There’s no denying that school budgets and staffs are shrinking while class sizes are increasing. Why should we worry about retaining teachers when there are so many teachers out there looking for their first job?
It’s a tough question but author Mary C. Clement says it’s critical for a school to keep teachers satisfied and employed, especially in a job market like this.
“Turnover lowers morale and parents complain about teacher dependability. It can impede the school mission, lowers student achievement,” Clement said.
Administrators can take several steps to ensure quality teachers don’t leave their classrooms for the private sector or another school.
“Retention is an ongoing process that begins that begins with hiring,” Clement said.
The first step in retaining quality educators is hiring qualified candidates. Administrators need to provide a job ad that gives job seekers as much information as possible. Candidates should be screen carefully, they should all be asked the same questions and interviewers should be objective.
Clement recommends the Behavior Based Interview (BBI) method when interviewing candidates because it encourages candidates to reveal their real life experiences in education. BBI questions rely on a candidate’s past performance to predict future actions. These questions ask candidates to recall a specific time when they taught something, overcame a challenge, or dealt with student discipline. Interviews that employ the BBI strategy will give the hiring panel a good idea of what the candidate will do in the classroom.
The second step for retaining teachers should be to implement an induction program so they aren’t frustrated during their first year in the classroom
“Induction is planned professional development for new teachers that includes orientation, ongoing support seminars and mentoring,” Clement said. “Everyone knows the first year of teaching is a tough one. Begin a mentor program. A mentor can be a role model, a guide, a confidant and a sounding board.”
Clement said mentors cannot simply be assigned to new teachers; they do need training. Mentors need to be hand selected, they need to have professional development so they can grow into their mentor role, and they need to understand the expectations of both mentor and new teacher.
“Mentors should teach the same grade or subject if at all possible. Place a math teacher with a math teacher. Mentors should understand the fact that the new hire is qualified to teach, or they wouldn’t be in the job. Ongoing mentor support is just as important as new teacher support,” Clement said.
Mentors are not only there to provide support for new teachers, either. Any new hire, regardless of her years of experience, should have a mentor to guide her through the school’s unique culture and make sure that her teaching methods meet district expectations.
“All teachers must be supervised. Remind teachers, would you want your child in a classroom where no one supervised and evaluated teachers? The goals of supervision should be to support new teachers. Good supervision should help improve the new teacher’s instruction.” Clement said.
Clement said not to put all retainment efforts on teachers fresh out of college. New teachers are not just young adults in their twenties; often, they’re adults who have come to the classroom after careers in business. Developing Professional Learning Communities to give teachers the opportunity to study common issues to further their development, no matter what their age or life experience.
“Have small groups complete book a study and have guided discussions or short-term research. Learning Communities are especially good for second- and third-year teachers. They aren’t as formal as on-going seminars and they can be led by a teacher or a pair of teachers. They have very little cost,” Clement said.
Clement said the physical conditions of a school are just as important to new hires as their level of happiness and the development offered. Litter on the floors, messy classrooms, and graffittied walls communicate to teachers and students that the administration doesn’t care about the building or the people inside it.
“The quality of the workplace contributes to the retention of teachers. Teachers want a businesslike climate. Teachers want clean classrooms, work areas and restrooms,” Clement said.
She also said to be careful about coming down hard on new teachers. Clement said it is important for new teachers to be rewarded and to feel successful, especially their first year on the job.
“Don’t punish all the teachers for the mistake of one or two. Call them in, have a private conference. This will help to curve the gossip grapevine and keep things professional. Congratulate all teaches on achievements. Congratulate each other,” Clement said.
Clement said one of the best ways to retain quality teachers is for administrators to offer personalized support. Support for teachers in their classroom management and discipline issues are major concerns for all teachers, especially new teachers.
“Teaching is not about the money. We know it’s about making a difference and feeling the satisfaction about a job well done. Just as administrators ask teachers to know their students in order to better meet their needs, so too should administrators know their teachers. Sometimes, all it takes is a conversation,” she said.
Clement said that creating leadership opportunities is a great way to keep teachers satisfied. Tapping into a teacher’s strength and natural desire to share knowledge will go a long way to retaining the best staff.
“Teachers are leaders and they can become even stronger leaders. Leadership opportunities are not [on my list] last because it is unimportant but because it’s very important. Coaching, theatre groups, engineering teams, scholastic groups all give opportunities for teachers to become leaders. It helps teachers grow,” Clement said.
Good teachers are difficult to find and they can often be even harder to keep on staff. Clement said by implementing these steps to keep teachers satisfied, administrators can improve overall academic and school success.
