This action research project focuses on the problem of high teacher attrition rates within the first five years of teaching. The study took place in a large, rapidly growing school district in the Southwestern United States. Specifically, the research was conducted with 43 new teachers at a high school to determine if induction training and mentoring could decrease their desire to leave teaching. Data on reasons for attrition were collected through surveys. The teachers then received induction training and guidance from experienced mentors. Analysis of post-implementation surveys found that the combination of induction and mentoring did decrease the new teachers' desire to leave the profession during their first five years.
The document describes the process undertaken by U-46 school district to implement a district-wide focus on teaching vocabulary through Robert Marzano's six-step process. It discusses the need to improve vocabulary instruction based on research showing its importance. It then details how the district developed academic vocabulary lists, provided training to teachers, and supported implementation over two school years. The process resulted in improved student achievement and all elementary schools making adequate progress.
This study analyzed TIMSS 2003 data to investigate factors contributing to Singaporean students outperforming Malaysian students in mathematics. It found Singaporean students scored significantly higher overall and in all content areas. Singapore had advantages in resources like computer ownership. Characteristics like gender, parents' education, resources and attitudes significantly impacted achievement in both countries. Teacher characteristics mattered more for Malaysian students. The differences were largely due to Singapore's greater socioeconomic homogeneity and better implementation of strategies, rather than differences in characteristics between the countries.
This document summarizes a research paper on maintaining the Malay medium of instruction policy in Malaysia's educational system. It discusses how Malaysia adopted the British colonial education system after independence but has since converted all schools and universities to use Malay as the primary language of instruction. The transition took over 25 years to fully implement. Research found that using Malay as the medium of instruction has not hindered education and Malaysia has developed terminologies and expertise in many fields like medicine and science during this period, showing the viability of Malay for higher education. The paper argues this policy supports national integration and identity in Malaysia's multiethnic society.
This document summarizes a paper presented at a conference on technical and vocational education and training in Malaysia. It discusses the development of competency for vocational teachers in Malaysia from a curriculum development perspective.
The paper addresses the training of vocational teachers, focusing on curriculum development to meet stakeholder requirements. It outlines frameworks and standards for quality teaching, including the expected attributes of vocational teachers in Malaysia. It also describes the curriculum development process used by one university, the University Tun Hussein Onn Malaysia, to improve teacher competency. The new curriculum is intended to provide teachers that meet the requirements of the Ministry of Education.
The document proposes a new assessment system for the English Department at the University of Panama to better evaluate student learning and achievement. It recommends implementing annual diagnostic assessments of students' language skills, as well as assessments after completing individual subjects. Students scoring low would receive reinforcement lessons. The proposal also suggests administering standardized English proficiency exams to assess students and ensure they meet the required language level upon graduating. Record keeping of student progress reports would help ensure a coherent vertical assessment system is in place.
This document discusses the need for training and retraining of TVET (technical and vocational education and training) teachers in Malaysia. It notes that while TVET teachers receive initial training, many lack opportunities for professional development and skills upgrading. Retraining is important to keep teachers knowledgeable about curriculum changes, new teaching methods, and industry developments. The document examines different training and retraining strategies, including curriculum development, program design involving stakeholders like industries, and use of new learning methods and materials in the classroom. It emphasizes the importance of retraining to improve teacher quality and ensure TVET remains relevant for students and the job market.
This study surveyed 880 teachers across 33 schools in Arizona about their perceptions of the instructional policies for English Language Learner (ELL) students. The majority of teachers believed that the 4-hour English Language Development block intended to accelerate English proficiency was not helping ELL students catch up academically. Most teachers also believed that separating ELL students from English-speaking peers in this way was harmful. The study recommends that Arizona consider alternative instructional models to help ELL students succeed while still providing support from English-speaking peers.
The document describes the process undertaken by U-46 school district to implement a district-wide focus on teaching vocabulary through Robert Marzano's six-step process. It discusses the need to improve vocabulary instruction based on research showing its importance. It then details how the district developed academic vocabulary lists, provided training to teachers, and supported implementation over two school years. The process resulted in improved student achievement and all elementary schools making adequate progress.
This study analyzed TIMSS 2003 data to investigate factors contributing to Singaporean students outperforming Malaysian students in mathematics. It found Singaporean students scored significantly higher overall and in all content areas. Singapore had advantages in resources like computer ownership. Characteristics like gender, parents' education, resources and attitudes significantly impacted achievement in both countries. Teacher characteristics mattered more for Malaysian students. The differences were largely due to Singapore's greater socioeconomic homogeneity and better implementation of strategies, rather than differences in characteristics between the countries.
This document summarizes a research paper on maintaining the Malay medium of instruction policy in Malaysia's educational system. It discusses how Malaysia adopted the British colonial education system after independence but has since converted all schools and universities to use Malay as the primary language of instruction. The transition took over 25 years to fully implement. Research found that using Malay as the medium of instruction has not hindered education and Malaysia has developed terminologies and expertise in many fields like medicine and science during this period, showing the viability of Malay for higher education. The paper argues this policy supports national integration and identity in Malaysia's multiethnic society.
This document summarizes a paper presented at a conference on technical and vocational education and training in Malaysia. It discusses the development of competency for vocational teachers in Malaysia from a curriculum development perspective.
The paper addresses the training of vocational teachers, focusing on curriculum development to meet stakeholder requirements. It outlines frameworks and standards for quality teaching, including the expected attributes of vocational teachers in Malaysia. It also describes the curriculum development process used by one university, the University Tun Hussein Onn Malaysia, to improve teacher competency. The new curriculum is intended to provide teachers that meet the requirements of the Ministry of Education.
The document proposes a new assessment system for the English Department at the University of Panama to better evaluate student learning and achievement. It recommends implementing annual diagnostic assessments of students' language skills, as well as assessments after completing individual subjects. Students scoring low would receive reinforcement lessons. The proposal also suggests administering standardized English proficiency exams to assess students and ensure they meet the required language level upon graduating. Record keeping of student progress reports would help ensure a coherent vertical assessment system is in place.
This document discusses the need for training and retraining of TVET (technical and vocational education and training) teachers in Malaysia. It notes that while TVET teachers receive initial training, many lack opportunities for professional development and skills upgrading. Retraining is important to keep teachers knowledgeable about curriculum changes, new teaching methods, and industry developments. The document examines different training and retraining strategies, including curriculum development, program design involving stakeholders like industries, and use of new learning methods and materials in the classroom. It emphasizes the importance of retraining to improve teacher quality and ensure TVET remains relevant for students and the job market.
This study surveyed 880 teachers across 33 schools in Arizona about their perceptions of the instructional policies for English Language Learner (ELL) students. The majority of teachers believed that the 4-hour English Language Development block intended to accelerate English proficiency was not helping ELL students catch up academically. Most teachers also believed that separating ELL students from English-speaking peers in this way was harmful. The study recommends that Arizona consider alternative instructional models to help ELL students succeed while still providing support from English-speaking peers.
Implementation of the Special Program in the Arts of the Secondary Schools of...Roger Sebastian
This study evaluated the implementation of the Special Program in the Arts (SPA) in secondary schools in Region 2 of the Philippines. It examined the profiles of SPA teachers, students, and administrators, and how they rated the program's objectives, teacher competence, methodology, resources, venue, and evaluation. The study aimed to identify any issues and propose solutions to improve SPA delivery. A total of 295 students, teachers, and administrators from 7 SPA schools participated in the study through surveys and interviews.
This study aims to recognize effectiveness methods of teaching skills in primary school in English , the researcher used the numbered heads together strategy as an effective method in education skills, the researcher used an experimental design with two groups (control group and experiment group), with a post-test for the achievement of Al-Khamaal Primary school , Fifth class , The sample of the study consisted of (60) pupils at Al-Khamaal Primary school in English, for the academic year (2018-2019). The researcher equaled the two research groups statistically by ( age by months, the marks of the last year, the achievement of the parents), so there were no statistical significance between the two groups in variables. The researcher used a test to collect data. The analysis of the data showed that the numbered heads together strategy has a great effect in teaching skills at primary schools. At the end of this study, the researcher presented some recommendations. These recommendations that focus on paying more attention to the learning strategies that used to improve educational process, moreover, teacher at primary schools should use effective strategies and effective methods in teaching skills.
Student-Teachers’ Attitude towards Two-Year B.Ed. Programme with reference to...SKMunu
In the present study the investigators made an attempt to study the student-teachers attitude
towards Two-year B.Ed. Programme with special reference to NCTE New Regulation, 2014 in Purulia
district of West Bengal. 260 Student-Teachers of one Govt. Sponsored (57) and three Self Financing /
Private (203) B.Ed. Colleges (both Urban and Rural areas) affiliated to Sidho-Kanho-Birsha University
in Purulia District of West Bengal were taken as representative sample of the whole population.
Purposive sampling technique was adopted for selecting the B.Ed. Colleges. For selecting the studentteachers
stratified random sampling was adopted. An attitude scale was used for collecting the data. The
means of both groups were tested for significance of difference by using CR and t-tests. The study
revealed that the attitude of B.Ed. Student-Teachers in Purulia District of West Bengal is neither more
favorable nor unfavorable towards Two-year B.Ed. Programme i.e., satisfactory or average in attitude
towards Two –Year B.Ed. Programme. The study also revealed that Male and Female, Pre-service and
In-service, General and SC, General and ST, General and SC/ST, General and OBC as well as Less than
5yrs and Above 5 yrs teaching experience student-teachers attitude towards two-year B.Ed. programme
did not differ significantly, on the other hand, Rural and Urban as well as Govt. and Private B.Ed.
college student-teachers attitude towards two –year B.Ed Programme differ significantly.
The document discusses the introduction of mother tongue-based education in the Philippines from kindergarten to Grade 3 as part of the K to 12 program. It aims to help students learn better by teaching them in their native languages. Studies show students perform better academically when taught in their first language rather than in English. The program also hopes to address the country's high dropout rates by better preparing young students for formal schooling. Incoming Grade 1 students will have more subjects but shorter school days under the new curriculum.
