Support Early-Career Educators
To embrace our vision, Leading Women Educators Impacting Education Worldwide, the Educational Excellence Committee established the initiative to Support Early-career Educators (S.E.E.).
Why is our support needed?
Education is a challenging career, and retaining quality teachers is an issue worldwide. According to Richard Ingersoll, the rate in U.S. of beginning teachers leaving the profession in the first year is a little more than 10%; with 33% leaving by Year 3 and 46% by Year 5. In addition, around 15% of U.S. teachers overall leave the profession each year. (Is There Really a Teacher Shortage, Ingersoll, 2003, p. 14)
Schools that have depended on a core of veteran teachers are seeing those teachers retire. As much is expected of a new teacher on the first day of school as is expected of a 30-year veteran. Teachers supporting teachers is crucial. Of the first year teachers assigned a mentor in 2007 – 2008, around 8% left the profession in 2008 – 2009. Of the first year teachers not assigned a mentor in the same years, about 16% were not teaching in 2008-2009 and about 23% were no longer teaching in 2009 – 2010. ( Beginning Teacher Attrition and Mobility, Institute of Education Science, 2011, p. 3)
John F. Kennedy said, “In each one of us there is a private hope and dream which, fulfilled, can be translated into benefits for everyone and a greater strength for our nations.”
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The following suggestions are for you and your chapter. It addresses ways you can support early-career educators. These were collected from participants in the recent Fall Area Conferences held in Pottsville and Cambridge Springs. Additional suggestions are from Why Great Teachers Quit, Farber, 2010.
High Stakes Testing: Effects on School Climate, Effects on Curriculum, Effects on Teaching Schedules and Learning Outcomes, Teacher Evaluations
Encourage legislation that includes a greater focus on classroom – based assessment.
As a collaborative colleague, encourage young teachers to prepare students for format of tests.
Speak out to media, communicating the value of a student’s education beyond a test score.
Help prepare information that young teachers can deliver to parents on how they can support their child during the testing period.
Encourage regular education and special education teachers to meet and work collaboratively in meeting the needs of various students.
Volunteer to tutor students.
As a collaborative colleague, assist with classroom management.
Decipher scores for what they really mean.
Focus on individual needs of students, not ALL at one time.
Encourage the public to understand, “There is no way to measure a child as a product.”
Encourage methods that help students to take the test seriously.
Working Conditions: Violent Schools or Unsafe/Unhealthy Schools, Social Isolation
Develop a school-safety task force to determine what the needs might be in a particular building. This may address violence by students or environmental and safety issues.
Work with teachers and guidance counselors to identify at-risk children. Match them with community programs, counseling, or mentors.
Encourage administrators to develop a school emergency plan and practice the plan. Be sure local law enforcement is part of the plan.
Encourage the young teacher to focus on the many positive students, not the smaller number of problem students.
Work to make your local schools as green as possible.
Vote for candidates who are pro-teacher, and voice your opinions to local legislatures
Attend School Board meetings and speak to the issues.
Build communities within schools
Partner with local and state law enforcement.
Metal detectors.
Clear rules communicated with parents and students and consequences that are enforced.
Lend a sympathetic ear!
Money for use to cover classroom or job expenses.
Express your opinion to your local education association.
Bureaucracy: Budgets, Committees that kill creativity, Scheduling, Field Trips
Volunteer to handle paper work or make phone calls in preparation for field trips or activities.
Serve on a school advisory council – parents, teachers, administrators, and community members working together to make school policy.
Encourage collaboration and sharing responsibilities.
Remind young teachers that it is worth it. They are making a difference in the lives of the next generation.
Mentor young teachers.
Donate materials.
Attend school board meetings and address the Board.
Seek business partnerships.
Support businesses that support education – example, Giant Food Store has A+ cards
Lack of Respect and Compensation , Furloughs or Transfer of Placement, Unrealistic Expectations, Ethics
During contract negotiations, support teachers for professional pay.
Value teachers’ time and their personal life.
Provide gift cards to classroom teachers to be used to purchase items for their students or room.
Supply materials.
Acknowledge them during various times of the year.
Adopt a Teacher.
Public Service announcements.
Write letters to legislatures to strengthen / insure current teacher positions.
Parents – Disrespectful, Helicopter parents.
Help the young teacher to develop a positive, direct, and concise method of talking with parents.
Help them to understand the history and personality of the district and community.
Help the young teacher to foster positive relationships with parents, building relationships.
Counsel them to align themselves with the parent in the best interest of the child.
Encourage administration to include this training in the mentoring program.
Active listening skills – teachers responses include what to say and what NOT to say.
Role playing – mini workshop with scripts on how to de-escalate.
Checklist by phone.
FAQ / Fact Sheet about who to go to and to be aware of groups.
Provide parent education or opportunities to participate in class-like activities.
Time Crunch
Volunteer in the classroom as a listener as a child reads aloud or spelling words.
Volunteer to do bulletin boards, pupils, paperwork, etc.
Work to get parent groups or local senior citizen groups on board.
Model time management techniques.
Provide $ for “clearances’ for new teachers.
Do things “outside” of school to help relieve stress of teacher – babysitting, supper for one night, etc.
Help organize papers for the first day.
Prepare materials, and give support for special projects.
Prepare soup or dessert for teachers to show your support.
Share your classroom lessons.
We truly can make a difference with our support.
The Lorax by Dr. Seuss, “Unless someone like you cares a whole awful lot, nothing is going to get better. It’s not.”
