Download or read book Retention of New Teachers in California written by Deborah Reed and published by Public Policy Instit. of CA. This book was released on 2006-02-01 with total page 91 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Preliminary Report on Teacher Retention in California written by and published by . This book was released on 2002 with total page 6 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Designing Programs for New Teachers written by Ann I. Morey and published by . This book was released on 1990 with total page 132 pages. Available in PDF, EPUB and Kindle. Book excerpt: Nine articles by California educators are included in this guidebook for the planning and implementation of beginning teacher support programs, with a focus on improving teacher quality and retention. An explicit relationship between the conceptual framework and the operational program increases the effectiveness of such programs. Chapters titles and authors are as follows: (1) "A Context for Analyzing State Supported New Teacher Reform Efforts in California," by Laura A Wagner; (2) "Conceptual Frameworks and Models of Assistance to New Teachers," by Mary Gendernalik Cooper; (3) "Content and Strategies for Assisting New Teachers," by Diane S. Murphy, Katherine K. Merseth, and Ann I. Morey; (4) "The Role of Experienced Educators in Assisting New Teachers," by Judith H. Shulman and Victoria L. Bernhardt; (5) "The Role of the University in New Teacher Programs," by Victoria L. Bernhardt and Judith H. Shulman; (6) "Program Administration," by Louise Bay Waters, Carlyn Cates, and Cynthia Harris; (7) "Models of New Teacher Instruction Programs"; (8) "A Policy Framework for New Teacher Support," by Douglas E. Mitchell and David Hough; and (9) "Beginning Teacher Assessment Activities and Developments in California," by Gary D. Estes, Kendyll Stansbury, and Claudia Long. Appendices include a section on resources for beginning teacher support and a list of contributors. (8 references) (LMI)
Download or read book Improving Teacher Retention written by California. State Department of Education and published by . This book was released on 1968 with total page 24 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Qualified Teachers for All California Students written by Chloe Bullard and published by . This book was released on 1998 with total page 80 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Examining the Role of Principals in the Retention of New Teachers written by Katherine Cross and published by . This book was released on 2011 with total page 90 pages. Available in PDF, EPUB and Kindle. Book excerpt: "One of the most influential factors in determining new teacher retention is the level of support from the principal and school administration. The purpose of this study is to examine the role principals play in the retention--or turnover--of first-time teachers, and to learn what cost-effective methods principals can utilize to provide support for their new teachers. This study follows a qualitative design using interviews as the format. The participants included new teachers with three years or less teaching experience and an experienced education professional and writer. Results indicated that much can be done at the school level to retain new teachers, however much of the power to make this happen lies in the hands of the principal." -- from the abstract, p.4.
Download or read book Doing what Matters Most written by Linda Darling-Hammond and published by . This book was released on 1997 with total page 76 pages. Available in PDF, EPUB and Kindle. Book excerpt: This report gauges progress toward achieving high quality teaching in every classroom, using data about teaching conditions that are new since publication of an earlier report by the National Commission on Teaching and America's Future. Section 1, "Doing What Matters Most: Investing in Quality Teaching," describes the Commission's original findings and recommendations following two years of study. Findings indicate that most schools and teachers cannot achieve new educational goals because they do not know how and do not receive support to do so. Recommendations include linking teacher standards to student standards, reinventing teacher preparation and professional development, overhauling teacher recruitment, putting qualified teachers in every classroom, and organizing schools for success for all. Section 2, "America's Agenda for Education," discusses new standards and new students in America's schools, examining why and how teaching matters. Section 3, "Lessons from Last Decade's Reforms," discusses major initiatives in North Carolina, Connecticut, and other states for improving teaching quality. Section 4, "The Current Status of Teaching," discusses teacher recruitment and teacher supply and demand; salaries and working conditions; retention; qualifications and training; reform of teacher education and induction; access to professional development; and progress in school reform. Section 5, "Evidence of Progress," describes federal, state, and local initiatives to improve quality. Six appendixes offer state report cards on teacher quality; state-by-state data tables; National Council for the Accreditation of Teacher Education, Interstate New Teacher Assessment and Support Consortium, and National Board standards; Commission staff, advisors, and consultants; partner state contact persons; and national organization partners and contact persons. (SM)
Download or read book Effects of School Climate and Accountability on Teacher Retention written by Madeline Latham Wilson and published by . This book was released on 2013 with total page 171 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examines the effects of school climate and accountability pressure on teacher retention using the combined data of the national School and Staffing Survey (SASS) and the California Longitudinal Education Data Systems (CALEDS). The results of logistic regression show that school climate is significantly predictive of teachers' intent to leave the teaching profession, provide new empirical evidence that accountability pressure or low student achievement has negative effects on teacher retention, especially in high schools, and indicate some differences among teachers at elementary and middle school levels.
