Providing Qualified Teachers for Urban Schools: The Effectiveness of the Accelerated Collaborative Teacher Preparation Program in Recruiting, Preparing, and Retaining Teachers

Special Education Teacher Attrition and Retention: A Review of the Literature

“…Next, we provide an overview of special education teacher attrition research, identifying factors studied, theories and frameworks used, methodological approaches, data sources, and samples (see Table 2). Finally, we synthesized results for each of the four major contributors to attrition, synthesizing what is ;1991-1992, 1993-1994, 1999-2000Burstein, Czech, Kretschmer, Lombardi, and Smith (2009 Demographic studies are designated with a D, and retroactive nonwork reasons for leaving studies are designated with an N. b "1" indicates special educators' reasons for attrition and staying, and "2" indicates others' explanations for why special educators leave/stay. c The Schools and Staffing Surveys (SASS, n.d.) and Teacher Follow-up Survey (TFS) generalize to the U.S. population of teachers.…”

“…In two studies, researchers reported their graduates stayed in special education at high rates, with the inference that quality preparation may enhance retention (Burstein et al, 2009;Edgar & Pair, 2005). Edgar and Pair (2005) conducted phone interviews with 149 of 161 graduates (93%) from seven cohorts of their special education program.…”

“…Graduates of the dual certificate program had the highest attrition rate (28%), primarily transferring to general education. In a similar study, Burstein et al (2009) surveyed graduates of Accelerate Collaborative Teacher, a full-time, year-long, graduate credential program. They reported an average 5-year retention rate of 74%, and a special educator retention rate of 71%, which are similar to Edgar and Pair's findings.…”

A Collective Self-Study to Improve Program Coherence of Clinical Experiences

“…Pre-service teachers in the Burstein, Czech, Kretschmer, Lombardi, and Smith (2009) study felt that their field experiences were strengthened when their faculty members met on a consistent basis to "discuss the connections between courses and field experiences and to monitor candidates' progress in the program" (p. 34). A study conducted by Hammerness (2006) resulted in the improvement of a teacher education program after the conscious decision of faculty to create both structural and conceptual coherence.…”

The Global Conference on Education and Research: Volume 2

“…Despite these opportunities inherent in urban teaching, however, often high-poverty urban schools are challenged in recruiting and retaining an adequate supply of highly-qualified teachers (Burstein, Czech, Kretschmer, Lombardi, & Smith, 2009;Truscott & Truscott, 2005). Nearly twothirds of states report that the percentage of core academic classes taught by highly qualified teachers is lower in high-poverty schools than is the case in low-poverty schools (U.S. Department of Education, 2007a).…”