort and formulation of attractive teacher retention policies by the government.
Building Performance and Global Excellence in Independent and International S...Fiona McVitie
Operating within an increasingly competitive international education landscape, institutions and schools are striving to deliver greater value and better quality education as a priority. Private and international schools need to develop a culture of deliberate, targeted and intentional school improvement to ensure continuous and sustainable progress is made. Dr Phil Cummins will share effective techniques and tips on managing and lifting performance for your school. This practical and interactive session will cover:
• Defining performance: Context, concepts, frameworks, processes
• Understanding individual performance: Appraisal, evaluation, feedback, goal-setting
• Building individual and team performance: Coaching for success
• Building whole school performance: Managing organisational change and learning
'Developing the profession: approaches in Wales, Northern Ireland and Ireland...GTC Scotland
'Developing the profession: approaches in Wales, Northern Ireland and Ireland.' The General Teaching Council for Wales, The General Teaching Council for Northern Ireland and the Teaching Council of Ireland, Workshop 10, GTC Scotland National Education Conference, 28 May 2009.
This workshop will present perspectives by leading practitioners from the General Teaching Councils for Wales, Ireland and Northern Ireland in relation to the professional development of teachers. Key areas of discussion will include: the work of GTC Wales in establishing a Professional Development Framework for teachers in Wales; the respective roles of the nationally funded Support Services and the Teaching Council in respect of teachers' CPD in Ireland; teaching in Northern Ireland as an evidence based profession within professional communities of practice.
Issue related to teacher motivation, working conditions in urban and rural areasJagrati Mehra
This ppt contains definition of teacher motivation, types of teacher motivation, issues related to teacher motivation, teacher absenteeism, working condition in both urban and rural areas and Maslow's Hierarchy of needs.
Plenary: Group Report Part
Teacher Motivation and Education Governance
Presentation to 9th International Policy Dialogue Forum
5-7 December 2016 Siem Reap, Cambodia
Education is the key that unlocks opportunities in every human being’s life as it creates a non-imitable resource. It is universally believed that the only inheritance one can leave for their off springs is education. This throws to the limelight, the main driver behind this
crucial resource: the teacher. The background of the study highlights the declining trend in teacher retention and consequently a shrinking teacher workforce particularly in
secondary schools. The objectives of the study were: to explain the background of teacher turnover, establish teacher turnover rate in a period of 1-10 years in Nyeri County,
identify major push and pull factors in the teaching profession in Nyeri County and recommend strategies that can be used to retain teachers in Nyeri County. Literature
reviewed brought to fore certain characteristics associated with recruitment. The study is based on Hertzberg’s two factor theory which distinguishes the hygiene factors as the most crucial in teacher motivation as opposed to motivational factors. The study findings highlight a myriad of pull and push factors impacting teacher turnover chief among them as teachers’ teachers’ pay, with other underlying factors like job dissatisfaction, work environment, reward system, work overloads, resource provision, professional training
and development and promotions. The study recommends that teacher motivational sessions be organized, teacher facilitation be effected and rewarding, recognition of teacher effort and formulation of attractive teacher retention policies by the government.
Building Performance and Global Excellence in Independent and International S...Fiona McVitie
Operating within an increasingly competitive international education landscape, institutions and schools are striving to deliver greater value and better quality education as a priority. Private and international schools need to develop a culture of deliberate, targeted and intentional school improvement to ensure continuous and sustainable progress is made. Dr Phil Cummins will share effective techniques and tips on managing and lifting performance for your school. This practical and interactive session will cover:
• Defining performance: Context, concepts, frameworks, processes
• Understanding individual performance: Appraisal, evaluation, feedback, goal-setting
• Building individual and team performance: Coaching for success
• Building whole school performance: Managing organisational change and learning
'Developing the profession: approaches in Wales, Northern Ireland and Ireland...GTC Scotland
'Developing the profession: approaches in Wales, Northern Ireland and Ireland.' The General Teaching Council for Wales, The General Teaching Council for Northern Ireland and the Teaching Council of Ireland, Workshop 10, GTC Scotland National Education Conference, 28 May 2009.
This workshop will present perspectives by leading practitioners from the General Teaching Councils for Wales, Ireland and Northern Ireland in relation to the professional development of teachers. Key areas of discussion will include: the work of GTC Wales in establishing a Professional Development Framework for teachers in Wales; the respective roles of the nationally funded Support Services and the Teaching Council in respect of teachers' CPD in Ireland; teaching in Northern Ireland as an evidence based profession within professional communities of practice.
