Something must be done!!!!
T. Braddy
As a leader in a Title 1 school each year we watch our veteran well trained staff have the choice to transfer to another school. Each year several of those veteran teachers do choose to transfer to another school It comes with a list of reasons from I want to be close to home, I need to work the hours of school X or I need a change. When you talk to them about choosing the option of transferring they are always quick to say, it's not the kids, I love the students here. I do believe them when they say that. We have hard-working, compassionate teachers who care about the success of children. Why does it seem to be such a revolving door at my high-risk, high-poverty school. I have my own opinions on that and the political climate we are in with the current education policy. While I believe it was designed to help at-risk schools in need, it seems to be missing the mark and truly burdensome for those devoted to making a difference in the lives of children at-risk behaviorally and academically.
I attended the GCPS school board meeting and a parent from a neighboring Title 1 school stood up and presented to the board that she believes there should be a financial motivator for teachers to remain teaching in a Title 1 school after four years. At my feeder high school they have offered bonuses to come on board at that school. It just seems to me that misses the mark. I would welcome an opportunity to provide bonuses to experienced teachers with a proven record of success with at-rsik children but what about keeping the teachers that have done the hard work, grown in their craft and have proven to be successful with the at-risk students in our building. I know the state has implemented some sort of merit bonus; however, based on my observation those that received the bonus were teachers teaching accelerated or gifted students. Now my principal receives frequent requests from teachers to teach gifted or accelerated students.
My question is, is there not a way to reward those strong teachers who choose to work with at-risk children. The children that are enrolled daily that have come from third-world countries with education systems that do even come close to meeting the standards of American schools. Those students who come in to their classroom and do not speak the language and by American standards have been under-educated. How as a leader do I attract and retain teachers to my school where this is what we face daily and then end up receiving sanctions from Race to the Top or which ever policy is in place at the time that we are not "good enough" as a school?
Theresa, this is a difficult one. Retaining good teachers in the environment that we work is very challenging. I find that teachers use schools like ours as Gateway to different parts of the district. They come in eager to show that they are on board with teaching our children, as soon as the three years is up, they put in for a transfer to the northern part of the county. I think that working on culture and climate is and creating an environment where teachers fall in love with the program rather than personality (i.e principal and school leaders) helps with the retention of teachers. I agree that district leaders, state and federal leaders have to create a plan compensating teachers that work in high needs areas.
ReplyDelete