Supporting and Retaining The Next Generation of Teachers

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

2. 1971 1986 2001 0-9 10-19 20+ 0-9 10-19 20+ 0-9 10-19 20+ Generational Shift in the Teaching Force Source: National Education Association, Status of the American Public School Teacher, 2000-2001.

5. Recruitment And Hiring Induction Retention

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

7. 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

8. School Federal State District

9. 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 Two Generations of Teachers

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

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

12. 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

13. The MA50 1 Year Later

14. The MA50 1 Year Later

15. The MA50 1 Year Later

17. attract retain support

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

19. Late Hiring Liu, 2004

20. 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

21. Mentor Mismatch (n=374) Kardos, 2004

22. Limited Interactions with Mentors (n=374) Kardos, 2004

23. 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

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

25. 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

26. 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

27. The Next Generation of Teachers For more information, please visitwww.gse.harvard.edu/~ngt