Teacher Recruitment and Retention
Every child deserves to be placed in a classroom taught by a talented, dedicated, and highly qualified teacher. With numerous reports indicating the difficulties many school districts are having in recruiting and retaining effective teachers, questions regarding the most effective strategies to meet this goal have surfaced:
- Why do teachers stay in the profession? Why do teachers leave the profession?
- What are the characteristics of schools and districts that successfully recruit and retain effective teachers?
- What types of policies show evidence of efficacy in recruiting and retaining effective teachers?
Publications
New TQ Research and Policy Brief on Supporting Gen Y Teachers (2009)
The latest Research and Policy Brief, Leading Teachers from Generation Y: Emerging Strategies for School Leaders, provides research-based strategies for supporting and retaining Generation Y teachers.
Recruiting Teachers for Schools Serving English Language Learners (2009)
As the number of ELLs continues to grow in a more diverse range of districts, education leaders will have to develop creative and comprehensive recruitment strategies to ensure that all ELLs in the district can be served by highly qualified teachers. This Key Issue includes strategies and resources that can help.
TQ Research & Policy Update Vol. 4, No. 1 (2009)
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Adobe Reader PDF 132 KB)
The Value of Reliable Data (2008) ( Adobe Reader PDF 658 KB)
This brief outlines how to use the Interactive Data Tools from the TQ Center. These tools enable users to extract valuable customized information on teacher preparation and present several illustrations that reflect real questions and answers that the TQ Center has received from its constituents.
Lessons Learned: New Teachers Talk About Their Jobs, Challenges, and Long-Range Plans. Issue No. 3—Teaching in Changing Times (2008) (Adobe Reader PDF 1 MB)
The final report in this series by the National Comprehensive Center for Teacher Quality and Public Agenda focuses on the strengths and possible deficits of new teacher training. The research described in this report points to two specific areas in which teacher training may be lacking: preparedness for the diversity of the contemporary American classroom and teaching students with special needs.
Lessons Learned: New Teachers Talk About Their Jobs, Challenges and Long-Range Plans. Issue No. 2—Working Without a Net: How New Teachers From Three Prominent Alternate Route Programs Describe Their First Year on the Job (2007) ( Adobe® Reader® PDF 1.3 MB)
Working Without a Net provides additional results from the new-teacher survey conducted by Public Agenda. It focuses on new teachers in high-needs schools, comparing the perspectives of those from traditional teacher education versus those from three alternate-route programs: Teach for America, Troops to Teachers, and The New Teacher Project.
Lessons Learned: New Teachers Talk About Their Jobs, Challenges and Long-Range Plans. Issue No. 1—They're Not Little Kids Anymore: The Special Challenges of New Teachers in High Schools and Middle Schools (2007) ( Adobe Reader PDF 1.4 MB)
Generation Y teachers want to shake up the stagnant education system, according to a survey of first-year teachers commissioned by the National Comprehensive Center for Teacher Quality, funded by the U.S. Department of Education. The freedom to be creative, the power to make a difference, opportunities to grow, rewards, and an end to the one-size-fits-all model of instruction is what new teachers say will improve the quality of education, according to the nationwide survey of 865 teachers in their first year in the classroom conducted by Public Agenda. Most telling is that 79 percent of the respondents would choose supportive administrators over significant salary increases. Most of the survey sample is younger than 29 years.
Recruiting Quality Teachers in Mathematics, Science, and Special Education for Urban and Rural Schools (2007)
This publication focuses on six strategies for recruiting highly qualified teachers in mathematics, science, and special education.
Teacher-Pay Incentives: Do They Work? (2006)
Sabrina Laine, Ph.D., director of the National Comprehensive Center for Teacher Quality, fielded questions about teacher-pay incentives during a live online chat hosted in October 2006 by Education Week. The chat—titled Teacher-Pay Incentives: Do They Work?—featured 45 questions from teachers, school administrators, government representatives, parents, and college students majoring in education.
Prospects for the Profession: Public Opinion Research on Teachers (2006) Adobe Reader PDF 1 MB
This comprehensive review of 16 nationally representative public opinion polls conducted between 2000 and 2006 provides insight into how teachers, school administrators, parents, and the general public view the teaching profession.
Qualified Teachers for At-Risk Schools: A National Imperative (2005)
The National Partnership for Teaching in At-Risk Schools developed this report in response to the urgent need to recruit and retain quality teachers in at-risk, hard-to-staff schools.
Webcasts
Teacher Turnover in At-Risk Schools (September 22, 2005)
On September 22, 2005, Learning Point Associates, Education Commission of the States, ETS, and the National Commission on Teaching and America's Future (NCTAF) cohosted Teacher Turnover in At-Risk Schools, a live Webcast focused on promising solutions in teacher recruitment and retention efforts in our nation's low-performing, high-poverty schools.
Online Resources
TQ Source on Recruitment and Retention
Every child deserves to be placed in a classroom taught by a talented, dedicated, and highly qualified teacher. With numerous reports indicating the difficulties many school districts are having in recruiting and retaining effective teachers, questions regarding the most effective strategies to meet this goal have surfaced.
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