Description: Retaining Effective Teachers
Retaining Effective Teachers
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Mary Clement writes in a very readable, clear manner that makes it easy for busy professionals to access the guidance she provides. While the information and ideas in her book are practical and approachable, she uses a solid base of deep research to support her suggestions. The Summary Points for Success at the end of each chapter and the many useful tools in the appendices alone would make this publication a useful reference for building and district level administrators. As I read the book, I found myself making notes of ideas and templates to use in my hiring and induction of teachers. I know I will share this book with fellow administrators in my district.
Mary C. Clement
Rowman & Littlefield Publishers
Aug, 2016
9781475828399
48,375
Education--Administration / GeneralEducation--Aims & ObjectivesEducation--Administration / School Superintendents & Principals
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Chapters
Retaining Effective Teachers
Preface
Retaining Effective Teachers
I was a high school foreign language teacher for eight years. I left traditional classroom teaching to earn my advanced degrees and become a professor of education. I often ask myself what would have kept me in the classroom, since I was the “highly qualified” teacher discussed in so much of the literature on teacher retention. Would a mentor or five-year induction program have led to...
Mary C. Clement
Rowman & Littlefield Publishers
988

Retaining Effective Teachers
Acknowledgments
Retaining Effective Teachers
I wish to thank Dr. Tom Koerner for his continued support with my writing. Tom provides insight and just the right amount of editing for writers. He has been instrumental in publishing my work in a timely, professional manner.
Mary C. Clement
Rowman & Littlefield Publishers
153

Retaining Effective Teachers
1 - Creating a Retention Plan
Retaining Effective Teachers
Schools seem to have a plan for everything from fire drills to lunchroom etiquette. The curriculum is mapped, the extracurricular activities are on a calendar, and every minute of the school day is scheduled bell to bell. Administrators carefully follow student enrollment numbers and keep the statistics on attendance and student graduation. There is a plan for hiring enough new teachers before the...
Mary C. Clement
Rowman & Littlefield Publishers
3,197

Retaining Effective Teachers
2 - This Generation of Teachers
Retaining Effective Teachers
Just as new teachers lament that today’s students are so different from when they were in school, so too are administrators finding that their new hires are a different generation of teachers. Today’s new teachers are of a different generation. They are the Millennials, born between 1980 and 1999 (Sujansky and Ferri-Reed, 2009). Also called Generation Y by some researchers...
Mary C. Clement
Rowman & Littlefield Publishers
2,255

Retaining Effective Teachers
3 - Retention Begins with Hiring
Retaining Effective Teachers
A college recruiter once said that it is not enough to simply bring in new students, but rather his job should be to recruit new alumni. To make the point clearer, a new student can drop out of college quickly, not making it to graduation, just as a newly hired teacher can leave the classroom quickly. The key is to recruit and hire those effective teachers who will remain in their jobs and serve...
Mary C. Clement
Rowman & Littlefield Publishers
6,907

Retaining Effective Teachers
4 - Best Practices in Orientation
Retaining Effective Teachers
Generally described as “onboarding” in the business world, induction is critically important to new teacher success and retention. “Induction” is an umbrella term used to describe all aspects of bringing a new hire into the organization. Induction for new teachers generally includes orientation, mentoring, and ongoing professional development. While virtually all districts...
Mary C. Clement
Rowman & Littlefield Publishers
2,563

Retaining Effective Teachers
5 - Mentoring Programs
Retaining Effective Teachers
“Mentoring” can be defined in the teaching profession as “the personal guidance provided, usually by seasoned veteran teachers, to beginning teachers in schools” (Smith and Ingersoll, 2004, p. 683). Mentoring has been classically defined as “a deliberate pairing of a more skilled or experienced person with a lesser skilled or experienced one, with the agreed-upon goal...
Mary C. Clement
Rowman & Littlefield Publishers
3,439

