How can we support good teachers and keep them in the profession?

- Support new teachers' new ideas. Don't tell them "no", "we've already tried that", "that won't work", "but", etc. New teachers are creative enough to think outside of the box and then brave enough to share their new ideas. Don't kill the ideas so quickly!

One thing that I think is so important in the support of new teachers is a strong mentor. My district offers a mentor program where both the mentor (a veteran teacher) and mentee are awarded with in-service credit in exchange for spending a certain amount of hours outside of regular school hours together, either socially or professionally, to talk about the new teacher's concerns, collaborate on lessons, discuss "building issues," or just attend happy hour to unwind! In this era of budget cuts and lower administrator-to-staff ratio, it's often difficult for a building principal or a department director to spend time with new teachers to offer them the support and encouragement that they need. A strong mentor program could effectively pair a veteran teacher who not only has the time but also demonstrates valuable leadership qualities with a new teacher who could benefit from their experience, knowledge, and expertise. I have been teaching in my district for nine years and my mentor teacher and I are still very good friends and I consider her a go-to person when I need advice about all sorts of things!

Being a new teacher myself (about to enter my 3rd year), I think I can offer some things that would help new(er) teachers remain in the profession.

Excellent mentoring is necessary. My district has a mentoring program, but it has been sub-standard. The mentors receive extra pay and an extra planning period to fill out the paperwork, then new teachers sign it. Real mentoring should be practical and provided by a teacher in the same or similar subject area.

Streamlined business processes, from turning in receipts to the distribution of information, can help a new teacher feel like the teaching environment is a good one in which a person can thrive. I have felt stifled many times by what I perceived to be monumental inefficiency in the offices and administration that surround me and dictate my working conditions.

Lastly--autonomy. Give new teachers some room to breathe and feel things out. New teachers are going to make mistakes, sure, but they are important stepping stones. As long as the mentor is there to catch them when they fall, new teachers should be encouraged to stretch themselves around until they find a teaching style that fits.

I am entering my fourth year as a High School Mathematics Teacher. I started out in a Catholic High School where I found the environment to be very comforting. However, I was surrounded by teachers who were on average 30 years older then me. The issue I found was in PD. OFten times I was found listening to teachers complain because they have been doing it "their way" for 30 years and it works. Well the problem is (in some peoples eyes) what works for them may not necessarily be preparing their students for the next level.

We are currently in a position where we are preparing our students for jobs that may not exist yet. With this in mind we need to stay updated with the technology that is at their finger tips and help them to use this technology to learn. There will always be days when information needs to be transmitted first hand to students. However, we need to be aware that our students are going to need to access this information without us at some point in the future. How do we get them there?

Well in my experience I was not quite sure. I did however have the opportunity to join a cohort of teachers for two years in a PLN. I still follow some of the blogs, but at this point in my career I am moving on to a different school. Because I have gone through some of the motions already I am aware of the resources that are out there. But in lies the question of "what are some ways we can support new teachers and keep them in the profession?"

In my case money isn't the issue. I am content with my salary/benefits etc. My issue, as previously mentioned, is the PD. We are approached constantly with statistics that compare our students test scores with other students'. This is not a motivating factor for most teachers. In our heads we are often thinking "well I know in my class they learned." There needs to be follow up and even out sourced PD that will help educators with continuing education (isn't that what PD is for).

Focus on ways to help us help the students learn. We need more resources to facilitate learning. Technology is helpful, but give us an opportunity to be educated about the best tools for our students.

Mentoring can be a great resource for new teachers. I think new teachers really want help with the basics-"How do I start the year? How can I set up my classroom to be effective? How do I make the schedule for the first few weeks? What do I HAVE to teach?" After they feel comfortable with their class, mentors become the go-to person for more specific problems, like behaviors, techniques, what works for them. At the same time, new teachers often have great ideas for technology integration in the classroom, and look at classrooms without any "blinders" on. The mentoring program begins to be a shared forum, where teachers learn from each other-the community begins to grow. I have been both a mentor teacher and a new teacher in need of a mentor, and have had great learning experiences both times. I believe a good mentor program, a good give-and-take relationship helps in retaining teachers. But you have to go in with a love for the kids, because they are ultimately why you choose to stay!

