Download or read book The Principal s Role in Retaining Teachers written by Dale N. Carlson and published by . This book was released on 2004 with total page 164 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Principal s Role in Teacher Retention written by Karen Turner Matt and published by . This book was released on 2015 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: High rates of teacher attrition are costly – not only in dollars and cents, but in terms of student achievement and organizational health (Keigher, 2010). Years of research conducted by the National Center for Education Statistics from 1988 - 2013 indicate that teachers move to a different school or leave the profession for a number of reasons including retirement, family concerns, poor working conditions and overall job dissatisfaction. The most impactful of these working conditions is principal leadership. Principals must create ideal circumstances for teachers if they want to avoid replacing these professionals within a few short years. One critical way principals can support teachers is through quality instructional leadership. Communication, availability, teacher placement, empowerment, and leadership style are all essential to quality leadership. A second impactful step includes comprehensive new teacher induction which includes orientation, continued professional development and a well-chosen, appropriately trained mentor. This study is a mixed-methods reflective analysis guided by Schön’s model of reflective practice (1983) and Kolb’s model of experiential learning (1984). Numerous studies conducted through organizations such as the CALDER Institute, MetLife and the National Center for Education Statistics have explored reasons for high rates of teacher attrition. Some of these studies have also explored the principal’s role in teacher retention. These results, however, are often difficult for principals to make specific to their work. School leaders may feel the data simply do not translate to their schools, or they may have inaccurate ideas of how they are perceived by the teachers they supervise. Data sources for this study include (1) descriptive statistics from the School and Staffing Teacher Follow-up Survey, which is available in the public domain, (2) summaries from an individual school district’s exit interviews, which is archival data from the school district, (3) case studies from teachers no longer in the profession, which are published works in the public domain, and (4) personal reflections regarding my own history and practices. Exploration of the perceived discrepancy between my intent and accomplishment followed by an investigation of alternate ways of thinking and acting provided the knowledge I need to transform the way I support teachers as a means of encouraging them to continue in the profession. Ideally, this study will not only change my personal practices and impact the school I lead, but it will also influence others who are currently leading schools or plan to do so in the future.

Download or read book Shaping School Culture written by Terrence E. Deal and published by John Wiley & Sons. This book was released on 2016-08-29 with total page 336 pages. Available in PDF, EPUB and Kindle. Book excerpt: The most trusted guide to school culture, updated with current challenges and new solutions Shaping School Culture is the classic guide to exceptional school leadership, featuring concrete guidance on influencing the subtle symbolic features of schools that provide meaning, belief, and faith. Written by renowned experts in the area of school culture, this book tackles the increasing challenges facing public schools and provides clear, candid suggestions for more effective symbolic leadership. This new third edition has been revised to reflect the reality of schools today, including the increased emphasis on high-stakes testing, federal reforms such as No Child Left Behind (NCLB) and Every Student Succeeds Act (ESSA), state sponsored improvement programs, and other major issues that impact organizational culture and the role of school leaders. Each chapter features new examples and cases that illustrate persistent problems, spelling out key cultural implications and offering concrete examples of overcoming the challenges while maintaining a meaningful learning environment. The chapter on toxic schools continues to provide the field's most trusted advice on navigating this rocky terrain, and the discussion's focus on how to manage negativity remains especially integral to besieged school administrators across the U.S. Recent years have jolted the nation's school system with a number of new developments that spell problems for the cultural tapestry of schools. This book provides expert perspective and sage, doable advice for administrators tending to external pressures while sustainingor evolvinga more positive school culture. Navigate new challenges including Every Student Succeeds Act (ESSA) and waning confidence and faith Turn around a toxic school culture with confidence and success Foster a culture of passion, purpose, and meaning Adopt a more active form of symbolic leadership to support students, faculty, staff, parents, and community Test scores as the primary metric, relentless reforms, waning public support, and timid initiatives wrapped in bureaucratic packaging: while among the most prominent issues administrators face are only the tip of the iceberg. Shaping School Culture charts a route through competing pressures to help educational leaders hew a positive learning environment for schools.

Download or read book Principal Leadership written by Janet A. Cornella and published by . This book was released on 2010 with total page 348 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this research study was to identify practices that principals utilize that are believed to influence teacher retention. Teacher turnover is a major problem facing principals and school systems today. Much of the present research focuses on why teachers leave the field, but there is little research on the principals' perceptions of what they do to stem the flow of educators leaving the classroom. To accomplish this purpose, a case study was conducted, focused on identifying the principals' role in teacher retention and their perceptions of the most important strategies utilized to stimulate high teacher retention. Qualitative research methods including individual interviews, open-ended questionnaires, and focus groups enabled the researcher to identify, compare, and contrast the perceptions, beliefs, and practices used by the nine study participants. The research design produced interviews filled with rich narratives describing the practices used by principals at schools with high teacher retention. The focus group discussion elucidated the common behaviors that were perceived to support teacher retention. The study yielded evidence that high-performing principals with high teacher retention rates clearly and consistently identified specific practices they believe support teacher retention; that principals play a vital role in teacher retention and that their leadership, support, and daily practices influence a teacher's decision to remain in teaching. The data collected indicates the centrality of creating a positive school culture and a sense of belonging. All the other identified principal practices are intertwined with and contribute to this outcome. Choosing, supporting, and valuing faculty and encouraging shared decision-making appear to be the central practices in building teacher retention; and these practices are supported by and integrated with principals' modeling of positive personal characteristics, exercising fairness and equity, being visible and approachable, and communicating in an open two-way manner. Congruence of findings from all data collection methods provided an updated list of common practices identified by these highly successful principals that may inform principal preparation and a professional development model for present and future educational leaders interested in maintaining a stable teaching faculty.