Retaining Effective Teachers
6 - Professional Development for the First Five Years
Retaining Effective Teachers
Discussing her first year as a principal, Barker (2015) wrote, “New teachers expect a comprehensive induction system that includes extensive training, resources, and supplies. My mistake was believing that the new teacher orientation my district provided was enough. It wasn’t” (p. 7).
Mary C. Clement
Rowman & Littlefield Publishers
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Retaining Effective Teachers
7 - Supportive Administration, Supervision, and Evaluation
Retaining Effective Teachers
If the saying above is as common as it seems, then those who are not directly teaching students should be directly supporting all teachers, and especially new hires. What does “support” mean? What do new hires seek as their support? How can administrators provide support and still evaluate teacher performance objectively to make decisions about rehiring or releasing faculty?
Mary C. Clement
Rowman & Littlefield Publishers
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Retaining Effective Teachers
8 - Developing Teacher Leaders
Retaining Effective Teachers
All educators know teachers who want to “fly under the radar” and not become involved in anything that involves extra hours, work, or responsibilities. “Just let me teach in my room” may be their mantra. However, are these the teachers the school administrators want to retain for a lifetime career?
Mary C. Clement
Rowman & Littlefield Publishers
2,365

Retaining Effective Teachers
9 - An Improved Workplace for Teachers
Retaining Effective Teachers
Much research exists on schools that are supportive of new teachers. The work of Susan Moore Johnson and The Project on the Next Generation of Teachers (2004) found the following:
Mary C. Clement
Rowman & Littlefield Publishers
3,802

Retaining Effective Teachers
10 - Teacher Longevity
Retaining Effective Teachers
Stories abound about teachers who taught for thirty or forty years in the same school, and sometimes even in the same classroom. These teachers often taught generations within a family and their legacies enhanced the school’s reputation. As opposed to the “revolving door” of today’s teachers in some districts, these career teachers must have found jobs that fit their needs...
Mary C. Clement
Rowman & Littlefield Publishers
3,263

Retaining Effective Teachers
Appendix 3.1—Preliminary Interview Checklist
Retaining Effective Teachers
List 3 to 5 bullet points that are positive attributes of your schools system.
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Rowman & Littlefield Publishers
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Retaining Effective Teachers
Appendix 3.2—Question Bank for Early Elementary School Positions
Retaining Effective Teachers
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Rowman & Littlefield Publishers
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Retaining Effective Teachers
Appendix 3.3—Question Bank for Upper Elementary School Positions
Retaining Effective Teachers
Mary C. Clement
Rowman & Littlefield Publishers
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Retaining Effective Teachers
Appendix 3.4—Question Bank for Middle School Positions
Retaining Effective Teachers
Mary C. Clement
Rowman & Littlefield Publishers
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Retaining Effective Teachers
Appendix 3.5—Question Bank for High School Positions
Retaining Effective Teachers
Mary C. Clement
Rowman & Littlefield Publishers
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Retaining Effective Teachers
Appendix 3.6—Question Bank for Special Areas
Retaining Effective Teachers
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Rowman & Littlefield Publishers
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Retaining Effective Teachers
Appendix 3.7—Question Bank for Special Education Interviews
Retaining Effective Teachers
The vocabulary for special education positions varies widely. Questions need specificity to each job opening. General examples include:
Mary C. Clement
Rowman & Littlefield Publishers
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Retaining Effective Teachers
Appendix 3.8—Evaluation of Candidate Answers
Retaining Effective Teachers
To build an evaluation form for preliminary or on-site interview questions, consider the following models:
Mary C. Clement
Rowman & Littlefield Publishers
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Retaining Effective Teachers
Appendix 3.9—Creating a Rubric to Evaluate Answers
Retaining Effective Teachers
The use of rubrics to evaluate candidates’ answers to interview questions can add to the validity of the evaluation, as the interviewer has determined in advance the necessary experience and expertise necessary for the question topic. For example,
Mary C. Clement
Rowman & Littlefield Publishers
288

Retaining Effective Teachers
Appendix 3.10—Sample Survey of New Hires
Retaining Effective Teachers
Please rate your hiring experience on a scale of 1 to 5, with 1 indicating complete disagreement and 5 indicating complete agreement.1. The communication from the district was efficient and helpful throughout the hiring process.
Mary C. Clement
Rowman & Littlefield Publishers
217

