tangible differences among
the reasons they change
schools. Broken
copiers, barren libraries, a
lack of key pieces of
technology such as Smart
Boards and laptops: those
are the realities that can spur
teachers to flee to schools
with more resources and
fewer challenges.
School leaders at high-needs
schools can set the right tone
by supporting teachers with
the material items they need
to educate students and by
minimizing out-of-classroom
distractions, said Bisola Neil,
who taught for eight and a
half years in New York City
schools. And, fundamentally,
they can create a culture that
values instruction,
family involvement, learning,
and teachers.
“When school leaders care,
students care,” she said.
“I think the student feels [it]
when teachers are taken care
of,” Neil said. “If teachers are
not taken care of, then no one
is.”
What is the message for the
future? A multi-front
approach, with all the
benefits of communal
strength.
16
Minority Educators: Keep Doors
Open, Not Revolving
If the challenge of keeping new teacher recruits is
great across the board, it’s even greater for
minority educators. The rate at which these
teachers leave the profession was 25 percent higher
than that of their non-minority peers in 2009,
according to a recent study. One of the possible
reasons is that these educators are more likely to
staff high-needs schools. The churn deprives students
of color the very role models who might be especially
inspiring, particularly in STEM subjects.
The Martinez Foundation has been focusing on this
issue, and the Center for American Progress has just
released a new report offering suggestions on how to
stem the tide of exits. Many of the ideas are simply
good management practices – and include effective
professional development, attention to school
climate, and individualized support.
17