Teachers in Texas bilingual elementary classrooms face tension between state bilingual education policy that encourages gradually transitioning students from Spanish to English instruction, and state testing policy that requires students to take high-stakes tests in only one language. The study found that the Texas Assessment of Knowledge and Skills (TAKS) test drives teachers' decisions on students' language of instruction, with students testing in Spanish taught in Spanish and those testing in English taught in English, rather than gradually transitioning between languages as policy intends. This pressures teachers to focus on test preparation over addressing students' individual linguistic needs.
Teaching and learning in pakistan the role of language in educationHafiz Muhammad Hammad
This document discusses the demographic context of Pakistan. It notes that Pakistan has a very large population of around 185 million people that is growing rapidly and is projected to reach 266 million by 2030. However, population estimates vary widely. Pakistan also has a very young population, with over a third aged 14 or younger. While Pakistan is classified as having medium development, it faces many challenges of poverty, with 60% of the population living on less than $2 a day. Rural poverty in particular varies significantly across Pakistan and has contributed to destabilization. These demographic factors have important implications for the education system.
This document summarizes a study investigating cultural factors affecting English proficiency in rural areas of Malaysia. The study interviewed 20 students and 10 teachers from 6 rural schools. It found that 5 major problems adversely impact English learning: peer pressure and motivation, attitudes towards English, teaching methodology, school culture, and the influence of Islamic teaching. These problems are closely related to the rural cultural setting, which limits exposure and use of English. Therefore, rural cultural factors negatively influence the English proficiency of rural students in Malaysia.
KLSR was introduced after Malaysian independence in 1960. A committee called the Rahman Talib Report was formed to reconstruct the national education policy based on previous reports from 1956 and 1957. The committee reviewed the traditional teacher-centered classroom structure where students sat in rows, lacked group activities, and were passive. It also examined the importance of the Malay language in examinations and for promoting unity as well as minimizing illiteracy.
This dissertation examines the efficacy of in-service teacher training programs for teaching English to speakers of other languages (ESOL) in Florida. The study analyzes whether district training sessions adequately cover the state-mandated content and if teachers feel prepared to teach English language learners after the trainings. The author conducted observations, surveys and interviews of training sessions in three large Florida school districts with high English language learner populations. The findings revealed that districts overemphasized cross-cultural awareness to the detriment of other critical areas. Participants also felt the trainings lacked specificity and practical classroom application and were redundant. The author offers recommendations to modify training focus, provide incentives, increase accountability and prioritize these programs.
Constraints of management dynamics in hecAwais e Siraj
1) The document discusses the constraints of management dynamics in higher education in Pakistan. It identifies major constraints as financial problems, socio-cultural factors, availability of skilled workforce, quality of infrastructure, and technological issues.
2) A sample of 500 students from 3 public universities in Islamabad were surveyed to understand these constraints. The findings showed that poor economic conditions and financial problems of students are significant constraints. Socio-cultural values between regions also pose challenges.
3) Recommendations include that the Higher Education Commission of Pakistan needs to formulate concrete measures to address these constraints in order to improve higher education management and student outcomes in the country.
This resume summarizes the educational and professional experience of Tim Irish. He has over 30 years of experience in education, including roles as an elementary school teacher, assistant principal, principal, and curriculum coordinator. He holds a Master's in Curriculum and Instruction as well as Educational Administration. His experience includes developing Response to Intervention models, leading curriculum mapping projects, and implementing balanced literacy programs. He has worked in schools in Illinois, Chicago, Kuwait, and the Dominican Republic.
Reflections on pedagogical and curriculum implementation at orang asli school...Norwaliza Abdul Wahab
This study examined curriculum and pedagogical approaches at Orang Asli (indigenous Malaysian people) primary schools through interviews with teachers. The main finding was that pedagogical practices and curriculum content need to be improved for indigenous students. Teachers indicated that indigenous students learn best through fun, hands-on, holistic methods that incorporate their culture and language. The study recommends training teachers in indigenous pedagogy and re-examining the curriculum to include more culturally relevant content.
Dr. Kritsonis Recognized as Distinguished Alumnus
In 2004, Dr. Kritsonis was recognized as the Central Washington University Alumni Association Distinguished Alumnus for the College of Education and Professional Studies. Final selection was made by the Alumni Association Board of Directors. Recipients are CWU graduates of 20 years or more and are recognized for achievement in their professional field and have a positive contribution to society. For the second consecutive year, U.S. News and World Report placed Central Washington University among the top elite public institutions in the west. CWU was 12th on the list in the 2006 On-Line Education of “America’s Best Colleges.”
This document provides contextual information about the community, school district, school, classroom, and students for a teacher work sample being conducted in a 6th grade math class at Three Oaks Middle School in Lee County, Florida. Key details include that Lee County has a population of over 661,000 people and the school district is the 9th largest in Florida. Three Oaks Middle School has over 700 students and has received recognition for its academic programs. The classroom consists of 28 students ranging in age from 11-13, with various characteristics and needs.
The Kingston City School District is proposing a restructuring that merges some administrative positions and expands support. Specifically:
- Two assistant superintendent positions will be merged into one new "Deputy Superintendent" position each for curriculum and business functions.
- Three director positions will be replaced with new assistant superintendent positions for humanities, STEM, and special education. Each will have additional director/assistant director support.
- This restructuring aims to better support teachers, principals, and students by streamlining some roles and increasing specialized academic support.
State of the Campbell Union School District 2014-2015Liz Kroft
This great overview of the Campbell Union School District is presented by Eric Andrew, Superintendent of the Campbell Union School District and covers schools in Campbell, San Jose, Saratoga, Santa Clara,
Monte Sereno, and Los Gatos. Further questions? Don't hesitate to ask liz@mainstreamre.com
Franz & Dr. William Allan Kritsonis, www.nationalforum.comWilliam Kritsonis
This document discusses the use of problem-based learning (PBL) in teacher education programs. It describes two PBL case studies used in math methods and reading courses.
For the math methods course, the PBL case involves preservice teachers developing solutions for secondary students struggling with math concepts. This allows teachers to deepen their understanding of math pedagogy and standards.
For the reading course, case studies of fictional students with reading difficulties require preservice teachers to design intervention plans. This gives them practice applying reading research to real-world situations.
The document argues that PBL prepares teachers better than traditional lectures by providing authentic problem-solving experiences. This equips teachers with the skills needed to be leaders
Williams monica_g[1]._raising_money_at_the_nations_historically_black_collegesWilliam Kritsonis
This document discusses the use of problem-based learning (PBL) in teacher education programs. It describes two PBL case studies used in math methods and reading courses.
For the math methods course, the PBL case involves preservice teachers developing solutions for secondary students struggling with math concepts. This allows teachers to deepen their understanding of math pedagogy and best practices based on standards.
For the reading course, case studies of fictional students with reading difficulties require teachers to analyze skills, research strategies, and design intervention plans. This gives teachers practice applying reading instruction principles.
The document argues PBL provides a better model than traditional lectures by immersing teachers in real-world problems and research. This
Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. Kritsonis has served as an elementary school teacher, elementary and middle school principal, superintendent of schools, director of student teaching and field experiences, professor, author, consultant, and journal editor. Dr. Kritsonis has considerable experience in chairing PhD dissertations and master thesis and has supervised practicums for teacher candidates, curriculum supervisors, central office personnel, principals, and superintendents. He also has experience in teaching in doctoral and masters programs in elementary and secondary education as well as educational leadership and supervision. He has earned the rank as professor at three universities in two states, including successful post-tenure reviews. See: www.nationalforum.com
This document discusses the impact of high-stakes testing on English language learners in Texas public schools and the implications for the rest of the nation. It analyzes issues faced by ELL students and schools that educate large numbers of ELLs. While standardized tests are meant to improve achievement, they may not accurately measure learning for ELLs. The No Child Left Behind Act requires standardized testing but provides some flexibility. Research is needed on both positive and negative effects of testing on ELLs. The document also discusses accountability pressures on schools from high-stakes testing and ensuring learning is measurable.
This document outlines a study to introduce more technology education to a 5th grade classroom. It describes the community and school district. The problem is that students are not receiving enough tech exposure to succeed in college and careers. Currently, the students lack skills in programs like Office and online research/citations. Test scores in math could also be improved with tech-based learning. The purpose is to determine if a "tech class" increases students' tech knowledge, software skills, and math scores. The writer aims to coordinate the study and consult teachers to improve tech use in the classroom.
Implementation of the Special Program in the Arts of the Secondary Schools of...Roger Sebastian
This study evaluated the implementation of the Special Program in the Arts (SPA) in secondary schools in Region 2 of the Philippines. It examined the profiles of SPA teachers, students, and administrators, and how they rated the program's objectives, teacher competence, methodology, resources, venue, and evaluation. The study aimed to identify any issues and propose solutions to improve SPA delivery. A total of 295 students, teachers, and administrators from 7 SPA schools participated in the study through surveys and interviews.
This study aims to recognize effectiveness methods of teaching skills in primary school in English , the researcher used the numbered heads together strategy as an effective method in education skills, the researcher used an experimental design with two groups (control group and experiment group), with a post-test for the achievement of Al-Khamaal Primary school , Fifth class , The sample of the study consisted of (60) pupils at Al-Khamaal Primary school in English, for the academic year (2018-2019). The researcher equaled the two research groups statistically by ( age by months, the marks of the last year, the achievement of the parents), so there were no statistical significance between the two groups in variables. The researcher used a test to collect data. The analysis of the data showed that the numbered heads together strategy has a great effect in teaching skills at primary schools. At the end of this study, the researcher presented some recommendations. These recommendations that focus on paying more attention to the learning strategies that used to improve educational process, moreover, teacher at primary schools should use effective strategies and effective methods in teaching skills.
Student-Teachers’ Attitude towards Two-Year B.Ed. Programme with reference to...SKMunu
In the present study the investigators made an attempt to study the student-teachers attitude
towards Two-year B.Ed. Programme with special reference to NCTE New Regulation, 2014 in Purulia
district of West Bengal. 260 Student-Teachers of one Govt. Sponsored (57) and three Self Financing /
Private (203) B.Ed. Colleges (both Urban and Rural areas) affiliated to Sidho-Kanho-Birsha University
in Purulia District of West Bengal were taken as representative sample of the whole population.