Download or read book Beyond Retention written by Catherine George and published by . This book was released on 1993 with total page 24 pages. Available in PDF, EPUB and Kindle. Book excerpt: This document reports findings of a California Department of Education (DOE) study that examined grade-retention practices in the state. Data were collected primarily through surveys of schools and school districts. Findings indicate that approximately 1 in 10 students spent an extra year in school before second grade during the 1988-89 school year. In kindergarten and first grade, the retention rates for African-Americans and Hispanics were up to double the rate for whites. The most common treatment for retained students was grade repetition. Despite research findings to the contrary, most educators believed that retention was effective. Many educators used Light's Retention Scale, an instrument that lacks reliability and validity in identifying students for retention. The following alternatives to retention are identified--dissemination of research, developmentally appropriate instruction, the Reading Recovery Program, other intervention programs, the Success for All Program, and structural changes (such as combination classes, year-round education, and ungraded schools). Several recommendations are offered to reduce the statewide retention rate: (1) School districts and schools should examine their policies and practices in light of current research; (2) school districts and schools should disseminate research on retention to elementary and middle school staffs; (3) school districts with high retention rates should develop a plan to reduce the rate and improve the instructional program for at-risk students; (4) school districts should monitor the differential effects of retention for different ethnic groups, non-English-speaking children, and boys and girls; and (5) the DOE and state legislature should provide support to school districts to implement early intervention reading programs. Two figures are included. (LMI)
Download or read book Success for Beginning Teachers written by California. Commission on Teacher Credentialing and published by . This book was released on 1992 with total page 56 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Teacher Retention written by Jennifer Jean Pesavento-Conway and published by . This book was released on 2010 with total page 354 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book State Teacher Policy Yearbook written by National Council on Teacher Quality and published by . This book was released on 2008 with total page 78 pages. Available in PDF, EPUB and Kindle. Book excerpt: This report presents the California edition of the National Council on Teacher Quality's 2008 "State Teacher Policy Yearbook." The 2008 "Yearbook" focuses on how state policies impact the retention of effective new teachers. This policy evaluation is broken down into three areas that encompass 15 goals. Broadly, these goals examine the impact of state policy on 1) identifying effective teachers, 2) retaining those deemed effective and 3) exiting those deemed ineffective. While California is making progress toward meeting some of the goals, significant room for improvement remains in many others. The state completely missed four goals, met a small portion of three, partially met four, nearly met two and fully met two. California's best performances are in its support of teacher compensation for related prior work experience and differential pay in shortage subject areas and high-needs schools. The state has the most work to do in making tenure decisions meaningful, ensuring its pension system is neutral and closing loopholes that allow teachers who have not met licensure requirements to continue teaching. California's progress toward meeting these goals is summarized. The body of the report provides a more detailed breakdown of the state's strengths and weaknesses in each area. California has an overall performance of D+ for 2008. Goals for each area are appended. (Contains 57 figures.) [Additional support for the 2008 "State Teacher Policy Yearbook" was provided by the Teaching Commission. For the national report, see ED514690.].
Download or read book The Attrition and Retention of Special Education Teachers in Southern California written by Deborah A. Ash and published by . This book was released on 2004 with total page 88 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this investigation is to examine teacher workload manageability as it relates to the continued national shortage of Special Education teachers, and in particular, to the shortage in Southern California. The supply and demand of special educators has been of concern to education policy makers for several decades (Morsink, 1982; Smith-Davis, Burke, & Noel, 1984; Smith-Davis & Billingsley, 1993). Many research studies cite heavy caseloads, poor salaries, working conditions, administrative support, student conduct, and extensive paperwork as reasons for the shortage. Our nation faces an ominous crisis in the retention of highly qualified educators who teach students with disabilities. According to the Bureau of Labor Statistics, "employment of special education teachers is expected to increase faster than the average for all occupations through 2012" (Occupational Outlook Handbook, 2004-05 Ed.). This research examines this national trend and focuses particularly on special educators in the public schools of the North San Diego County area. It also explores ways in which the special education attrition rates are influenced by concerns such as managing paperwork; making accommodations for instruction and testing; developing and monitoring IEPs; scheduling students; and collaborating with teachers, paraprofessionals, parents, and related services personnel. Results of this study may assist education policymakers in their future planning in which they attempt to minimize teacher shortages and maximize teacher retention in special education.
Download or read book Teacher Retention in a Private School written by Ethan Segovia and published by . This book was released on 2015 with total page 44 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to investigate new teacher's perceptions of effective support systems in a new teacher-mentoring program in order to increase teacher retention at a private school. The study was designed to use experienced teachers as mentors to guide and support first year teachers at a school we will call the Academy. This support could include classroom management, guidance on school expectations and procedures, events, student issues, and many other areas where new teachers need guidance in. The study gathered data from three surveys and document collection to analyze new teachers perceptions of what successful support systems and resources they perceived to be effective. The study took place at an all-boys private high school in the western United States. Over the course of the year, five themes emerged as most relevant to helping support new teachers and raise teacher retention at the Academy: School community and procedures, classroom management, curriculum, professional confidence issues, and student issues.
Download or read book California Law and the Non retention of Probationary School Teachers written by Hollis H. Moore and published by . This book was released on 1972 with total page 354 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The NEW Team Habits written by Anthony Kim and published by Corwin Press. This book was released on 2019-09-20 with total page 177 pages. Available in PDF, EPUB and Kindle. Book excerpt: Leading teams in a rapidly changing world To achieve their ambitious goals, it is essential that education leaders build effective teams. Many leaders want to shift the way their teams collaborate, make decisions, and learn together, but struggle to make lasting change. Written for leaders who want to improve their teams, this guide is a follow-up to the best-seller, The NEW School Rules, a framework for transitioning to a more responsive, innovative organization. The NEW Team Habits goes further, providing battle-tested practices the authors have used with hundreds of leadership teams to build better team habits. Readers will find • a five step learning cycle for building team habits • videos, readings, and other resources to build knowledge • engaging team activities to drive learning With tools leaders and teams can use right away, this guide provides the inspiration, steps, tools, and activities you need to improving your team habits for learning, meetings, and projects.
Download or read book Recruitment and Retention of Quality Teachers written by United States. Congress. House. Committee on Education and the Workforce. Subcommittee on Postsecondary Education, Training, and Life-long Learning and published by . This book was released on 2000 with total page 136 pages. Available in PDF, EPUB and Kindle. Book excerpt:
