Supporting and Retaining The Next Generation of Teachers Susan Moore Johnson Project on the Next Generation of Teachers Harvard Graduate School of Education

Generational Shift in the Teaching Force Source: National Education Association, Status of the American Public School Teacher,

Recruitment And Hiring InductionRetention

National Rates of Teacher Attrition ● 14% leave after 1 year ● 30% leave within 3 years ● 40%-50% leave within 5 years

Finders and Keepers Helping New Teachers Survive and Thrive in Our Schools By “Knowledgeable, skilled and caring teachers represent our best hope for educating all our students well. Finders and Keepers, about real teachers in real schools, tells us how we can overcome impediments together, creating a more genuine profession for teachers and more learner-centered schools for all our students.” --Adam Urbanski, president, Rochester Teachers Association and director, Teacher Union Reform Network Susan Moore Johnson and The Project on the Next Generation of Teachers

Federal State District School

Two Generations of Teachers Retiring  First-career entrants  Traditionally prepared  Long-term commitment New  First-career and mid- career entrants  Traditionally and alternatively prepared  Short-term and long- term commitment

The Retiring Generation of Teachers ●Professional preferences Privacy Autonomy Careers focus on developing craft ●School characteristics Egg-crate structure Generic positions Undifferentiated roles

The New Generation of Teachers ●Professional preferences Work in teams Varied responsibilities Expanded influence ●School characteristics Team-based Differentiated roles

Three Types of Professional Culture ●Veteran-oriented Professional Culture ●Novice-oriented Professional Culture ●Integrated Professional Culture Attention to new teachers’ novice status Ongoing exchange between experienced teachers and novices Collective responsibility for school, students, and teachers

The MA50 1 Year Later New Teachers in… Still Teaching in Public School Veteran-oriented cultures 75% Novice-oriented cultures 83%

The MA50 1 Year Later New Teachers in… Still Teaching in Public School Still Teaching in Same School Veteran-oriented cultures 75%57% Novice-oriented cultures 83%67%

The MA50 1 Year Later New Teachers in… Still Teaching in Public School Still Teaching in Same School Veteran-oriented cultures 75%57% Novice-oriented cultures 83%67% Integrated professional cultures 88%82%

attract support retain

Induction that works: ●Is deliberately school-based ●Is integrated into the professional life and practice of the school ●Begins with hiring

Late Hiring Liu, 2004

Induction that works: ●Is deliberately school-based ●Is integrated into the professional life and practice of the school ●Begins with hiring ●Goes beyond one-to-one mentoring

Mentor Mismatch (n=374) Mentor teaches in All New Teachers 3 States New Teachers: High- income Schools New Teachers: Low-income Schools the same school 68%82%53% the same grade level 44%61%28% the same subject 48%60%40% Kardos, 2004

Limited Interactions with Mentors (n=374) All New Teachers 3 States High- income Schools Low- income Schools Three or more conversations about classroom instruction 56%61%47% Kardos, 2004

Induction that works: ●Is deliberately school-based ●Is integrated into the professional life and practice of the school ●Begins with hiring ●Goes beyond one-to-one mentoring ●Allows novices to observe good teaching in many forms ●Provides regular feedback on teaching practice ●Supports new teachers and provides varied roles for experienced teachers in a career lattice or ladder

Possible Roles in Career Lattice Mentors Instructional Coaches Data Analysts Staff Developers Cluster Leaders Department Heads Consulting Teachers

Supporting Teacher Leaders Define and explain new roles Formalize selection process Help broker relationships Provide supervision Promote a culture of respect for expertise and support for learning

Two Possible Scenarios ●Schools that are staffed like summer camps, with repeated turnover and no professional capacity ●A differentiated career lattice that scaffolds the experience and expertise of teachers

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