Purposive sampling technique was adopted for selecting the B.Ed. Colleges. For selecting the studentteachers
stratified random sampling was adopted. An attitude scale was used for collecting the data. The
means of both groups were tested for significance of difference by using CR and t-tests. The study
revealed that the attitude of B.Ed. Student-Teachers in Purulia District of West Bengal is neither more
favorable nor unfavorable towards Two-year B.Ed. Programme i.e., satisfactory or average in attitude
towards Two –Year B.Ed. Programme. The study also revealed that Male and Female, Pre-service and
In-service, General and SC, General and ST, General and SC/ST, General and OBC as well as Less than
5yrs and Above 5 yrs teaching experience student-teachers attitude towards two-year B.Ed. programme
did not differ significantly, on the other hand, Rural and Urban as well as Govt. and Private B.Ed.
college student-teachers attitude towards two –year B.Ed Programme differ significantly.
The document discusses the introduction of mother tongue-based education in the Philippines from kindergarten to Grade 3 as part of the K to 12 program. It aims to help students learn better by teaching them in their native languages. Studies show students perform better academically when taught in their first language rather than in English. The program also hopes to address the country's high dropout rates by better preparing young students for formal schooling. Incoming Grade 1 students will have more subjects but shorter school days under the new curriculum.
Teachers in Texas bilingual elementary classrooms face tension between state bilingual education policy that encourages gradually transitioning students from Spanish to English instruction, and state testing policy that requires students to take high-stakes tests in only one language. The study found that the Texas Assessment of Knowledge and Skills (TAKS) test drives teachers' decisions on students' language of instruction, with students testing in Spanish taught in Spanish and those testing in English taught in English, rather than gradually transitioning between languages as policy intends. This pressures teachers to focus on test preparation over addressing students' individual linguistic needs.
Teaching and learning in pakistan the role of language in educationHafiz Muhammad Hammad
This document discusses the demographic context of Pakistan. It notes that Pakistan has a very large population of around 185 million people that is growing rapidly and is projected to reach 266 million by 2030. However, population estimates vary widely. Pakistan also has a very young population, with over a third aged 14 or younger. While Pakistan is classified as having medium development, it faces many challenges of poverty, with 60% of the population living on less than $2 a day. Rural poverty in particular varies significantly across Pakistan and has contributed to destabilization. These demographic factors have important implications for the education system.
This document summarizes a study investigating cultural factors affecting English proficiency in rural areas of Malaysia. The study interviewed 20 students and 10 teachers from 6 rural schools. It found that 5 major problems adversely impact English learning: peer pressure and motivation, attitudes towards English, teaching methodology, school culture, and the influence of Islamic teaching. These problems are closely related to the rural cultural setting, which limits exposure and use of English. Therefore, rural cultural factors negatively influence the English proficiency of rural students in Malaysia.
KLSR was introduced after Malaysian independence in 1960. A committee called the Rahman Talib Report was formed to reconstruct the national education policy based on previous reports from 1956 and 1957. The committee reviewed the traditional teacher-centered classroom structure where students sat in rows, lacked group activities, and were passive. It also examined the importance of the Malay language in examinations and for promoting unity as well as minimizing illiteracy.
This dissertation examines the efficacy of in-service teacher training programs for teaching English to speakers of other languages (ESOL) in Florida. The study analyzes whether district training sessions adequately cover the state-mandated content and if teachers feel prepared to teach English language learners after the trainings. The author conducted observations, surveys and interviews of training sessions in three large Florida school districts with high English language learner populations. The findings revealed that districts overemphasized cross-cultural awareness to the detriment of other critical areas. Participants also felt the trainings lacked specificity and practical classroom application and were redundant. The author offers recommendations to modify training focus, provide incentives, increase accountability and prioritize these programs.
Constraints of management dynamics in hecAwais e Siraj
1) The document discusses the constraints of management dynamics in higher education in Pakistan. It identifies major constraints as financial problems, socio-cultural factors, availability of skilled workforce, quality of infrastructure, and technological issues.
2) A sample of 500 students from 3 public universities in Islamabad were surveyed to understand these constraints. The findings showed that poor economic conditions and financial problems of students are significant constraints. Socio-cultural values between regions also pose challenges.
3) Recommendations include that the Higher Education Commission of Pakistan needs to formulate concrete measures to address these constraints in order to improve higher education management and student outcomes in the country.
This resume summarizes the educational and professional experience of Tim Irish. He has over 30 years of experience in education, including roles as an elementary school teacher, assistant principal, principal, and curriculum coordinator. He holds a Master's in Curriculum and Instruction as well as Educational Administration. His experience includes developing Response to Intervention models, leading curriculum mapping projects, and implementing balanced literacy programs. He has worked in schools in Illinois, Chicago, Kuwait, and the Dominican Republic.
Reflections on pedagogical and curriculum implementation at orang asli school...Norwaliza Abdul Wahab
This study examined curriculum and pedagogical approaches at Orang Asli (indigenous Malaysian people) primary schools through interviews with teachers. The main finding was that pedagogical practices and curriculum content need to be improved for indigenous students. Teachers indicated that indigenous students learn best through fun, hands-on, holistic methods that incorporate their culture and language. The study recommends training teachers in indigenous pedagogy and re-examining the curriculum to include more culturally relevant content.
Dr. Kritsonis Recognized as Distinguished Alumnus
In 2004, Dr. Kritsonis was recognized as the Central Washington University Alumni Association Distinguished Alumnus for the College of Education and Professional Studies. Final selection was made by the Alumni Association Board of Directors. Recipients are CWU graduates of 20 years or more and are recognized for achievement in their professional field and have a positive contribution to society. For the second consecutive year, U.S. News and World Report placed Central Washington University among the top elite public institutions in the west. CWU was 12th on the list in the 2006 On-Line Education of “America’s Best Colleges.”
This document provides contextual information about the community, school district, school, classroom, and students for a teacher work sample being conducted in a 6th grade math class at Three Oaks Middle School in Lee County, Florida. Key details include that Lee County has a population of over 661,000 people and the school district is the 9th largest in Florida. Three Oaks Middle School has over 700 students and has received recognition for its academic programs. The classroom consists of 28 students ranging in age from 11-13, with various characteristics and needs.
The Kingston City School District is proposing a restructuring that merges some administrative positions and expands support. Specifically:
- Two assistant superintendent positions will be merged into one new "Deputy Superintendent" position each for curriculum and business functions.
- Three director positions will be replaced with new assistant superintendent positions for humanities, STEM, and special education. Each will have additional director/assistant director support.
- This restructuring aims to better support teachers, principals, and students by streamlining some roles and increasing specialized academic support.
State of the Campbell Union School District 2014-2015Liz Kroft
This great overview of the Campbell Union School District is presented by Eric Andrew, Superintendent of the Campbell Union School District and covers schools in Campbell, San Jose, Saratoga, Santa Clara,
Monte Sereno, and Los Gatos. Further questions? Don't hesitate to ask liz@mainstreamre.com
Franz & Dr. William Allan Kritsonis, www.nationalforum.comWilliam Kritsonis
This document discusses the use of problem-based learning (PBL) in teacher education programs. It describes two PBL case studies used in math methods and reading courses.
For the math methods course, the PBL case involves preservice teachers developing solutions for secondary students struggling with math concepts. This allows teachers to deepen their understanding of math pedagogy and standards.
For the reading course, case studies of fictional students with reading difficulties require preservice teachers to design intervention plans. This gives them practice applying reading research to real-world situations.
The document argues that PBL prepares teachers better than traditional lectures by providing authentic problem-solving experiences. This equips teachers with the skills needed to be leaders
Williams monica_g[1]._raising_money_at_the_nations_historically_black_collegesWilliam Kritsonis
This document discusses the use of problem-based learning (PBL) in teacher education programs. It describes two PBL case studies used in math methods and reading courses.
For the math methods course, the PBL case involves preservice teachers developing solutions for secondary students struggling with math concepts. This allows teachers to deepen their understanding of math pedagogy and best practices based on standards.
For the reading course, case studies of fictional students with reading difficulties require teachers to analyze skills, research strategies, and design intervention plans. This gives teachers practice applying reading instruction principles.
The document argues PBL provides a better model than traditional lectures by immersing teachers in real-world problems and research. This
Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. Kritsonis has served as an elementary school teacher, elementary and middle school principal, superintendent of schools, director of student teaching and field experiences, professor, author, consultant, and journal editor. Dr. Kritsonis has considerable experience in chairing PhD dissertations and master thesis and has supervised practicums for teacher candidates, curriculum supervisors, central office personnel, principals, and superintendents. He also has experience in teaching in doctoral and masters programs in elementary and secondary education as well as educational leadership and supervision. He has earned the rank as professor at three universities in two states, including successful post-tenure reviews. See: www.nationalforum.com
This document discusses the impact of high-stakes testing on English language learners in Texas public schools and the implications for the rest of the nation. It analyzes issues faced by ELL students and schools that educate large numbers of ELLs. While standardized tests are meant to improve achievement, they may not accurately measure learning for ELLs. The No Child Left Behind Act requires standardized testing but provides some flexibility. Research is needed on both positive and negative effects of testing on ELLs. The document also discusses accountability pressures on schools from high-stakes testing and ensuring learning is measurable.
This document outlines a study to introduce more technology education to a 5th grade classroom. It describes the community and school district. The problem is that students are not receiving enough tech exposure to succeed in college and careers. Currently, the students lack skills in programs like Office and online research/citations. Test scores in math could also be improved with tech-based learning. The purpose is to determine if a "tech class" increases students' tech knowledge, software skills, and math scores. The writer aims to coordinate the study and consult teachers to improve tech use in the classroom.
School performance, literacy rate nobert&tamajongabdelcris
This document summarizes a study on school performance, literacy rates, and socioeconomic development in Cameroon. It provides background on Cameroon's education system, methodology used in the study, key findings, and conclusions. The study examined factors influencing school choice, literacy levels of primary students, and different teaching approaches used. It found proximity was a major factor in school choice, and government and private mission schools primarily used new pedagogical approaches focused on the individual child compared to other school types. The study aimed to evaluate how education impacts future opportunities and development.