To embrace our vision, Leading Women Educators Impacting Education Worldwide, the Educational Excellence Committee established the initiative to Support Early-career Educators (S.E.E.).
Why is our support needed?
Education is a challenging career, and retaining quality teachers is an issue worldwide. According to Richard Ingersoll, the rate in U.S. of beginning teachers leaving the profession in the first year is a little more than 10%; with 33% leaving by Year 3 and 46% by Year 5. In addition, around 15% of U.S. teachers overall leave the profession each year. (Is There Really a Teacher Shortage, Ingersoll, 2003, p. 14)
Schools that have depended on a core of veteran teachers are seeing those teachers retire. As much is expected of a new teacher on the first day of school as is expected of a 30-year veteran. Teachers supporting teachers is crucial. Of the first year teachers assigned a mentor in 2007 – 2008, around 8% left the profession in 2008 – 2009. Of the first year teachers not assigned a mentor in the same years, about 16% were not teaching in 2008-2009 and about 23% were no longer teaching in 2009 – 2010. ( Beginning Teacher Attrition and Mobility, Institute of Education Science, 2011, p. 3)
John F. Kennedy said, “In each one of us there is a private hope and dream which, fulfilled, can be translated into benefits for everyone and a greater strength for our nations.”
--------------------------------------------------------------------------------------------------------------------------------------------
The following suggestions are for you and your chapter. It addresses ways you can support early-career educators. These were collected from participants in the recent Fall Area Conferences held in Pottsville and Cambridge Springs. Additional suggestions are from Why Great Teachers Quit, Farber, 2010.
High Stakes Testing: Effects on School Climate, Effects on Curriculum, Effects on Teaching Schedules and Learning Outcomes, Teacher Evaluations
Encourage legislation that includes a greater focus on classroom – based assessment.
As a collaborative colleague, encourage young teachers to prepare students for format of tests.
Speak out to media, communicating the value of a student’s education beyond a test score.
Help prepare information that young teachers can deliver to parents on how they can support their child during the testing period.
Encourage regular education and special education teachers to meet and work collaboratively in meeting the needs of various students.
Volunteer to tutor students.
As a collaborative colleague, assist with classroom management.
Decipher scores for what they really mean.
Focus on individual needs of students, not ALL at one time.
Encourage the public to understand, “There is no way to measure a child as a product.”
Encourage methods that help students to take the test seriously.
Working Conditions: Violent Schools or Unsafe/Unhealthy Schools, Social Isolation
Develop a school-safety task force to determine what the needs might be in a particular building. This may address violence by students or environmental and safety issues.
Work with teachers and guidance counselors to identify at-risk children. Match them with community programs, counseling, or mentors.
Encourage administrators to develop a school emergency plan and practice the plan. Be sure local law enforcement is part of the plan.
Encourage the young teacher to focus on the many positive students, not the smaller number of problem students.
Work to make your local schools as green as possible.
Vote for candidates who are pro-teacher, and voice your opinions to local legislatures
Attend School Board meetings and speak to the issues.
Build communities within schools
Partner with local and state law enforcement.
Metal detectors.
Clear rules communicated with parents and students and consequences that are enforced.
Lend a sympathetic ear!
Money for use to cover classroom or job expenses.
Express your opinion to your local education association.
Bureaucracy: Budgets, Committees that kill creativity, Scheduling, Field Trips
Volunteer to handle paper work or make phone calls in preparation for field trips or activities.
Serve on a school advisory council – parents, teachers, administrators, and community members working together to make school policy.
Encourage collaboration and sharing responsibilities.
Remind young teachers that it is worth it. They are making a difference in the lives of the next generation.
Mentor young teachers.
Donate materials.
Attend school board meetings and address the Board.
Seek business partnerships.
Support businesses that support education – example, Giant Food Store has A+ cards
Lack of Respect and Compensation , Furloughs or Transfer of Placement, Unrealistic Expectations, Ethics
During contract negotiations, support teachers for professional pay.
Value teachers’ time and their personal life.
Provide gift cards to classroom teachers to be used to purchase items for their students or room.
Supply materials.
Acknowledge them during various times of the year.
Adopt a Teacher.
Public Service announcements.
Write letters to legislatures to strengthen / insure current teacher positions.
Parents – Disrespectful, Helicopter parents.
Help the young teacher to develop a positive, direct, and concise method of talking with parents.
Help them to understand the history and personality of the district and community.
Help the young teacher to foster positive relationships with parents, building relationships.
Counsel them to align themselves with the parent in the best interest of the child.
Encourage administration to include this training in the mentoring program.
Active listening skills – teachers responses include what to say and what NOT to say.
Role playing – mini workshop with scripts on how to de-escalate.
Checklist by phone.
FAQ / Fact Sheet about who to go to and to be aware of groups.
Provide parent education or opportunities to participate in class-like activities.
Time Crunch
Volunteer in the classroom as a listener as a child reads aloud or spelling words.
Volunteer to do bulletin boards, pupils, paperwork, etc.
Work to get parent groups or local senior citizen groups on board.
Model time management techniques.
Provide $ for “clearances’ for new teachers.
Do things “outside” of school to help relieve stress of teacher – babysitting, supper for one night, etc.
Help organize papers for the first day.
Prepare materials, and give support for special projects.
Prepare soup or dessert for teachers to show your support.
Share your classroom lessons.
We truly can make a difference with our support.
The Lorax by Dr. Seuss, “Unless someone like you cares a whole awful lot, nothing is going to get better. It’s not.”