Dr. Fred C. Lunenburg - measurement and assessment in schools schooling v1 n1...William Kritsonis
Dr. Fred C. Lunenburg, www.nationalforum, NATIONAL FORUM JOURNALS, Houston, Texas, Dr. William Allan Kritsonis, Editor-in-Chief,
www.nationalforum.com
National Refereed Journals
Dr. Elaine L. Wilmore, Passing the Principal TExES Exam 068William Kritsonis
Dr. Elaine L. Wilmore, Passing the Principal TExES Exam 068 - Notes taken by Dr. William Allan Kritsonis at February 4th 2012 workshop at PVAMU/The Texas A&M University System
Dr. William Allan Kritsonis - Honored by Texas Chapter of the National Associ...William Kritsonis
Dr. William Allan Kritsonis - Honored by Texas Chapter of the National Association of Multicultural Education, 2012
Dr. William Allan Kritsonis - Honored by Texas Chapter of the National Association of Multicultural Education, 2012
Dr. David E. Herrington, PhD Dissertation Chair for CHENG-CHIEH LAI, PVAMU/Th...William Kritsonis
Dr. David E. Herrington, PhD Dissertation Chair for CHENG-CHIEH LAI, PVAMU/The Texas A&M University System, 2008. Committee Members: Dr. William Allan Kritsonis, Dr. Camille Gibson, Dr. Tyrone Tanner, Dr. Pamela T. Barber Freeman
SOCIAL CONTEXT OF EDUCATION, University of Ljubljana, Faculty of Arts, Article by Dr. William Allan Kritsonis
Edited by DAMIJAN STEFANC & BOZENA HARASIMOWICZ,
Ljubljana, 2009
Educational Background
Dr. William Allan Kritsonis earned his BA in 1969 from Central Washington University, Ellensburg, Washington. In 1971, he earned his M.Ed. from Seattle Pacific University. In 1976, he earned his PhD from the University of Iowa. In 1981, he was a Visiting Scholar at Teachers College, Columbia University, New York, and in 1987 was a Visiting Scholar at Stanford University, Palo Alto, California.
In June 2008, Dr. Kritsonis received the Doctor of Humane Letters, School of Graduate Studies from Southern Christian University. The ceremony was held at the Hilton Hotel in New Orleans, Louisiana.
Dr. Chuck Holt and Dr. Amy Burkman - Published National Refereed Article in N...William Kritsonis
Dr. Chuck Holt and Dr. Amy Burkman - Published National Refereed Article in NATIONAL FORUM JOURNALS
NATIONAL FORUM JOURNALS
Founded 1982
NATIONAL FORUM JOURNALS are a group of national refereed, juried, peer-reviewed, blind-reviewed professional periodicals. Any article published shall earned five affirmative votes from members of our National Board of Invited Distinguished Jurors and must be recommended for national publication by members of the National Policy Board representing all National FORUM Journals. Journal issues are distributed both nationally and world-wide.
Our website features national refereed articles that are published daily within our National FORUM Journals Online Journal Division. Over 1,000 articles are available to scholars and practitioners world-wide. Over 250,000 guests visit our website yearly. About 56,000 articles are downloaded for academic purposes at no charge. We have about an 88% rejection rate. See: www.nationalforum.com
Founded in 1982, National FORUM Journals has published the scholarly contributions of over 5,200 professors with over 2,000 articles indexed. Our journals are indexed with many global agencies including Cabell’s Directories, ERIC, EBSCO, SWETS International, Library of Congress National Serials Data Program, and the Copyright Clearance Center, Danvers, Massachusetts.
Global Website: www.nationalforum.com
Why Finding and Keeping Quality Teachers Matters So Muchnoblex1
This issue is timely for two reasons. First of all, the specter of impending teacher shortages, particularly in the areas of mathematics, science, foreign language, English as a Second Language (ESOL), and special education, means that schools will need to work harder to find and hire teachers in these areas, and will have to pay more attention to keeping the teachers they have. Secondly, the evidence that points to a direct connection between quality teachers and high student achievement is so compelling that schools should be putting more and more effort into making sure they find and keep the highest quality teachers.
The Process
The process of maintaining a quality staff has three distinct parts, and different strategies are necessary for each. The first part of the process is finding and hiring new high-quality teachers, the second part is keeping those new teachers, and the third part is keeping high-quality veteran teachers.