K martin - Assignment 2 Hot Topic - Article reviewKim Martin
This case study examined one highly effective, inclusive elementary school in Florida called Creekside Elementary School. The researchers conducted interviews, observed classrooms, and analyzed testing scores. They found two key factors contributing to the school's success: (1) strong student support and high-quality instruction through practices like Universal Design for Learning and (2) supportive administrative policies and organizational structures. For example, all students' grades improved with inclusive practices and the school's diversity was representative of the community. The researchers concluded inclusive education can benefit all students when schools implement the right supports.
Article Review - Assignment 2 - EDUC8129 Contemporary Issues in Special Education - 2018 S1 DE
Kim Martin
Easy English and You Tube versions also available.
Lessons Learned 3: Teaching in Changing TimesAmber Ott
This document summarizes the findings of a study on first-year teachers. It finds that:
1) First-year teachers felt confident in their training, finding it comprehensive and useful in areas like child development, instruction techniques, and classroom management.
2) However, they did not feel their training adequately prepared them for teaching diverse classrooms.
3) The challenge of teaching diverse classrooms was greatest for teachers in more affluent suburban schools.
4) Many teachers also felt they could have used better training for teaching special needs students.
Biniak - An Examination of Flipped Learning in Modern World History - Action ...MacGyver Biniak
This document examines the effects of a "flipped learning" approach in a Modern World History class at Reservoir High School. The author interned with teacher Matt Gresick to study the impact of designing online video lectures for students to watch at home. In a four-week study, the author found that 70% of students saw improved performance on assignments related to the video topics compared to their previous grades. Additionally, 78% of students felt more prepared for upcoming units. Students also enjoyed the increased interaction in a flipped classroom compared to a traditional setting. Most felt they could be successful with flipped learning in the future.
This document summarizes two studies that used problem-based learning (PBL) in teacher education courses.
In the first study, a PBL case was used in a math methods course to help future teachers better understand students' mathematical thinking and how to address misconceptions. The case involved secondary students struggling with a math concept. Students had to create a solution and presentation addressing standards.
The second study used PBL case studies in a reading course. Students were given fictional student profiles and had to analyze their reading abilities, devise an instruction plan grounded in research, and address how to help the student improve. Both cases aimed to help future teachers develop deep content knowledge and skills in applying standards and research to real
This document discusses the use of problem-based learning in teacher education programs. It notes that teacher education programs face many challenges in preparing teachers, such as high-stakes testing, classroom diversity, and scrutiny over teacher quality. Problem-based learning is presented as a way to better equip teacher candidates by having them solve real-world educational problems rather than just memorizing standards and strategies. Two models of instruction are compared, with problem-based learning argued to be more effective because it immerses students in research and helps them develop into teacher leaders better prepared to meet today's educational challenges.
This document discusses the use of problem-based learning in teacher education programs. It notes that teacher education programs face many challenges in preparing teachers, such as high-stakes testing, classroom diversity, and scrutiny over teacher quality. Problem-based learning is presented as a way to better equip teacher candidates by having them solve real-world educational problems rather than just memorizing standards and strategies. Two models of instruction are compared, with problem-based learning argued to be more effective because it immerses students in research and helps them develop into teacher leaders better prepared to meet today's educational challenges.
The .XL program is a summer bridge and first-year experience program at Pasadena City College designed to help first-generation and underrepresented students transition successfully from high school to college. It provides intensive academic support through a cohort model with courses in the summer and additional support through the first year. Data shows students in the program have higher persistence, success, and retention rates than comparable students not in the program. The program also helps students develop a more positive perception of the college environment and greater social adjustment to college.
This document provides a summary of Dorian G. Knight's education and professional experience. It lists their Bachelor of Arts degree in Education from Arizona State University with high honors. It also outlines their extensive teaching experience from 1997 to the present working with various student populations including those with learning disabilities, emotional disabilities, autism, and more. Their roles have included substitute teaching, resource teaching, self-contained classroom teaching, and coordinating exceptional student services. They also have numerous certificates and over 400 hours of professional development coursework completed.
This document summarizes a research article that analyzes the challenges faced by English Language Learners (ELLs) in Texas public schools and the implications for the rest of the nation. It discusses 8 key issues: 1) ELLs have not achieved the same standards as native English speakers; 2) the positive and negative impacts ("washback") of high-stakes standardized tests on ELLs; 3) concerns around using the National Assessment of Educational Progress as a federal testing program; 4) the 4 key accountability elements of the No Child Left Behind Act; 5) increased demands for public school accountability; 6) the Act's focus on measuring achievement in core subjects; 7) analyzing learning outcomes through standardized test scores;
Similar to The First Five Years Fostering Teacher Retention in a School (20)
The First Five Years Fostering Teacher Retention in a School
1. The First Five !1
Running head: THE FIRST FIVE YEARS: FOSTERING TEACHER RETENTION
The First Five Years: Fostering Teacher Retention in a School through Mentoring and Induction
Tommie Baravong
University of Phoenix
2. The First Five !2
Table of Contents
Abstract…………………………………………………………………………………….. 4
Chapter I: Introduction………………………………………………………………………...5
Problem Statement………………………………………………………………………...5
Purpose…………………………………………………………………………………….5
Description of Community………………………………………………………………..5
Description of Work Setting………………………………………………………………7
Writer’s Role……………………………………………………………………………10
Chapter II: Study of the Problem……………………………………………………………11
Problem Description……………………………………………………………………..11
Problem Documentation…………………………………………………………………13
Literature Review………………………………………………………………………..13
Causative Analysis……………………………………………………………………….15
Chapter III: Outcomes and Analysis…………………………………………………………17
Goals and Expectations………………………………………………………………….17
Expected Outcomes………………………………………………………………….…..17
Measurement of Outcomes………………………………………………………………18
Analysis of Results……………………………………………………………….……..18
Chapter IV: Solution Strategy……………………………………………………….………19
Problem Statement……………………………………………………………….……...19
Discussion……………………………………………………………………….………19
Description of Selected Solutions……………………………………………………….23
3. The First Five !3
Chapter V: Results………………………………………………………………………….. 24
Results………………………………………………………………………………….. 24
Discussion………………………………………………………………………………..26
Recommendations and Plans for Dissemination…………………………………………28
References…………………………………………………………………………….…….. 30
Appendix A: Conditions of Learning and Teaching Survey (CLTE)……………………..….34
Appendix B: Informed Consent Form……………………………………………………….35
Appendix C: Conditions of Learning and Teaching Survey (CLTE) Pre- and Post-
Implementation………………………………………………………………………………39
4. The First Five !4
Abstract
This action research project focuses on the problem that many new teachers are leaving teaching
within the first 5 years of the profession. The study was designed to decrease the desire to leave
the teaching profession. New teachers were leaving the profession for multiple reasons, including
a lack of support during their first years of teaching. The causes of attrition in this study were
gathered through the Conditions of Learning and Teaching Environment (CLTE) Survey.
Participants received induction training and mentoring to improve teaching skills and provide
guidance from experienced teachers. Analysis of the data indicated that a combination of
induction training and mentoring decreased the desire to leave the teaching profession of the
participants during the first 5 years.
5. The First Five !5
Chapter I: Introduction
Problem Statement
The problem, as indicated in this study, is that there is a significant amount of new
teachers that are leaving the profession within the first five years of commencement of teaching.
This problem affects many aspects of the educational setting as well as the stakeholders in
education including, but not limited to all students, parents, teachers, administrators, schools, and
school districts. The time needed to conduct the research and implement the intervention was
eight to nine months.
Purpose
The purpose of this study was to determine what specific solution strategy, if any, will
decrease teacher attrition rates and the desire to leave the profession of new teachers for the
identified school. For this study, a new teacher was defined as any certified teacher that was
currently between their first initial days of contracted teaching up to the last day of their fifth
year of teaching during the time of the study.
Description of Community
The chosen community is located in the southwestern part of the United States of
America. The community is a rapidly growing metropolitan area with approximately 1,836,000
residents in 2008, up from 1,375,765 in 2000, and 741,459 in 1990. According to the U.S.
Census Bureau, the ethnic distribution of Clark County in 2007 was approximately 52%
Caucasian, 28% Hispanic descent, 10% African American, 7.2% Asian, 1% Native American or
Alaskan American, and less than .5% was identified as Hawaiian native or Pacific Islander
(2009).
6. The First Five !6
The chosen school district is the fifth largest school district in the United States. The
school district has experienced a huge growth in numbers proportionate to that of the community
growth. The school district currently is comprised of 332 public schools including: 210
elementary schools, 56 junior high schools, and 37 high schools, and 29 alternative schools or
charter schools. The student population was approximately 315,350 children in the school district
during the 2008-2009 school year (State of Nevada - Department of Education, 2008). According
to Clark County School District (2008b), the school district is now a minority – majority district
with 39.9% of the students of Hispanic or Latino descent, 36.1% Caucasian, 13.9% African
American, 9.3% Asian or Pacific Islander, and 0.8% American Indian or Alaskan Native.
The certified teacher population was approximately 19,261 educators in the school
district for the 2008-2009 school year, and the ethnic distribution for licensed personnel in the
chosen school district during the 2008-2009 school year was approximately 77% Caucasian, 7%
Hispanic, 7% African American, 4% Asian or Pacific Islander, 4% identified as other, and less
than 1% American Indian or Alaskan Native (State of Nevada- Department of Education, 2009b).
The mission statement of the school district is that “Students will have the knowledge,
skills, attitudes and ethics necessary to succeed academically and will practice responsible
citizenship” (Clark County School District, 2008a). The district’s three goals are: (a) the District
will demonstrate increased student achievement in English language arts, mathematics, and
science, reduce the achievement gap between disaggregated populations, decrease the number of
high school dropouts, and increase achievement of English Language Learners (ELL) and
Individualized Educational Program (IEP) students by institutionalizing research-based
instructional systems; (b) the district will coordinate, design, deliver and evaluate ongoing
7. The First Five !7
professional development aligned to district instructional initiatives; (c) the district will increase
efforts to attract, support, and retain qualified staff including teachers, administrators, and
support staff (Clark County School District, 2008a).