I think there are a lot of things that we can do to help new teachers.
1. Share books and resources
2. Give a sympathetic ear.
3. Share lesson plan ideas and strategies.
4. Share our embarrassing stories and failures so that they feel better about theirs.
5. Ask teachers to share their ideas and make them feel like their opinions and ideas are valued.
6. Making a good mentor program is extremely important.
7. Inviting new teachers to professional development can help them receive training that they would not have otherwise received.
8. Give classroom management tips and resources.
9. Introduce the teachers to students in the hallway. Helping them start making relationships with students early is very key in their retention.
10. Free Candy!

I think a lot of this starts with the universities. New teaching canidates need to spend much more time in the schools observing and practicing. "The Best" schools should not be where this time is spent. They need to be sent to the lowest performing schools in their areas. For most new teachers these are the schools where they will begin their teaching careers. Once hired, there needs to be a strong mentoring program in place for the first 3-5 years. Newbies need to be paired with strong, well rounded peers who have time to nurture and assist in academics, management, peer and parental relationships, and help them to navigate the fury of mandated testing and state standards. New teachers need to be given days out of their classrooms to observe successful veterns and to conference with them about how and why they do what they do. Quality pd needs to developed to assist them in building strong foundations in which to base their decisions on. And, they need to be accepted by their peers, encouraged to share ideas, develop ideas, and to think outside the box and spread their wings. We need to embrace them, encourage them, and expect them to expand the world of our students.

How do we retain good teachers?

1.Leadership: Principals, department heads and fellow teachers, be the positive role model you want your students and new colleagues to become. Forgo the gossip and backbiting and be the professional you are meant to be.
2.Mentoring: Whether or not your district has a formal program, extend yourself to the new person and make him or her feel welcome. New teachers have dozens of questions and often feel embarrassed asking one after another.
3.Relationships: Help those new teachers feel a part of the school family. Make introductions, both formally at meetings and informally in the teacher’s lounge as well as to students.
4.Share Resources: Where would any of us be without “borrowing” a great lesson plan from someone else? Go ahead and share a creative idea even without being asked.
5.Encourage Reflection: I received a journal when I returned to teaching after 8 years at home, and I wrote in it pretty regularly for several months. It helps me remember how challenging and overwhelming it can be for someone just starting out.
6.After School Fun: Invite that new person to a Friday Happy Hour or a Saturday play date if you have kids the same age or even for just a cup of coffee at the end of a long day. A sense of belonging and a sympathetic ear can make all the difference.

Positive attitudes from faculty and staff is a must. Weren't you glad when you left a job that you were good at, but everyone was always so negative about their job? Negative attitudes not only make it harder for their co-workers, but in the case of teachers it's also more for the students. Students sense negative attitudes and then it makes it harder to teach those students. With a positive attitude, teachers are more willing collaborate to share ideas and resources for the better of the school and community. This not only helps moral in the school, but allows teachers to improve to become better than they were when they first started teaching.

This will be my 26th year teaching fifth grade at the same school. I teach reading, math and science and my students have consistently scored well above the state and county average on FCAT. I believe I am a good teacher, and I remain teachable myself. I must confess, I am skeptical that anyone will listen to and heed the ideas of the classroom teacher. You see, politically we carry less weight than some groups. However, being an optimist at heart, I suggest that to retain highly qualified teachers, one thing we must do is create for each teacher a classroom that meets the physical and psychological needs of the students and teacher. Throughout my career, I have always taught in a portable classroom. The one in which I currently teach I painted, with money from my own pocket to cover the faded paneling. The blinds are broken, the ceiling has holes and a dirty peeling surface. The doors are ill fitting and the room is dark and small. The windows are screwed shut as the locks no longer work. There is no water and this is difficult for a science classroom. I long for a bright, clean, spacious classroom. I think that by providing a color-rich, clean, bright room in which there is room enough to move around is a fine beginning!