Helping Teachers be Successful: Lessons for Administrators

Abstract

The goal of this study was to identify areas of teacher performance that were lacking to the point that the teacher was nonrenewed. Individual school districts can gain insight into why teachers are failing and make adjustments to their training and teacher induction programs that (2002) found that teaching suffers from a higher level of turnover than other professions, with 16% of teachers leaving each year compared to 11% in other professions. Teachers in lower income schools leave at the even higher rate of 20%. Even more significantly, Ingersoll found that 33% of new hires leave the profession within the first three years and 46% leave during the first five years. Although teacher shortages have been temporarily slowed by the economic downturn, our educational system is paying a price both financially and in terms of valuable experience from teacher turnover and teachers leaving for other professions.Studies have continually shown how important the teacher is to the success of students. Ernest Boyer (1995) reminded us that a shared vision is important in any community of learners. Teachers and administrators are the keepers of that shared vision, along with their ability to inspire and evaluate the progress of students. Successful schools depend on teachers and administrators to establish and maintain that kind of climate. Allington and Cunningham (2002) recognized that parents and the home environment have a tremendous influence on student progress, but nothing carries the day-in day-out influence that the teacher exerts on the success or failure of a student's education. Kauchak and Eggen (2005, p. 3) stated it a different way: "No one, other than parents and other caregivers, has more potential for touching the personal, social, and intellectual lives of students than do caring and dedicate teachers. " As Gail Thompson (2007) states, to be a good teacher one needs subject matter competency; cohesive, comprehensible, challenging, and relevant curriculum; high expectations for students; multiple means of assessment; an engaging style of delivery; and the overall objective of not only equipping students with the skills they need to advance toward their personal goals but also encouraging them to use their education to bring about social justice. (p. 15)