The school district has hired an average of 2,200 teachers annually since the 1999-2000
school year, relying on recruitment from other states due in part to the low number of local
candidates. During the 2007-2008 school year, the district hired 2,389 new teachers, down from
2,970 during the 2006-2007 school year (Clark County School District, 2008b). The information
and figures provided by the school district included that all teachers new to the school district
and not just to the profession were considered new teachers.
Description of Work Setting
The research took place at one of the 37 high schools located in this school district. The
certified teaching population of the chosen high school was approximately 116 educators during
the 2008-2009 school year (State of Nevada- Department of Education, 2009a). The research
conducted consisted of 43 participants at the selected school. Of those new teachers, 21
participants (49%) were in their very first year of teaching, 10 participants (23%) were between
their first and second year, 4 participants (9%) were in between their second and third year, 2
participants (5%) were in their third to fourth year, and 4 (9%) were in their fourth to fifth year
of teaching. All participants of the research have taught entirely in the secondary level of
education. Only two participants of the study had previously taught in a middle or junior high
school environment while all other participants had only experiences in the high school
environment.
8. The First Five !8
According to the Clark County School District, the student population in the chosen high
school was approximately 2455 students. The ethnic composition of the school was
approximately 42% Caucasian, 24% Hispanic, 12% African American, 21% Asian or Pacific
Islander, and less than 1% American Indian or Alaskan Native during the 2008-2009 school year
(2008a).
The school first opened during the 2004-2005 school year and has recently finished its
fifth year. The mission of the school is “to prepare all students for post-secondary education and
life-long learning through a challenging, interactive, academic curriculum that stresses
opportunities to explore a career area of interest” (Clark County School District, 2008a).
The school was opened with a modified block schedule that provided students the
opportunity to take eight classes each year of high school. Students would meet for only four
classes each day alternating between odd period classes, also known as A days, and even period
classes known as B days. The class period would run 85 minutes and then a short passing period
before the students proceeded to their next class. During the first day of school and during any
catch up days, C days would be initiated where students would attend all class periods for only
42 minutes.
While on this modified block schedule, teachers were given two class periods that were
pupil and duty free. These preparation periods were determined based on scheduling which gave
some teachers one preparation period every day, or both preparation periods on both days and no
preparation time on the alternating day. Some teachers were given preparation times that were
not scheduled at similar times on alternate days, such as an early preparation time on A days and
9. The First Five !9
last period prep on B days. Due to such a high number of student enrollments, specific teachers
were asked to sell back, with pay, their preparation time to teach another section of their subject.
The modified block schedule was eliminated at the end of the 2008-2009 school year due
to school, school district, and state budget cuts. Teachers and students will return to a traditional
academic schedule and follow a six class period system for the 2009-2010 school year. Teachers
will be allowed one preparation time per day according to the new schedule.
The school was initially structured into a smaller learning community format by dividing
students by grade level from grades 9 to 11 with one of the three assistant principals as head of
the houses. Students were put into grade level houses according to the year the student entered
high school. Students that were not on grade level because of credit deficiencies remained in the
same houses and were not moved into a lower house. The certified teachers were grouped into
houses based the grade level taught for the majority of their schedule. Teachers that taught
subjects that involved classes with multiple grades, like physical education and electives, would
be placed randomly amongst the grade level houses.
Following the end of the first year, the houses were restructured by pulling out all
elective and physical education teachers from their former houses and creating the new Career
Academy Program House (CAP House). In this CAP House, teachers would meet every third
Wednesday to discuss budget issues, recommendations to improve elective classes, increase
participation through club afterschool clubs, and raise the enrollment numbers for the following
year through a recruitment program targeting all surrounding middle schools. The CAP House
was lead by the principal of the school and assisted by the deans. A fourth grade level house was
10. The First Five !10
added to the restructuring due to the addition of a senior class that year and a fourth assistant
principal.
The department chair positions were eliminated following the end of the first year of
school. The positions were eliminated to allow more instruction for the students and more
available classes due to the loss of an additional preparation time for each position. A new
position called the department coordinator was introduced at the beginning of the second school
year. The department coordinator position was similar to the department chair position without
the additional preparation time given to a department chair. Department meetings were held
during the first Wednesday of each month to discuss issues within each department. Each
department coordinator was responsible for including any reports or discussions within a
summary to the principal of the school.
Writer’s Role
The writer holds a B.A. in secondary education with an endorsement in theatre and a
minor in theatre studies. The writer has been teaching for a total of six years and faculty member
of the selected high school in the study for four years. The role of the writer at the school is a
member of the Department of Performing and Fine Arts and head of the theatre program. The
writer is responsible for teaching approximately 236 students throughout the school year and is
also responsible for 10 classroom preps. The writer teaches three sections of theatre I, two
sections of theatre II, one section of theatre III, theatre IV, technical theatre II and technical
theatre III combined into one class period. The other classes included one section of costume
design I and II combined, and one section of technical theatre I, and independent studies for
advanced theatre.
11. The First Five !11
The writer is also the advisor for both the drama club and the International Thespian
Society Troupe #6831. The drama club meets on the second and fourth Wednesday of each
month and the International Thespian Society Troupe meets on the last Friday of each month.
The writer is responsible for being present at each meeting and assisting the club officers with
information and providing guidance on running the clubs.
The writer is the coordinator of the Teach Me program and is responsible for conducting
meetings with teachers in the high school interested in school improvement. The Teach Me
program meetings are held once every two weeks in the conference room of the school library.
Administrators are prohibited from attending the Teach Me meetings in hopes of getting more
teachers involved with school improvement without feeling intimidated. The meeting is only for
certified teachers and staff members, allowing for honest discussion amongst colleagues. The
writer is then the liaison responsible for relaying concerns, problems, and potential solutions
from the teachers and staff members to the administration. The administration is then able to
choose to bring any topics of the faculty into staff meetings or to provide information or
resolutions to the liaison to be discussed at the next Teach Me meeting.
Chapter II: Study of the Problem
Problem Description
The problem, as indicated in this study, was that many new teachers that were leaving the
profession within the first five years of commencement of teaching. Teachers were leaving the
teaching profession because they were dissatisfied with their professional development training.
Another reason why teachers were leaving the teaching profession is because they were unhappy
with the amount of empowerment and support they had received from their school.
12. The First Five !12
Many individuals were affected by the high amount of new teacher attrition.
Hancock states that the “attrition of teachers is a consequential phenomenon, especially
when considering the investment made by those to become certified teachers, the expenses
incurred by schools to attract teachers, and the discontinuity of instruction received by students
adapting to a different teacher” (2008, ¶3). According to Brown and Schainker, “When school
districts lose new teachers, they often lose the chance to recoup their investment in recruitment
and professional development” (2008, p. 13).
Students, parents, colleagues, administration, schools, and school districts are disrupted
by new teachers leaving the school and profession especially if teachers leave unexpectedly
during the school year. The administrative team is left seeking out a replacement for the teacher,
regularly choosing an extended or long term substitute to fill the position for the rest of the
school year.
Often, the long term substitutes are not qualified or trained enough to educate the
students, relying on generic or emergency lesson plans or lesson plans created by other teachers
at the school. Long term substitutes are often asked to prepare lesson plans and may not be
equipped or skilled to create them. If the position cannot be filled with a permanent new teacher,
the classroom with the recently vacated teacher is often chosen to be dissolved and other teachers
are asked to step up and take on more students. Classrooms already have a large amount of
students and situations like this can create more overcrowding. Parents and students are left
learning to adjust and trust a new teacher or long term substitute or even multiple substitutes for
the rest of the year. Ondrich, Pas, and Yinger argued that “high rates of teacher turnover have
13. The First Five !13
direct monetary costs and alter the distribution of teacher experience and skill across
districts” (2008, p. 114).
Special education has also seen issues in teacher attrition. According to Billingsly, “the
annual attrition rate of special education teachers compounds this issue. Many of the vacant
positions are filled with unqualified general education teachers hired under waivers, while many
other positions are left vacant” (as cited in Nance & Calabrese, 2009, p. 431).
Problem Documentation
The Conditions of Learning and Teaching Environment (CLTE) Survey (see Appendix A)
was created by the writer. The CLTE Survey found that 27 of the 43 (63%) new teachers
indicated that they would leave the teaching profession before starting their sixth year of
teaching. This was a general statement of the respondents that did not include any specific
factors that also were included in the CLTE Survey. The participants suggested that they would
not continue teaching after five years due to their overall experiences with teaching.
The participants were asked how staff development or a lack of staff development would
affect their feelings about leaving the profession and 21 out of 43 (49%) participants indicated
that they would consider leaving the teaching profession due to this dissatisfaction of their
professional development training. Finally, 19 of the 43 (44%) participants have indicated that
they would consider leaving the teaching profession due to the dissatisfaction of the amount of
empowerment or support they receive from their school.
Literature Review
The demand to keep up with student population growth is not teacher recruitment but has
more to do with teacher retention (Cochran-Smith, 2004; Colgan, 2005). The National
14. The First Five !14
Commission on Teaching and America’s Future (NCTAF) suggests that the “inability to support
high-quality teaching in many of our schools is driven not by too few teachers entering the
profession, but by too many leaving it for other jobs” (as cited in Colgan, 2004, p. 23).
There has been an abundance of research that has shown the reasons why new teachers
remain in the profession as well as the many reasons why new teachers choose to leave the
teaching profession. According to a number of studies researched by Smith and Ingersoll, “as
many as 50% of beginning teachers leave the profession in the first five years of teaching” (as
cited in Roulston, et al., 2005, p. 1). Additional figures set new teacher attrition during the first
five years at 39% nationally (Boe, Cook and Sunderland, 2008; Ondrich, et al., 2008). Ondrich,
et al. reports that over 90% of new hires are the replacements for the recent teachers that have
attrition (2008).
Inman and Marlow suggested that “the reported attitudes of beginning teachers in order
to identify perceived positive aspects of teaching as factors which may lead to teacher retention”
rather than concentrating on the reasons why teachers are leaving the profession (2004, p. 605).