Finding New Teachers
Part of the recruitment process requires laying the appropriate foundation. Each school district should have a system that works toward making teacher selection efficient and reliable. This system should:
- identify the attitudes, behaviors, and skills that characterize the kind of teachers the district wants in the classroom;
- screen for those characteristics at every stage of recruitment;
- ensure that the hiring process complies with federal, state, and local laws;
- eliminate unproductive paperwork so that the best candidates have faith in the competence of the system recruiting them;
- reserve labor-intensive personal evaluation for only the most promising candidates; and
- validate the selection process to ensure that it predicts excellence in classroom and professional performance.
In addition to traditional recruiting at local job fairs, administrators should take full advantage of other recruitment tools, including collaborating with careers centers and schools or departments of teacher education at local universities, travelling to job fairs in other districts, and recruiting teachers from other states and countries.
Another, more long-term, solution is to recruit internally by encouraging substitute teachers and paraprofessionals to complete the training necessary to be a certified teacher. For some, this may mean attending a local community college, then completing the program at a college or university. Tuition funding, even if only partial, may enable some school staff members to become certified teachers.
Keeping New Teachers
It's hard to overestimate the importance of support for new teachers. Although the first few years may always be the hardest, school leaders can put in place programs to help new teachers feel less stress and alienation.
These programs include the following:
- Providing early and effective back-to-school orientation.
Source: https://ebookschoice.com/why-finding-and-keeping-quality-teachers-matters-so-much/
How To Get Started Improving Your Efforts To Support And Assess Novice Teachersnoblex1
Many professions offer orientation and support experiences for professionals starting out in a field. Medical residents and law associates—even rookie baseball players—receive extended training, development, and mentoring (working alongside a seasoned expert) before taking on the responsibilities of a full professional. In contrast, novice teachers often are left to fend for themselves, with little or inadequate initiation into the profession.
However, an increasing number of school districts offer teacher induction programs to orient, support, assist, train, and assess teachers within their first three years of employment in public schools. Teacher induction is the process of socialization to the teaching profession, adjustment to the procedures and mores of a school site and school system, and development of effective instructional and classroom management skills. Participants in these programs are called inductees, a term which refers simultaneously to teachers who are new to the profession, and teachers with experience who are new to a district, grade level, or certification area.
Teacher induction programming can (and does) take many forms. Induction activities can range from a short orientation session, to mentoring programs, to staff development courses and workshops, to multiyear programs that continue to meet the changing needs of teachers as they develop. Many districts combine several activities to support new teachers.
Why are induction programs needed?
Influx of new hires
Due to escalating teacher retirements and rising student enrollments, the nation currently faces a shortage of qualified teachers. America will need to hire some two million K-12 teachers over the next decade. Although high-wealth suburban districts will always have a glut of applicants, low-wealth urban districts face a hiring demand of 900,000 teachers or more over the next decade.
High attrition rates
Just this year, America's urban school districts will need new teachers to fill some of the nation's most challenging classroom assignments. All too many of these new recruits face battlefield odds as to whether they will still be teaching five years from now. No matter how well they did in college, teacher preparation, or another career, teachers can be overwhelmed by their first years in the classroom. It has been estimated that 30% to 50% of beginning teachers leave in the first five years of teaching.
Reality shock
Central-city public schools are more likely to fill positions with “less than qualified” new teachers than are large or small towns. Even experienced teachers embarking on assignments in new cities or academic disciplines can be sorely tested, especially if they are unfamiliar with the urban environment.
Source: https://ebookschoice.com/how-to-get-started-improving-your-efforts-to-support-and-assess-novice-teachers/
Texas Beginning Educator Support SystemVijay Harrell
The Texas Beginning Educator Support System (TxBESS) is an induction program for teaching staff that pairs each new teacher with a mentor. Teachers new to the profession work with their mentors for their first two years at Northwest High School while experienced teachers new to the campus have a mentor for their first year only.
This article was retrieved from the ERIC database in the CEC L.docxchristalgrieg
This article was retrieved from the ERIC database in the CEC Library on 1/7/2016.
Frank, S., Baroody, K., & Gordon, J. (2013). First steps: What school systems can do right
now to improve teacher compensation and career path. Education Resource
Strategies.