Retaining Effective Teachers
Appendix 3.11—Review of Annual Hiring
Retaining Effective Teachers
(To be completed by all involved in the hiring process.)
Mary C. Clement
Rowman & Littlefield Publishers
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Retaining Effective Teachers
Appendix 4.1—Evaluation of New Teacher Orientation
Retaining Effective Teachers
On a scale of 1 to 5, where 1 indicates complete disagreement and 5 indicates complete agreement, please rate the following statements:1. The help I received over the summer regarding moving to the district was important and helpful.
Mary C. Clement
Rowman & Littlefield Publishers
219

Retaining Effective Teachers
Appendix 4.2—New Teacher Orientation Active Learning Strategies
Retaining Effective Teachers
Mary C. Clement
Rowman & Littlefield Publishers
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Retaining Effective Teachers
Appendix 5.1—Mentor Application
Retaining Effective Teachers
Do you remember your first year of teaching? Or years two through five? Our district is building a pool of trained mentors to support new teachers through their first five years of teaching. Please answer the following questions for consideration as a mentor in the future. (Add information about due dates, length of service, released time, and payment for work.)
Mary C. Clement
Rowman & Littlefield Publishers
274

Retaining Effective Teachers
Appendix 5.2—Evaluation of Mentor Training
Retaining Effective Teachers
On a scale of 1 to 5, where 1 indicates disagreement and 5 represents complete agreement, please rate the following:1. The mentor training prepared me well for my role as a mentor.
Mary C. Clement
Rowman & Littlefield Publishers
225

Retaining Effective Teachers
Appendix 5.3—Mentor and New Teacher Discussion List
Retaining Effective Teachers
Mary C. Clement
Rowman & Littlefield Publishers
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Retaining Effective Teachers
Appendix 5.4—Evaluation of the Mentoring Program
Retaining Effective Teachers
On a scale of 1 to 5, where 1 indicates disagreement and 5 represents complete agreement, please rate the following:1. I felt well prepared for mentoring from the district training.
Mary C. Clement
Rowman & Littlefield Publishers
234

Retaining Effective Teachers
Appendix 5.5—Evaluation of the Mentoring Program
Retaining Effective Teachers
On a scale of 1 to 5, where 1 indicates disagreement and 5 represents complete agreement, please rate the following:1. I understood what to expect from the mentoring program.
Mary C. Clement
Rowman & Littlefield Publishers
209

Retaining Effective Teachers
Appendix 6.1—New Teacher Professional Development Survey
Retaining Effective Teachers
On a scale of 1 to 5, where 1 indicates disagreement and 5 represents complete agreement, please rate the following. (We will develop workshops on those topics with the lowest average scores.)1. Setting up my classroom and establishing routines and procedures that work are strengths of mine.
Mary C. Clement
Rowman & Littlefield Publishers
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Retaining Effective Teachers
Appendix 6.2—Lesson Plan on Parent Communication and Conferences
Retaining Effective Teachers
(2–3 hours)
Mary C. Clement
Rowman & Littlefield Publishers
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Retaining Effective Teachers
Appendix 6.3—Lesson Plan for New Teacher Workshop on Classroom Management
Retaining Effective Teachers
(2–3 hours)
Mary C. Clement
Rowman & Littlefield Publishers
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Retaining Effective Teachers
Appendix 6.4—Year One Induction Workshop Evaluation
Retaining Effective Teachers
On a scale of 1 to 5, where 1 indicates disagreement and 5 represents complete agreement, please rate the following:1. I found the workshops to be very beneficial.
Mary C. Clement
Rowman & Littlefield Publishers
216