According to Inman and Marlow, measuring teacher attrition are important to a school system to
plan for the future, but insisted that finding the reasons and factors that caused teachers to remain
in the teaching profession is of greater importance (2004). The study found that only 33% of
teachers with 0-3 years of experience stay in the teaching profession due to working conditions
such teacher roles, administrative support, paperwork, class size, and availability to resources,
while 50% of teachers with 4-9 years of experience stay in the teaching due to this reason (Inman
& Marlow, 2004).
15. The First Five !15
More literature and reading show that poor training, low staff development and non-
existent mentorships were causes of new teachers leaving the profession. Whitener et al.
suggested that “Only 24% of exiting public teachers want to escape from teaching” such as
pursing “other employment in other vocations or because a dissatisfaction with teaching” (as
cited in Boe, et al., 2008, p. 10). According to Ingersoll, “those who depart because of job
dissatisfaction, most often link turnover to low salaries, lack of support from the school
administration…and lack of influence over decision-making” (2004, p. 16).
A teacher’s personal characteristic and the educational training, such as college or
university training and alternative routes to teaching are considered variables that can attribute to
teacher retention and attrition (Hancock, 2008). Hancock suggested that school characteristics,
workplace conditions, and financial compensation and pay also affect the attrition rates of
teachers (2008).
Causative Analysis
There are a number of causes leading to the problem of new teachers leaving the
profession of teaching within the first five years. One of the major findings of the CLTE Survey
is that new teachers are dissatisfied with their professional development training. This area
involved finding that the participants: (a) do not receive the proper and suitable training prior in
post-secondary education leading to teaching certification, (b) do not receive enough time to
collaborate with other teachers within their school, (c) do not receive enough professional
development at their school, (d) do not receive enough adequate training for new practices or
teaching technologies at their school.
16. The First Five !16
The second area of concern is that new teachers are overwhelmed with the lack of time
allowances in the school. This area involves finding that new teachers (a) are overwhelmed with
the amount of administrative paperwork that needs to be completed on a daily basis, (b) are
overwhelmed with the amount of students that are in their classes, (c) are unsatisfied with the
amount of mandatory duties and meetings that may interfere with their teaching and prep times.
The third area of concern is that new teachers are dissatisfied with the lack of
empowerment and support at their school. This area involves finding that new teachers: (a) are
not empowered to make decisions that affect their classroom; (b) are not empowered to make
decisions that affect their school; (c) are not respected at their school from outside their
department or grade level; (d) are not respected at their school from within their department or
grade level; (e) are not supported by their administrative staff, colleagues, or office staff; (f) are
not recognized as a professional by their school; (g) are not recognized for the professional
contributions to education at their school; (h) are not allowed input for school improvement; (i)
are not treated fairly due to lack of experience in the teaching field or at the school.
The final area of concern is that new teachers are dissatisfied with the quality of life,
safety, and resources and salary. This area involves findings that new teachers: (a) are not happy
with the quality of life in the school district, (b) are not happy with the amount of parental
conflicts within the school, (c) are not happy with the amount of student behavioral problems at
the school, (d) do not feel physically safe in their school environment, (e) do not have the access
to the proper equipments to teach, (f) do not have the necessary funds to teach due to budgeting
and financial issues.
17. The First Five !17
One cause of teacher attrition that was not examined in the CLTE Survey dealt with the
satisfaction of the participants with their current pay salary within the school district. Low pay
and the desire for increases in teacher salary are always a significant reason for new teacher
attrition. Since these causes are changed through a union and school district and not through the
writer and any intervention, they were not included within the study.
Chapter III: Outcomes and Analysis
Goals and Expectations
The three goals of this action research project were: a) to increase the amount of new
teachers that will continue to work in the educational field for more than five years, b) to
increase positive feelings toward professional development in new teachers, and c) to decrease
the feelings of isolation amongst new teachers.
Expected Outcomes
Several specific outcomes will be achieved with new teachers and their retention in the
teaching profession. The following are the outcomes expected from this research:
1. No more than 15 of the 43 (35% or less) participants will consider leaving the
teaching profession before reaching their sixth year of teaching.
2. No more than 12 of the 43 (28% or less) participants will consider leaving the
teaching profession due to the dissatisfaction of their professional development
training and induction.
3. No more than 10 of the 43 (23% or less) participants will consider leaving the
teaching profession due to the dissatisfaction of the amount of empowerment and
support they receive from their school.
18. The First Five !18
Measurement of Outcomes
The measurement of outcomes came from a survey created by the researcher called the
Conditions of Learning and Teaching Environment (CLTE) Survey. The survey contained
multiple sections of many common causes for new teacher attrition. The first section of the
survey dealt with the identification of teaching personnel including the amount of years teaching,
the amount of years teaching in the school, and the grade level taught by the participant. The
second section of the survey dealt with professional development, time allowances, teacher
empowerment or support, and safety and resources, and allowed the participant to include any
other issues that was not covered in the survey. The third section of the survey asked the
participant when they exactly plan to leave the teaching profession based on the experiences that
they have had so far in the profession. The fourth section of the survey dealt with interventions
that the new teacher would like to see in place and what interventions are currently in place at
their school and if they are aware of them. The final section of the survey dealt with contact
information of the participant.
Forty-three of the 116 certified educators at the selected school was identified as a new
teacher, and participated in the pre-implementation survey and post-implementation survey. The
CLTE Survey was utilized in both instances and the results from all 43 participants from the pre-
implementation survey were analyzed against the answers from post-implementation survey
results.
Analysis of Results
The answers from the 43 participants that completed the survey and their answers to the
different potential causes for leaving the teaching profession were computed and organized. The
19. The First Five !19
data is displayed in both numbers and the percentages and will be displayed in figures such as
graphs. The graphs will display data visually comparing pre- and post-implementation data for
each of the three objectives.
Chapter IV: Solution Strategy
Problem Statement
The problem, as indicated in this study, is that there is a significant amount of new
teachers that are leaving the profession within the first five years of commencement of teaching.
This problem affects many aspects of the education setting including all students, parents,
teachers, administrators, schools, and school districts.
Discussion
A number of solutions have been gleaned from the literature. Teachers new to the
profession benefit from mentorship programs that are already successfully in place. Mentoring
occurs when a new teacher is paired up with an experienced or seasoned teacher. Mentoring was
also identified as one strategy for addressing the retention of first-year teachers and may also be
closely linked to developing their professional and personal competence (Tillman, 2005). The
benefits of providing this type of program are important and vital to the success of new teacher
retention.
According to Inman and Marlow (2004), it is “important for beginning teachers to have
colleagues with whom they can share ideas, make plans, and attempt to solve problems” (p. 610).
Mentoring programs also allow the beginning teacher to receive personal encouragement,
feedback, and advice that only an experienced colleague can provide. By mentoring these
beginning teachers, the feeling of isolation decreases and benefits of gaining knowledge from
20. The First Five !20
veteran teachers are increased (Inman & Marlow, 2004). According to Wong, “Mentors are an
important component, perhaps the most important component of an induction program, but they
must be part of an induction process aligned” with the vision, mission, and structure of the
school and school district (2004, p. 42).
Research has also shown that the success of mentoring is closely tied to how the pairing
of beginning teacher and experienced teacher is decided. Inman and Marlow suggested that
administrators or coordinators introduce “teaming situations between beginning and experienced
teachers should be arranged, basing the matching of beginning and experienced teachers on
common information gleaned during classroom visits” (2004, p. 612).
Subject matter and grade level mentoring are also identified as key components of a
successful mentoring system. A recent study of teachers in the Boston Public Schools found that
mentoring programs worked best for new teachers who were paired with mentors who taught the
same subject at the same grade level in the same school (Colgan, 2004). Roulston, et al. (2005)
stated that “Research have revealed that beginning music teachers tend to feel less isolated and
more supported when they are able to forge strong relationships with experienced music
teachers” and in cases where mentors outside of music were assigned to the new music teacher,
the levels of satisfaction were lower (p. 2).
While mentoring can be a successful tool to assist new teachers, the training of the
mentor teacher is imperative to the success of the program. Costa and Garmston suggested that
the “mentoring approaches are by design needs based, nonevaluative [sic], and focused on
professional growth goals, mentors [should] receive district training in cognitive coaching and
other mentoring techniques” (as cited in Kelley, 2004, p. 442). According to Flynn and Nolan,
21. The First Five !21
the “mentors received training in the needs and stages of first-year teachers, adult-learning
theory, and cognitive coaching” (2008, p. 175).
Flynn and Nolan (2008) reported that a successful mentor program possessed a process
for selecting and identifying mentors in the spring leading up to the new school year which
included an application process for the mentors. This specific mentoring program also provided
education and support for their participants. The program coordinator protected the confidential
relationship of a mentor and mentee. The teams were required to meet an average of two hours
per week and maintain a log of their activities (Flynn & Nolan, 2008).
Teacher induction programs can include a variety of different activities including
professional development classes, networking opportunities within the community, and new
teacher orientations. Smith and Ingersoll suggested that “Teacher induction programs are not
necessarily extra training but do provide activities for teachers who have already completed basic
preparation. Such programs are considered a bridge, enabling the student of teaching to become a
teacher of students” (as cited in Hahs-Vaughn & Scherff, 2008, p. 24). These inductions not only
have to include training on bridging the gap between student of teaching to teacher of students,
but should include classes or seminars on combating stress and fostering support amongst other
new teachers such as support groups (Hahs-Vaughn & Scherff, 2008).
Both mentoring and induction are thought to assist beginning teachers as they transition
into the profession, and aid in the retention of teachers (Roulston, et al., 2005). Smith and
Ingersoll reported that “Teachers who experienced induction and mentoring support in their first
year of teaching were less likely to leave teaching or change school” (as cited in Brown and
Schainker, 2008, p. 14).
22. The First Five !22
New teachers benefit from proper induction programs and staff development training.
“[A] principals’ support for mentoring and induction programs, particularly those related to
collegial support, appears to play a prominent role in beginning teachers’ decisions to quit or
remain on the job” (Brown & Schainker, 2008, p. 14). Teachers who experienced induction and
mentoring support in their first year of teaching were less likely to leave teaching or change
schools (Ingersoll & Smith, 2004).