Download or read book Exploring Principal Development and Teacher Outcomes written by Peter Youngs and published by Routledge. This book was released on 2020-12-29 with total page 237 pages. Available in PDF, EPUB and Kindle. Book excerpt: This edited volume examines innovative ways of preparing, supervising, and evaluating principals and explores factors that promote effective leadership practices. Chapter authors consider how principals’ leadership practices affect teachers’ instruction, satisfaction, commitment, retention, and effectiveness, and present evidence that principals can influence key student outcomes as well. Covering topics such as school leaders’ use of time, their efforts to reduce implicit bias, how leadership practices are associated with teachers’ workplace attitudes, leadership and student achievement, and how school leaders can best be supported under new federal legislation, this volume is a “must read” for educational leadership and policy faculty, school and district administrators, and researchers committed to promoting effective principal leadership.

Download or read book The Leadership Effect of School Principals on Teacher Retention in Urban High Schools written by Antonio W. Abitabile and published by . This book was released on 2018 with total page 111 pages. Available in PDF, EPUB and Kindle. Book excerpt: Small City School Districts across New York State are becoming increasingly fearful of losing newly hired, highly talented teachers. In the United States, 8% of teachers leave the profession annually and greater than 50% quit teaching before reaching retirement age (Sutcher, 2016). A study done on teacher retention decisions in New York City revealed lack of administrative support as one of the top five reasons for teacher attrition (Boyd, Grossman, Ing, Lankford, Loeb & Wyckoff, 2011). The importance of a teacher's effect on student achievement cannot be overstated. Teachers have more influence on student achievement than any other factor (Carver-Thomas & Darling-Hammond, 2017). The purpose of this quantitative study was to investigate the effect that high school principals have on the retention of high school teachers in Small City School Districts in New York State. This research examined the responsibilities of high school principals who are important to teachers' decision to remain in their current role; determine which responsibilities exist in their schools; and analyze the correlation between the two. The leadership practices and principles that are defined in The 21 Responsibilities of the School Leader, as outlined by Marzano, Waters and McNulty's book (Marzano, McNulty, & Waters, 2005) School Leadership that Works, are the conceptual frame for this study. This study utilized anonymous survey results from 295 respondents currently employed in 13 Small City School Districts located within the Northeastern Regional Information Center of New York State. The findings from the research indicate that while all of the 21 Responsibilities used in this research are existent, respondents were neutral in their perception of whether any of them were important to supporting teacher retention. However, when separating the results by demographics, there were significant differences by gender and years of teaching experience. Responses by females and teachers with less than 10 years' experience demonstrated statistically significant differences, whereas they perceive a vast majority of the 21 Responsibilities used in this study to be more important than their male and veteran teacher counterparts. Also, the Responsibility of Involvement with Curriculum, Instruction, and Assessment ranked last amongst survey results as important to supporting teacher retention and perceived existence by the building principal. Finally, all leadership behaviors used in this study demonstrated a moderately positive correlation between what was perceived as important to supporting teacher retention and perceived existence of the behavior by the principal.

Download or read book The Principal s Role in Teacher Retention written by Sametra Danyal Chisolm and published by . This book was released on 2008 with total page 216 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Principal s Role in Shaping School Culture written by Terrence E. Deal and published by . This book was released on 1990 with total page 124 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Principal s Role in New Teacher Retention written by Faith Ann Spinella and published by . This book was released on 2003 with total page 264 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Retaining High Quality Teachers Through Mentorship and Support written by Bryan T. Taulton and published by . This book was released on 2014 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Retaining teachers, especially those new to the profession, continues to emerge as a problematic task that is plaguing public school systems throughout the United States. When teachers depart from the profession so quickly, educational systems become destabilized in their ability to provide students with high quality teaching and learning experiences. The principal's role in implementing a formal campus mentorship program and conscientiously supporting beginning teachers has been found to significantly increase teacher retention. This study applied a mixed methods approach to explore the impact that campus beginning teacher mentorship programs and supportive school leadership practices have on teacher retention. Through utilizing perception based data collection instruments that yielded numerical generalizations and invaluable qualitative insight, the results of this study documented and highlighted the influential factors and pivotal role that campus principals play in teacher retention. Beginning teachers report feeling disillusioned and unfulfilled shortly after entering the profession, and formal mentoring programs provide beginning teachers with the supportive network necessary to withstand the inevitable new teacher challenges.