1
JULY 2013
TRANSFORMING TEACHING
The Moment
Across the country, school districts are struggling to improve student performance on flat or declining
budgets. While school improvement methods are as varied as the towns and cities where they take
place, district leaders increasingly agree that the road to improved student outcomes must pass
through improved instruction. With many states implementing new teacher evaluation systems, and
the impending arrival of Common Core standards that will put pressure on an already stressed teaching
force, districts are trying to adapt their human capital strategies to develop and retain teachers for the
21st century. One of the most potentially catalytic elements of any human capital strategy is teacher
compensation and career path.
Many districts are understandably cautious about implementing large changes, such as redesigning the
step-and-lane system that has existed for decades. New evaluation systems must be implemented and
vetted before they are linked to compensation, and it is challenging to find common ground among
administration, teachers, and unions on the best approach. But most districts face critical student
performance challenges and budgetary constraints now—and need to improve in the short term even
as they lay the foundations for broader change in the future.
First Steps
In this paper, we outline a series of actions that districts can take to start moving toward a future vision
of the teaching job. These First Steps shouldn’t replace the larger work of overhauling the system, but
they allow districts to have short-term impact while advancing toward the ultimate goal. We define
First Steps as actions which:
• Have a positive impact on student outcomes
• Can be implemented within a year
• Can be implemented within existing collective bargaining agreements or are likely to have broad support
TEACHER COMPENSATION & CAREER PATH
First Steps:
What School Systems Can Do Right Now to
Improve Teacher Compensation and Career Path
Part of a series of ERS publications on teacher compensation, this paper explores the steps districts
can take now for sustained impact on teacher effectiveness.
By Stephen Frank, Karen Baroody, and Jeff Gordon
2
• Require little or no new investment, or are budget neutral when implemented in combination
• Build toward a new vision of a teacher compensation and career path system that can attract, retain,
and leverage the skills of a highly effective teaching force
Though these First Steps described below are numbered, they do not need to be taken in order. In
addition to describing each strategy, we estimate how much each action might cost to implement (or
save if imp ...
Many states and school districts are scrambling to find teachers. Growing student enrollments, a shrinking supply of individuals choosing to teach, escalating teacher retirements, and high turnover of new teachers have brought the teacher recruitment challenge to a point of impending crisis. Gone are the days of the college fair magically bringing new teachers to fill classrooms. The school recruiter today pulls out of a hat assorted incentives and tactics to lure candidates: signing bonuses, mortgage reductions, on-site childcare, restaurant discounts, high tech outreach efforts, and overseas recruiting. In addition, programs to lure retirees, mid-career changers, substitutes, and military veterans are now on the palette of possible strategies for finding teachers.
Although teacher shortages affect schools and districts across the country to varying degrees, urban districts are facing unique challenges, owing to rapidly growing student enrollments, accelerating rates of teacher retirement, class size reduction initiatives, and demanding working conditions. Urban schools nationwide educate between 39% and 50% of the students who are not proficient in English, about 52% of minority students, and 43% of the country's low-income students.
Teacher quality is emerging as one of the foremost concerns of school and university educators, parents, professional organizations, foundations, state education officials, business leaders, and legislators across the country. Roughly nine out of ten Americans believe that the best way to raise student achievement is to provide a qualified teacher for every classroom.
Developing Pathways into Teaching
An increasing number of districts are trying to address teacher shortages by "expanding the pipeline," i.e., offering nontraditional routes into the profession to individuals from diverse backgrounds and fields. A new survey asked districts whether and how they encourage individuals interested in teaching to enter the profession through alternative means.
Attracting a Broader Pool of Students
A fair number of colleges offer programs specifically for working adults seeking to become classroom teachers. Slightly less than half offer alternative licensure programs, while a smaller number offer apprenticeship/internship programs. About the same percentage sponsor paraeducator to teacher programs. In recognition of the many "out of class" demands that students entering teacher preparation programs now have, many schools, colleges, and departments of education offer flexible course scheduling. The survey asked respondents what percentage of teacher preparation program requirements can be completed via part-time, evening, weekend, summer, off-campus, and/or telecommunications classes.
Source: https://ebookschoice.com/possible-strategies-for-finding-teachers/
There has been a global call for modification and shift in the structure, objectives, and company of teacher education programs to highlight constant knowing and intro of expert development (PD) for teachers.