However, inductions are all conducted differently and may not result in the same effects
from school to school or from district to district. Hahs-Vaughn and Scherff suggested that some
induction programs may only provide generic information and teaching strategies that lack the
breadth and depth that a beginning teacher will need to be successful (2008). New teacher
inductions can also be overwhleming, requiring teachers to complete numerous workshops,
create a portfolio, and attend many district meetings. A good balance between the two is the key
to having an effective induction program.
New teachers show more success and retention when the support from administration are
strong and the amount of teacher empowerment in decision making are allowed. The role of the
principal within a new teacher induction program, as well as the explanation of the school
culture, was critical to new teachers feeling supported, and to their ultimate retention
(Wischkaemper as cited in Nance & Calabrese, 2009). Brown and Schainker suggested that
“lower levels of teacher attrition and migration have consistently been found in schools with
more administrative support for teachers. . .and higher levels of faculty decision making,
influence, and autonomy” (2004, p. 14).
23. The First Five !23
Description of Selected Solutions
Several approaches to improving the retention rate of new teachers were realistically
implemented.
Participants were involved in a mentorship program with a volunteer mentor at the
school. Participants were paired with a mentor teacher that possessed more than six years in the
teaching profession and taught the same subject matter as the participant. If a mentor teacher of
the same subject as the participant was not available, the participant was paired with a mentor
teacher that taught either a core subject or an elective like the participant. Both teachers mutually
agreed to a commitment in helping the mentee succeed. Both teachers met at least twice a week
for at least an hour each meeting. Additional meetings or longer meetings were solely up to the
discretion and mutual agreement of both the participant and mentor. Within the first two
meetings between the mentor and participant, the participant had created goals with the mentor
teacher to be achieved during this school year. Participants documented the topics and issues
covered during these meeting and submitted these documents to the coordinator on a monthly
basis. Meetings took place predominately at school after the end of the school day, but meetings
were allowed in a neutral setting that was outside of the school setting. Participants attended
monthly meeting to discuss issues and concerns with the mentoring programs. These monthly
meetings were utilized to share the interactions of the participant and their mentors with other
participants.
Mentor teachers received no formal training for the mentoring programs. The mentoring
teachers were informed to provide any knowledge and advice to the participant and answered
24. The First Five !24
any questions that they participants had for them. The mentor teachers were asked to listen and to
support the participant in any way that the mentor deemed appropriate and fit for the role.
Participants in the study received a two-week long new teacher training seminar held the
week prior to school starting and the week following school commencement. The participant was
instructed on various administrative programs for the classroom and forms used within the
school and school district. ClassXP, an attendance and student information program, InTouch, an
online grade book program, EasyGradePro, a grade book, MyClass.com, a website host for
teachers for their students, and other computer-based programs were taught and explored in
training sessions. Deans’ referrals, activities’ request, field trip permission slips, club advisor
procedures and other school forms and school district forms were taught and explored in training
sessions. Participants were instructed on utilizing the resources and staff at the school. Copy
machines, graphic arts, library, school bank, deans’ office, computer labs, job bank and other
school resources were discussed and visited. Participants received a “New Teacher’s Manual:
Frequently Asked Questions” booklet.
Chapter V: Results
Results
The problem, as indicated in this study, is that there is a significant amount of new
teachers that are leaving the profession within the first five years of commencement of teaching.
The goals of the study was to increase the amount of new teachers that will continue to work in
the educational filed for more than five years, increase positive feelings toward professional
development in the participants, and reduced the feeling of isolation amongst the participants.
25. The First Five !25
The writer expected that no more than 15 of the 43 (35% or less) participants will
consider leaving the teaching profession before reaching their sixth year of teaching. The results
of the post-implementation survey showed that there was a decrease in the number of
participants that indicated their desire to leave the profession from the pre-implementation CLTE
survey (see Figure 1). The objective was met and the number of participants that indicated that
they would leave the profession before their sixth year of teaching was reduced.
The writer expected that no more than 12 of the 43 (28% or less) new teachers will
consider leaving the teaching profession due to the dissatisfaction of their professional
development training and induction. After conducting a post-implementation survey, 6 of the 43
(14%) participants indicated that they would leave the teaching profession due to the
dissatisfaction of their professional development and induction. The objective was met. The new
teacher induction created by the school decreased the amount of participants that indicated that
would leave teaching due to the dissatisfaction of the professional development and induction
programs.
The writer expected no more than 10 of the 43 (23% or less) new teachers will consider
leaving the teaching profession due to the dissatisfaction of the amount of empowerment and
support they receive from their school. The objective of reducing teacher attrition due to the
dissatisfaction of empowerment and support received from the school was achieved. Only 7 of
the 43 (16%) indicated that they would leave the teaching profession due to the dissatisfaction of
the amount of empowerment and support they receive from their school.
All three expected outcomes were achieved in this study. The results for the CLTE
Survey showed that the desires of the participant to leave the teaching profession within the first
26. The First Five !26
five years were reduced in multiple areas including the overall attrition of new teachers, attrition
due to lack of professional development and induction training, and attrition due to lack of
support from administration and colleagues.
Discussion
The three goals of this action research project were: a) to increase the amount of new
teachers that will continue to work in the educational field for more than five years, b) to
increase positive feelings toward professional development in new teachers, and c) to decrease
the feelings of isolation amongst new teachers. It is in the opinion of the writer that the goals of
the study were met because of the interventions that were introduced to the participants. The
participants were involved in a number of activities through the induction that bridged the
knowledge that they learned at their respective teaching programs with the added information
given at their induction classes. Participants were able to obtain specific knowledge of how the
school and school district operates and conducts itself, rather than having to rely solely on
general knowledge from their teaching program. The induction program gave the participants
valuable skills that will better prepare them for the rest of the school year and their career in
education.
It is the opinion of the writer that the mentoring program was also a reason why the goals
of the study were successful. New teachers often experience isolation from other teachers and
the opportunity for them to meet with a mentor teacher can decrease that feeling of isolation. The
participants were able to confide in another person that could actually identify with them. Many
teachers go home to a spouse, partner, or roommate and are not able to discuss matters of school
to someone in their personal life, and some may not have anyone. The mentoring program
27. The First Five !27
provided the participant an outlet to communicate with another teacher and to gain invaluable
knowledge.
The writer recognized that the study could have been improved through certain
developments. The research utilized surveys to obtain information about the attitudes of the
participants on causes for attrition. While the survey was vital in narrowing down the major
reasons for attrition in the school, interviews with the participants would have allowed the
researcher more detailed responses. The study should have concluded with an exit interview of
the participants to research the specific reasons for their retention or attrition.
According to Smith and Ingersoll (2004), many mentoring programs differ in many
aspects such as if the mentors receive any training, the attention devoted to matching up the
mentors and mentees by the coordinator, or the amount of compensation the mentor teacher may
receive. The mentoring program that was conducted in this study needed to be more carefully
constructed in terms of selecting mentors and their attendance at a training seminar.
Recommendations
Recommendations for future researchers of the study are as follow:
1. Develop an extensive survey to analyze for causes.
It is the recommendation of the writer for other researchers interested in new teacher
retention and attrition to develop a thorough survey to identify every possible cause for new
teacher attrition. It is important to identify the cause or causes that are increasing new teacher
attrition. In future studies of new teacher attrition and retention, it is suggested by the writer that
the researcher conduct their first survey prior to the end of the school year. By conducting the
data collection at the end of the end, it will allow the researcher more time to develop and plan
28. The First Five !28
interventions like induction and mentoring programs with administration depending on the
results the researcher receives from the survey.
1. Develop and create appropriate interventions from survey results.
The next recommendation for any future study is for the researcher to develop an
application process for potential mentors, and to create a training program for the mentors
wanting to participate. Mentors need to be prepared in cognitive coaching and other mentoring
skills to be successful (Costa and Garmston, as cited in Kelley, 2004). While mentor teachers are
a good source of information and guidance for the new teacher, it is important that the mentor
teacher understands how to successfully coach these new teachers through training.
2. Utilize a quasi-experimental or an experimental design.
The ability to compare data from a control or contrast group to an action group is
important to the research. The quasi-experimental design is a preferred method. By comparing
the answers from the prior year, where teachers were given the survey but did not receive the
intervention, to the current action group, who received the intervention of induction and
mentoring, the researcher will be able to easily identify if the interventions were successful.
Plan for Dissemination
The writer’s plans for dissemination will include presenting the research results to the
administration of the selected school used in the study. This presentation will be helpful for
administrators to understand the affects of induction and mentoring on new teachers and the
retention of them. The writer plans to apply for grants to help fund a more extensive study on
mentoring and new teacher retention. The writer plans on presenting this information to the area
29. The First Five !29
superintendent for the Southwest Region of the school district to revamp the current new teacher
programs in place.
30. The First Five !30
References
Boe, E. E., Cook, L. H., & Sunderland, R. J. (2008). Teacher turnover: Examining exit attrition,
teaching area transfer, and school migration. Exceptional Children, 75(1), 7-31. Retrieved
March 8, 2009, from EBSCOhost database.
Brown, K. M., & Schainker, S. A. (2008). Doing all the right things: Teacher retention issues.
Journal of Cases in Educational Leadership, 11(1), 10-17. Retrieved March 17, 2009,
from SAGE Full-Text Collections database.
Clark County School District. (2008a, August). Clark County School District accountability
reports. Retrieved March 28, 2009, from Clark County School District Web Site: http://
ccsd.net/schools/acc_pdfs_2008/districtAcc2007.pdf
Clark County School District. (2008b). District improvement & AMAO plan: For implementation
in 2008-2009. Retrieved March 22, 2009, from Clark County School District Web Site:
http://ccsd.net/schools/pdf/DSIP_2009_FULL.pdf
Cochran-Smith, M. (2004). Stayers, leavers, lovers, and dreamers: Insights about teacher
retention. Journal of Teacher Education, 55(5), 387-392. Retrieved March 17, 2009, from
SAGE Full-Text Collections database.
Colgan, C. (2004, August). Is there a teacher retention crisis? American School Board Journal,
191(8), 22-25. Retrieved January 10, 2009, from EBSCOhost database.
Flynn, G. V., & Nolan, B. (2008). The rise and fall of a successful mentor program: What
lessons can be learned? Clearing House, 81(4), pp. 173-179. Retrieved Jan 10, 2009,
from Gale PowerSearch database.