Retaining Effective Teachers
Appendix 7.1—Observation Preconference Worksheet
Retaining Effective Teachers
Date and time of observation:
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Rowman & Littlefield Publishers
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Retaining Effective Teachers
Appendix 7.2—Verbatim Notes
Retaining Effective Teachers
Teacher:
Mary C. Clement
Rowman & Littlefield Publishers
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Retaining Effective Teachers
Appendix 7.3—Observation Postconference Template
Retaining Effective Teachers
1. Get teacher feedback, in general.
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Rowman & Littlefield Publishers
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Retaining Effective Teachers
Appendix 7.4—First Classroom Walk-Through Checklist
Retaining Effective Teachers
1. The classroom desk/table arrangements are such that students have clear walkways to get to and from their seats.
Mary C. Clement
Rowman & Littlefield Publishers
221

Retaining Effective Teachers
Appendix 7.5—The Walk-Through Observation
Retaining Effective Teachers
Teacher:
Mary C. Clement
Rowman & Littlefield Publishers
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Retaining Effective Teachers
Appendix 8.1—Panel Discussion on Earning a Master’s Degree
Retaining Effective Teachers
Arrangements: Ask for volunteers (4–6) who have recently completed a master’s degree and who would be interested in sharing their experience. Allow at least an hour for the panel discussion, inviting all who are interested, but especially the new hires. Use the following questions to begin the discussion:
Mary C. Clement
Rowman & Littlefield Publishers
265

Retaining Effective Teachers
Appendix 9.1—Teachers’ Needs and Wishes
Retaining Effective Teachers
Please rate the following on a scale of 1 to 5, where 1 indicates no need and 5 indicates high need.1. Additional basic school supplies for students—pencils, paper, whiteboard markers
Mary C. Clement
Rowman & Littlefield Publishers
237

Retaining Effective Teachers
Appendix 9.2—Parent Satisfaction Survey
Retaining Effective Teachers
Please rate each of the following on a scale of 1 to 5, where 1 indicates no agreement and 5 indicates complete agreement.1. I feel welcomed when I enter the school.
Mary C. Clement
Rowman & Littlefield Publishers
197

Retaining Effective Teachers
Appendix 9.3—Survey of School Climate for Teachers
Retaining Effective Teachers
For each of the following, rate your agreement or disagreement with the statement. A number 1 indicates complete disagreement, and a number 5 indicates complete agreement.1. When I was a new hire, I found the orientation sessions to be very useful.
Mary C. Clement
Rowman & Littlefield Publishers
285

Retaining Effective Teachers
Appendix 9.4—Four-Step Approach for Classroom Management
Retaining Effective Teachers
This can be used to guide teachers who need help with management, as well as to evaluate the management of a teacher’s classroom.
Mary C. Clement
Rowman & Littlefield Publishers
656

Retaining Effective Teachers
Appendix 9.5—A Four-Step Instructional Plan
Retaining Effective Teachers
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Rowman & Littlefield Publishers
211

Retaining Effective Teachers
Appendix 9.6—Sample Quick Teacher Survey
Retaining Effective Teachers
Please rate the following on a scale of 1 to 5, where 1 indicates complete disagreement and 5 indicates complete agreement.1. Homecoming week went very smoothly this year.
Mary C. Clement
Rowman & Littlefield Publishers
203

Retaining Effective Teachers
Appendix 10.1—Stress Management Survey
Retaining Effective Teachers
For each of the following, rate the level of stress you feel about the topic, on a scale of 1 to 10. Number 1 indicates no stress and 5 indicates significant stress.1. Student behavior in my classes causes stress.
Mary C. Clement
Rowman & Littlefield Publishers
285

Retaining Effective Teachers
Appendix 10.2—Time Management Activities
Retaining Effective Teachers
Mary C. Clement
Rowman & Littlefield Publishers
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Retaining Effective Teachers
References
Retaining Effective Teachers
Mary C. Clement
Rowman & Littlefield Publishers
1,316

Retaining Effective Teachers
About the Author
Retaining Effective Teachers
Mary C. Clement has researched the hiring and induction of teachers for more than twenty years, and her work has resulted in twelve previous books and more than a hundred articles. She has presented her work at ASCD and NAESP conferences, as well as for Phi Delta Kappa and Kappa Delta Pi. In 2013 she received the STAR award from the American Association for Employment in Education (AAEE)...
Mary C. Clement
Rowman & Littlefield Publishers
213

Illustrations