They ought to be connected to universities using teacher education programs, for potential teachers to bring out practice so that as the teachers discover theory, they attempt out the skills. A new teacher education program was developed by school and greater education authorities to enhance teachers teaching abilities. Typically teacher unions protect the ineffective teachers from getting fired and keep "bad" teachers in the system due to the fact that of tenure, but with this brand-new program they teacher unions are beginning to see the benefits. By having the alternatives for teachers to be able to continue their education through this brand-new teacher education program, teachers can get the crucial skills that they did not get while in college.
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
The Journal will bring together leading researchers, engineers and scientists in the domain of interest from around the world. Topics of interest for submission include, but are not limited to
The Impact of Teacher Professional Development on Student Success.hussanisoyat
In the dynamic landscape of education, where the demands on both teachers and students continue to evolve, the role of teacher professional development has gained significant prominence. Recognizing that the quality of teaching directly influences student success,
Alison Coates-McBridge and William Allan Kritsonis, PhD - Article: The M&M Ef...William Kritsonis
Alison Coates-McBridge and William Allan Kritsonis, PhD - Article: The M&M Effect - Assessing the Impact of Merit Pay on Teacher Motivation: National Implications - Published in the DOCTORAL FORUM: NATIONAL JOURNAL FOR PUBLISHING AND MENTORING DOCTORAL STUDENT RESEARCH, 5(1) 2008
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Introduction to AI for Nonprofits with Tapp Network
Misti morgan revised article
1. Beyond the First Days of School: The Recruitment,
Retention, and Development of Quality Teachers in
Hard-to-Staff Schools: A National Focus
Misti M. Morgan
PhD Student in Educational Leadership
The Whitlowe R. Green College of Education
Prairie View A & M University
Assistant Principal
Houston Independent School District
Houston, Texas
William Allan Kritsonis, PhD
Professor and Faculty Mentor
PhD Program in Educational Leadership
Prairie View A&M University
Member of the Texas A&M University System
Visiting Lecturer
Oxford Round Table
University of Oxford, Oxford, England
Distinguished Alumnus
Central Washington University
College of Educational and Professional Studies
2. ABSTRACT
A shortage of quality teachers in high-risk urban schools has compelled school
leaders to examine innovative methods of recruiting and retaining new teachers to
hard-to-staff campuses. Principals must work aggressively to attract new teachers to
their campuses by forming university partnerships for early recruitment, and
initiating on the job training for new recruits as early as the previous school year.
Early immersion in the school environment is key to a smooth transition.
Additionally, principals must allocate the necessary fiscal resources to the task of
retaining new teachers, particularly in mentorship and professional development.
Hard-to-staff campuses must invest in a full-time teacher mentor as well as retired
teachers to provide intense mentorship and relevant professional training.
Principals must also integrate other critical components to building teacher quality
and commitment, such as on-site certification preparation, graduated retention
bonuses, and most importantly, weekly formal and informal interactions between
the principal and new teachers. The development of new teachers in hard-to-staff
schools should be of the highest priority for principals, as stability is key to long-
term school improvement. The commitment to this initiative must not only be
evident in a principal’s agenda and campus improvement goals, but the campus
expenditures as well.
3. Introduction
As a national sense of urgency builds towards greater student preparedness and
achievement in public schools, the need for the recruitment and retention of quality
teachers has reached a fevered pitch. Urban, suburban, and even rural districts are
marketing themselves to prospective teachers in the hopes of luring promising educators
into their districts and keeping them there. Yet as effective as teacher recruitment efforts
may be in individual districts, the teacher turnover statistic remains alarmingly high.
Nationwide, annual teacher attrition (turnover) costs have risen to a staggering 7 billion
dollars (NEA, 2007). Even more troubling are the statistics or numbers of teachers
leaving hard-to-staff schools; recent numbers indicate that an average of 50% of teachers
transfer, resign, or retire from high-risk schools within the first five years of employment
(NEA, 2007). When comparing schools nationwide, teacher turnover is 50 percent higher
in high-poverty than in low-poverty schools (Darling-Hammond, 2005). It is a sobering
reality that teacher turnover is greatest in the most academically challenged
environments.
Purpose of the Article
The purpose of this article is to make recommendations for three critical questions
regarding teacher recruitment, retention, and development in hard-to-staff schools:
1) How do hard-to-staff schools aggressively recruit teachers for their campuses?
2) What steps should principals take to develop new teachers once they become a
part of their faculty?
4. 3) What activities should principals engage in to secure a teacher’s long-term
commitment to the school?
Throughout this article, the term hard-to-staff applies to schools with the following
characteristics:
• Large percentage of socioeconomically disadvantaged students
• Difficult teaching environment
• Undesirable school location
• Low academic achievement of student population
(Allen, 1999)
The term ‘teachers’ will refer to teachers new to any given hard-to-staff campus,
regardless of their previous professional experience.
Teacher Recruitment – Before the First Days (of School)
Principals in hard-to-staff schools can take a proactive approach to staffing by
implementing the following techniques:
University Partnerships
Whenever possible, principals in hard-to-staff schools should solicit the cooperation of
local colleges and universities to engage in early on-campus recruitment of prospective
teachers. Many college graduates remain undecided on their career path as late as
graduation day; a proactive approach to recruitment may sway a potential employee.
5. Pre-Service Preparation
In partnering with local colleges and universities, hard-to-staff schools must make the
case to the universities to expose pre-service teachers to not only the high-performing,
exemplary schools, but to low socioeconomic schools as well. Too often, college
graduates become disenchanted with the public school system when their first teaching
assignment bears no resemblance to their student teaching experience. New teachers need
a more accurate depiction of hard-to-staff schools, so they will know the challenges that
await them (and be willing to face them anyway).
Job Shadowing
When a principal’s recruitment efforts net potential employees, he or she should move
quickly to immerse the new teacher in the life of the campus. Principals in hard-to-staff
schools should create job shadowing or apprenticeship opportunities for new employees
even before they sign their contracts. The sooner the employee becomes involved, the
faster he or she will develop a sense of commitment to the campus.
Early Contract Signing
It is no longer reasonable to expect new teachers to grasp all the inner workings of a
campus during the two weeks just prior to the start of school. Rather, new teacher
contracts should begin as early as the first of June to ensure that time is allotted for
pertinent trainings, job acclimation, and preparation. An earlier start would mean fewer
overwhelmed teachers on the first days of school.
6. Celebrations
New teachers should always be given a great amount of fanfare upon their arrival to a
campus. Celebrations that allow new faculty members to meet returning teachers should
be initiated at the beginning of the school year and continued on a frequently recurring
basis.
The First Days of School
You’ve got the teachers…now what will you do with them?
Mentor
While most new teachers are given mentors upon their arrival, the mentor is almost
always another teacher with a full course load and additional duties (since most teacher
leaders tend to be involved in a plethora of activities). This arrangement leaves little time
for true collaboration, and often leaves a new teacher to fend for his or herself. To depart
from such scenarios, hard-to-staff schools must either allocate (or be subsidized by the
school district) funds to hire a full-time teacher mentor. The teacher mentor would be
primarily responsible for professional development, cognitive coaching, and coordination
of mentor-mentee partnerships.
The use of retired teachers as one-to-one mentors will provide new teachers with the
assistance they need and the personalization that conventional mentorship does not
afford. Retired teachers would serve as mentors in the classroom, acting in a coaching
and co teaching capacity. Feedback would be instant, giving the new teacher a support
system for growth and development. In addition, new teachers should initially have a
reduced course load for preparation and observation of best practices in peer classrooms.
A number of studies have found that well-designed mentoring programs raise retention
7. rates for new teachers by improving their attitudes, feelings of efficacy, and instructional
skills (Darling-Hammond, 2003). Recent studies have found that 30 or more states have
some form of mandated mentoring program (Texas is not one of the states). Merely
requiring this mentoring, however, does not assure that programs are comprehensive and
effective, or that funding is secure (American Association of State Colleges and
Universities, 2006). Therefore, it is incumbent upon principals to creatively fund this
critical initiative rather than overburdening existing staff, as the importance of developing
new teachers cannot be overstated.
Professional Development
The importance of relevant professional development and training opportunities to the
survival of the new teacher cannot be negated. Training must be early, engaging,
regularly repeated, and monitored for implementation. Critical topics for professional
development in a hard-to-staff school would include:
• Understanding the culture of poverty (and its implications on teaching and
learning)
• Discipline management (hard-to-staff campuses should develop a school wide
model for implementation)
• Inclusion strategies for special populations (Special Education and English
Language Learners)
• Curriculum Implementation
• Assessment and Data Analysis
• Examining Student Work
• Motivation and Creating Opportunities for Student Success
8. • Documentation
• Campus policies and procedures
Weekly Debriefing with the Campus Principal
The campus principal must take a hands-on approach to teacher mentoring. Too often, the
responsibility of acclimating new teachers (to the campus) falls to the assistant principal,
creating a disconnect between the principal and his newest/most impressionable
employees. The principal must set aside time regularly (weekly is ideal) to debrief and
interact with new teachers. Time with new teachers is far too critical for a principal to
delegate, and should remain a priority on a principal’s agenda for the entire academic
year.
Test Preparation
On average, 34% of teachers enter the profession without the benefit of full certification
(NEA, 2007). A recent National Center for Education Statistics report found that 49
percent of uncertified entrants left within five years, compared with only 14 percent of
certified entrants (Darling-Hammond, 2003). While many test preparation programs exist
to prepare teachers for state examinations, many of the programs can be costly, and in
some cases, only moderately successful. Hard-to-staff campuses would create a win-win
situation by compensating campus based teacher leaders to tutor new teachers for
certification exams; new teachers could gain relevant information at no additional cost,
and schools would increase their number of certified teachers and the teacher’s
commitment to the school.
9. Beyond the First Day
How to Keep Quality Teachers
Money
High-poverty schools suffer higher rates of attrition for many reasons. Salary plays a part:
Teachers in schools serving the largest concentrations of low-income students earn, at the
top of the scale, one-third less than those in higher-income schools (Darling-Hammond,
2003). Hard-to-staff campuses should establish an incentive pay structure that rewards
new teachers with a graduated sum of money for each year that they elect to return to the
campus. Retention pay would extend up to five years, as research indicates that most
teachers permanently commit to the profession after four to five years.
Insist on Involvement
Teachers must sponsor or co-sponsor at least one student-centered activity or participate
in at least one campus based committee their first year. Also, new teachers should be
strongly encouraged to attend student-centered events, such as football games and school
dances. Teacher presence at student-centered events communicates to students and
parents that teachers are genuinely interested and supportive of student pursuits outside of
the classroom. This in turn creates a more positive rapport between teachers and students
in the classroom, as students are more likely to see the teachers as an individual who
cares about their well-being.
Opportunities for Growth
Teachers should seek opportunities for relevant professional development and growth
outside of the campus, and principals should allocate monies for their pursuits. As a goal,
10. principals should encourage teachers to gain additional endorsements to increase their
certification, and when possible, pay for teachers to take the classes needed to attain
additional licensures.
Concluding Remarks
In a hard-to-staff school, principals must be sensitive to the need for quality, new teachers
and aware of the difficulties they will face in finding them. The success of the new
teacher is inextricably linked to the success of students, and if student achievement is a
priority, then new teacher development must be a priority as well. School systems can
create a magnetic effect when they make it clear that they are committed to finding,
keeping, and supporting good teachers. In urban centers, just as in suburban and rural
areas, good teachers gravitate to schools where they know they will be appreciated and
supported in their work (Darling-Hammond, 2003). Further, when prioritizing, principals
must allocate time and funding to support their priorities. It is not enough to say that new
teachers are important – sufficient monies must exist in the budget to support the
initiative. A principal’s commitment to the development of new teachers can ensure
perpetuity and ultimate progress within a hard-to-staff school.
11. References
Allen, M., & Education Commission of the States, D. (1999, August 1). Teacher
Recruitment, Preparation and Retention for Hard-to-Staff Schools. . (ERIC
Document Reproduction Service No. ED440948) Retrieved October 19, 2007,
from ERIC database.
National Education Association/NEA (2007, n.d.). Take a Look at Today’s Teachers.
Retrieved November 6, 2007, from National Education Association Website:
http://www.nea.org/edstats/07todaysteachers.html
Loeb, S., Darling-Hammond, L., & Luczak, J. (2005). How Teaching Conditions Predict
Teacher Turnover in California Schools. PJE. Peabody Journal of Education,
80(3), 44-70. Retrieved January 27, 2008, from Academic Search Complete
database.
Darling-Hammond, L. (2003, May). Keeping Good Teachers. Educational Leadership,
60(8), 6. Retrieved January 24, 2008, from Academic Search Complete database.
Russell, A. (2006, October). Teacher Induction Programs: Trends and Opportunities.
American Association of State Colleges and Universities, 3(10). Retrieved
January 29, 2008, from American Association of State Colleges and Universities
Website: http://www.aascu.org/media/pm/pdf/v3n11.pdf