31. The First Five !31
Hahs-Vaughn, D. L., & Scherff, L. (2008). Beginning English teacher attrition, mobility, and
retention. The Journal of Experimental Education, 77(1), 21-53. Retrieved March 11,
2009, from Gale PowerSearch database.
Hancock, C. B. (2008). Music teachers at risk for attrition and migration. Journal of Research in
Music Education, 56(2), 130-144. Retrieved April 9, 2009, from EBSCOhost database.
Ingersoll, R. M. (2003). Is there really a teacher shortage? A report co-sponsored by the Center
for the Study of Teaching Policy and the Center for Policy Research in Education.
Seattle: University of Washington, Center for the Study of Teaching and Policy. Retrieved
June 10, 2009, from EBSCOhost database.
Ingersoll, R. M., & Smith, T. M. (2004). Do teacher induction and mentoring matter? NASSP
Bulletin, 88(638), 28-40. Retrieved April 11, 2009, from SAGE Full-Text Collections
database.
Inman, D., & Marlow, L. (2004). Teacher retention: Why do beginning teachers remain in the
profession? Education, 124(4), 605-614. Retrieved February 27, 2009, from EBSCOhost
database.
Kelley, L. M. (2004). Why induction matters. Journal of Teacher Education, 55(5), 438-448.
Retrieved April 11, 2009, from SAGE Full-Text Collections database.
Nance, E., & Calabrese, R. L. (2009). Special education teacher retention and attrition: The
impact of increase legal requirements. International Journal of Educational
Management, 23(5), 431-440. Retrieved July 2, 2009, from Emerald database.
32. The First Five !32
Ondrich, J., Pas, E., & Yinger, J. (2008). The determinants of teacher attrition in upstate New
York. Public Finance Review, 36(1), 112-144. Retrieved June 20, 2009, from SAGE Full-
Text Collections database.
Roulston, K., Legette, R., DeLoach, M., Buckhalter-Pittman, C., Cory, L., & Grenier, R. S.
(2005). Education: Mentoring and community through research. Research Studies in
Music Education, 25(1), 1-22. Retrieved June 20, 2009, from SAGE Full-Text
Collections database.
State of Nevada - Department of Education. (2008). QuickSTATS-2009. Retrieved April 4, 2009,
from Nevada Department of Education: http://nde.doe.nv.gov/Resources/
QuickSTATS-2009.pdf
State of Nevada- Department of Education. (2009a). Directory of licensed personnel: Nevada
public schools. Retrieved March 30, 2009, from Nevada Department of Education: http://
nde.doe.nv.gov/Resources/LicensedStaffDirectory_2008-2009.pdf
State of Nevada- Department of Education. (2009b). Nevada Department of Education research
bulletin for student enrollment and licensed personnel information. Retrieved April 1,
2009, from Nevada Department of Education: http://nde.doe.nv.gov/Resources/Bulletin-
FY2009.pdf
Smith, T. M., & Ingersoll, R. M. (2004). What are the effects of induction and mentoring on
beginning teacher turnover? American Educational Research Journal, 41(3). 681-714.
Retrieved July 4, 2009, from SAGE Full-Text Collections database.
33. The First Five !33
Tillman, L. C. (2005). Mentoring new teachers: Implications for leadership practice in an urban
school. Educational Administration Quarterly, 41(4), 609-629. Retrieved on January 20,
2009, from SAGE Full-Text Collections database.
U.S. Census Bureau. (2009). Population Finder. Retrieved April 5, 2009, from U.S. Census
Bureau: http://factfinder.census.gov/servlet/SAFFPopulation?
_event=Search&_name=clark&_state=04000US32&_county=clark&_cityTown=clark&_
zip=&_sse=on&_lang=en&pctxt=fph
Wong, H. K. (2004). Induction programs that keep new teachers teaching and improving. NASSP
Bulletin, 88(638), 41-58. Retrieved May 20, 2009, from SAGE Full-Text
Collections database.
34. The First Five !34
Appendix A
Informed Consent Form
August 14, 2008
Dear Colleague,
I am currently enrolled in a Master of Arts in Education (MAED) program at the University of
Phoenix and I am conducting research on new teacher attrition and retention. The university has
a requirement that I inform participants of the action research project that I will be conducting
this school year and obtain informed consent from you. I am investigating this to determine what
specific solution strategy, if any, will increase the teacher retention rates of new teachers in the
education system and profession. If you decide to do this, you will be asked to complete a
research surveys, participate in two week long new teacher induction training, a mentoring
program where you will be paired with an experienced teacher, meeting twice a week for at least
one hour, for the duration of the entire nine month school period, and an exit survey or interview.
Any data gathered during my research will not identify individual participant so your identity
will remain anonymous.
If you take part in this project you will be assisting research to find interventions that will help
reduce new teacher attrition and increase new teacher retention. Taking part in this project is
entirely up to you, and no one will hold it against you if you decide not to do it. If you do take
part, you may stop at any time without penalty. In addition, you may ask to have your data
withdrawn from the study after the research has been conducted.
If you want to know more about this research project, please contact me at (702) 321-2617 (cell
phone) or at tommie.baravong@y7mail.com (e-mail).
Please return the entire consent form. You will receive a copy of this consent form for your
records.
Sincerely,
Tommie Baravong, Teacher
I agree to take part in this project. I know what I will have to do and that I can stop at any time.
________________________________ _____________
Signature of Participant Date
35. The First Five !35
Appendix B
Conditions of Learning and Teaching Environment (CLTE) Survey
Section One
Demographics.
1. Describe the total amount of years that you have been teaching at your current school
district.
a. 0-1 year b. 1-2 years c. 2-3 years d. 3-4 years e. 4-5 years
2. Describe the total amount of years that you have been teaching at your current school.
a. 0-1 year b. 1-2 years c. 2-3 years d. 3-4 years e. 4-5 years
3. The following best describes the grade level or levels that you teach:
a. Elementary b. Middle or Junior High School c. High School
Section Two
For questions 4-27, if the following situations occurred at your school or district, which
answer would best describe your decision about the future of your profession?
Please rate each of the following on a 1-5 scale, where (1) is "Leave education," (2) is
"Leave this school and this district, but continue working in education," (3) is "Leave this school,
but continue working in this district," (4) is "Leave this school, continue working in education,
but am unsure of where" and (5) is "Continue working at my current school."
Professional Development.
4. I feel that I am not strong enough or competent enough to teach.
5. I am not given enough time to collaborate with other teachers in my school.
36. The First Five !36
6. I am not given enough professional development training or induction training at my
school.
7. I am not receiving adequate training to stay current with new teaching practices
Time allowances.
8. I am overwhelmed with the amount of work in the school day and must spend additional
outside time to finish.
9. I am overwhelmed with the amount of students in my classroom.
10. I am overwhelmed with the amount of paperwork at my school.
11. I am unsatisfied with the amount of mandatory duties that interfere with my teaching.
Empowerment and support.
12. I am not empowered to make decisions that affect my classroom
13. I am not empowered to make decisions that affect my school.
14. I am not respected at my school from other teachers outside my department or grade
level.
15. I am not respected at school from other teachers within my department or grade level.
16. I am not supported at my school from administration, colleagues, or office staff members.
17. I am not recognized as a professional at my school.
18. I am not recognized for my professional contributions to education at my school.
19. I am not allowed input for improvement at my school.
20. I am not treated fairly at my school based on a lack of professional experience in
teaching.
Safety and resources.
37. The First Five !37
21. I am not happy or satisfied with the quality of life in the school district.
22. I am not happy with parental conflicts at my school.
23. I am not happy with the amount of student behavioral problems at my school.
24. I am not physically safe in my school environment.
25. I am not happy with budgeting and financial issues at my school.
26. I am unhappy with the lack of access to necessary technology or equipment in my school.
27. I do not have the proper equipment necessary to properly teach.
28. What other potential issue or issues not mentioned above have caused you to consider
your future in the teaching profession?
Section Three
29. “Overall, based on current experiences, I believe that I will stay in the profession for”:
a. No more than my five years b. More than my five years.
Section Four
30. What type of intervention or interventions do you think would help increase teacher
retention in your school or school district?
a. Develop teacher recognition programs within my school or district?
b. Create or improve teacher development programs within my school or district?
c. Create or improve new teacher induction programs within my school or district.
d. Allow more time for teacher collaboration with other teachers within my school.
e. Create or improve more committees and focus groups to address school issues.
f. Create or improve mentor programs for new teachers within my school or district
g. Other. Please specify.
38. The First Five !38
31. What type of intervention or interventions does your school or school district currently
have in place?
a. Teacher recognition programs within my school or district.
b. Teacher development programs within my school or district.
c. New teacher induction programs within my school or district.
d. Allowed more time for teacher collaboration with other teachers within my school.
e. Committees and focus groups to address school issues.
f. Mentor programs for new teachers within my school or district
g. I do not know.
h. Other. Please specify.
Section Five
32. Please provide your name and contact information including e-mail address.
39. The First Five !39
Appendix C
!
Figure 1. The pre- and post- implementation responses of the participants and their overall
beliefs on staying in the teaching profession from question 29 on the CLTE Survey.
!
Figure 2. The pre- and post-implementation responses of the participants about the future of their
career due to the lack of professional development and induction training at their school from
question 6 on the CLTE Survey.
Numberof
Respondants
0
10
20
30
40
CLTE Survey
Pre-implementation Post-Implementation
No more than my five years
More than my five years
Numberofrespondants
0
8
15
23
30
CLTE Survey
Pre-implementation Post-implementation
Leave education
Leave this school and this district, but c
Leave this school, but continue working
Leave this school, continue working in e
Continue working at my current school
40. The First Five !40
!
Figure 3. The pre- and post-implementation responses of the participants about the future of
their career due to the lack of empowerment and support from administration and colleagues at
their school from question 16 on the CLTE Survey.
Numberofrespondants
0
10
20
30
40
CLTE Survey
Pre-implementation Post-implementation
Leave education
Leave this school and this district, but c
Leave this school, but continue working
Leave this school, continue working in e
Continue working at my current school