Download or read book The Principal s Role in First year Teacher Retention written by Louise Ann Powell and published by . This book was released on 2004 with total page 372 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 How Do Principals Create a Working Environment to Support Teacher Retention written by Ted M. Domers and published by . This book was released on 2015 with total page 364 pages. Available in PDF, EPUB and Kindle. Book excerpt: The high rate of turnover for K-12 teachers, especially those working in urban schools, is well documented. Accompanying this research is a range of interventions to limit teacher movement and thus create more cohesive and effective schools. While the role of the principal is recognized as a critical element in teacher retention, few studies explore how principals see their roles in impacting teacher retention. To examine this question and propose practical solutions to better support teachers and principals, this study examines a range of structures in schools that principals might use to shape their school's culture and provide better supports for their teachers. Through a survey, case study, and interviews, the study assesses the working conditions in schools and its implications for teacher retention in a large urban school district. In doing so, the study uses a mixed-methods approach to analyze the intersection of the nature of the teaching occupation, working conditions of schools, causes of teacher turnover, and the principal's role. The findings that emerge from the data offers a fresh perspective to consider the ways in which principals can consider their influence, involvement, and position to support teachers and influence the working environment of a school. The recommendations from the study seek to honor the complexities inherent in a school organization, given the tremendous range of responsibilities bestowed upon teachers and principals. They are relevant to a range of stakeholders in K-12 educational communities, including researchers, policymakers, and practitioners.

Download or read book A Principal s Guide to Special Education 3rd Edition written by David F. Bateman and published by Council For Exceptional Children. This book was released on 2014-01-01 with total page 210 pages. Available in PDF, EPUB and Kindle. Book excerpt: An essential handbook for educating students in the 21st century, since its initial publication A Principal's Guide to Special Education has provided guidance to school administrators seeking to meet the needs of students with disabilities. The third edition of this invaluable reference, updated in collaboration with and endorsed by the National Association of Elementary School Principals and the National Association of Secondary School Principals and incorporating the perspectives of both teachers and principals, addresses such current issues as teacher accountability and evaluation, instructional leadership, collaborative teaching and learning communities, discipline procedures for students with disabilities, and responding to students' special education needs within a standards-based environment.

Download or read book Supportive Leadership written by Kelli LeAnn Epling and published by . This book was released on 2016 with total page 120 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Improving Teacher Evaluation Systems written by Jason A. Grissom and published by Teachers College Press. This book was released on 2016 with total page 209 pages. Available in PDF, EPUB and Kindle. Book excerpt: This is the first book to pull together what we have learned about the impacts and challenges of data-intensive teacher evaluation systemsa defining characteristic of the current education policy landscape. Expert researchers and practitioners speak to what we know (and what remains to be known) about evaluation measures themselves, the implementation of evaluation systems, and the use of evaluation data. The authors argue that rigorous teacher evaluation systems have the potential to promote school improvement but only if the systems are carefully designed and implemented and the data they generate are interpreted and used appropriately. This timely and important volume will be relevant and useful to school and district administrators, policymakers, researchers, and teacher education institutions grappling with issues of teacher accountability and school leadership.

Download or read book Secondary school Principals Perceptions of Their Role in the Retention of the Novice Teacher written by Theresa J. Coker and published by . This book was released on 2017 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: ABSTRACT SECONDARY-SCHOOL PRINCIPALS' PERCEPTIONS OF THEIR ROLE IN THE RETENTION OF NOVICE TEACHERS Theresa J. Coker Secondary schools in the U.S. face instructional challenges due in part to novice teacher turnover. Research indicates that new teachers remain in the profession due to: supportive principal leadership, an orderly school environment, classroom autonomy, and significant professional development (Grissom, 2008). The purpose of this study was to understand how secondary-school principals perceived their role in novice teachers' professional development and retention. Qualitative research using in-depth, semi-structured interviews included 15 secondary-school administrators from an urban district in the southeast United States. Data analysis used Eisner's (1998) four-part approach to educational criticism—description, interpretation, evaluation, and thematics—supported by Hatch's (2002) typological analysis. Four typologies organized description and interpretation: principals' early experiences as educators; principals' perceptions of the recruitment process; principals' view of the process of professional development; and life and duties of principals. The thematics dimension of educational criticism indicated that principals' lack of time led to their delegating leadership tasks to other staff regarding novice teachers' professional development. Their descriptions of their interactions with novice teachers reflected a transactional leadership style and an approach of "leading from the middle" (Bolman & Gallos, 2011) to respond to both demands from above and needs at the school level. Further, these principals perceived all teachers new to their schools as novice, whether experienced or inexperienced. Implications include considering transformational leadership when working with novice teachers and clarifying hiring and retention responsibilities regarding novice teachers. Such communication among all parties would support novice teachers' development and commitment to the profession. Further research might focus on observing the interactions of both administrators and faculty with novice teachers to understand the complexity of the process of their professional development.