Is Teacher Attrition Actually Increasing? | HuffPost
Our basic value-added model measures the effectiveness of a principal by examining the extent to which math achievement in a school is higher or lower than would be expected based on the characteristics of students in that school, including their achievement in the prior year. Put another way, it examines whether some schools have higher achievement than other schools that serve similar students and attributes that achievement difference to the principal. This approach is very similar to that employed in studies that measure teacher quality using databases tracking the performance of individual students over time.
Top 5 Reasons Why Teacher Turnover Is Rising | HuffPost
The Public Education Information Management System (PEIMS), TEA’s statewide database, reports key demographic data, including race, ethnicity, and gender for students and school personnel, as well as student eligibility for subsidized lunch (a standard indicator of poverty). PEIMS also contains detailed annual information on teacher and administrator experience, salary, education, class size, grade, population served, and subject. Importantly, this database can be merged with information on student achievement by school, grade, and year. Beginning in 1993, Texas schools have administered the Texas Assessment of Academic Skills (TAAS) each spring to eligible students in grades 3 through 8. Our analysis therefore focuses on principals in elementary and middle schools, for whom it is possible to develop performance measures.
Lack of support and poor working conditions
"in addition to the traditional burdens of school rules, deadlines, procedures, and expectations, today’s schools present many new challenges: schedules are tight, standardized testing is a much more stringent requirement, and teachers are busier than ever trying to keep up with new content, new technology, and new methodologies." (multiple sources)
As of 2012, 27 states required some sort of new teacher induction program.
Programs are not regulated for quality or structured to ensure effectiveness.
Usually include some form of mentoring, training workbooks, and observations.
What the research says:
Andrews, B.D.,& Quinn, R.J.
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We conduct this second analysis using all of the principals in our data, not just those in their first three years leading a school, because the numbers of schools with two principals observed in their first three years is quite small. (Note that re-doing the prior analysis using data on all principals does not significantly alter the results presented above.) Restricting the analysis to comparisons within schools, however, cuts our estimate of the variation in principal effectiveness in half. Even this reduced estimate is substantial, however, indicating that a 1-standard-deviation increase in principal effectiveness raises school average achievement by slightly more than 0.10 standard deviations. This impact is roughly comparable to that observed for variations in teacher effectiveness in studies that use the same kinds of within-school comparisons.
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We expect highly rated principals to be more successful both at retaining effective teachers and at moving out less-effective ones. Less highly rated principals may be less successful in raising the quality of their teaching staffs, either because they are less skilled in evaluating teacher quality, place less emphasis on teacher effectiveness in personnel decisions, or are less successful in creating an environment that attracts and retains better teachers. Although better principals may also attract and hire more-effective teachers, the absence of reliable quality measures for new teachers and the fact that many principals have little control over new hires lead us to focus specifically on turnover.
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With detailed information on teacher effectiveness and transitions, we could investigate whether better principals are more likely to dismiss the least-effective teachers and reduce the likelihood that the more-effective teachers depart voluntarily. In the absence of such information, however, we focus on the relationship within schools between the share of teachers that exits each grade and the average value-added to student achievement in the grade. We examine how this varies with our measures of principal quality based on student achievement gains. For example, in a school where 5th-grade students learn more than 4th-grade students, we would expect a good principal to make more changes to the 4th-grade teaching staff.
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In estimating principal effectiveness, we want to minimize the influence of specific circumstances and look at the underlying stable differences in impacts. This issue is important because a principal’s impact may vary with tenure in a school. A principal’s impact on the quality of the teaching staff (whether negative or positive), for example, probably increases over time as the share of teachers who were hired on her watch rises. To account for any differences in effectiveness that are related to tenure as a principal in a given school, we begin our analysis by focusing on data from the first three years a principal leads a school.