Evaluating Strategies For Retaining Effective Teachers

Abstract The purpose of this study is to evaluate strategies when retaining quality teachers, and human resource personnel tend to run into problems of retaining effective teachers. These issues tend to be identifying quality teachers. The quality of a teacher is often seen after the teacher is in the classroom by reviewing students annual standardized test scores. Determining the quality of the teacher has been viewed in parallel of their pre-service training and university when recruiting. It has been common to offer favorable incentives to recruit â€Å"quality teachers† and offer competitive benefits to reduce the turnover rate. Large-scale education policy studies focus on relationships between easily classifiable teacher background†¦show more content†¦The mission to secure and retain an effective teacher can be costly. However, the price to identify and retain these teachers have been in question to policymakers. Large-scale education policy studies focus on relationsh ips between easily classifiable teacher background attributes and student outcomes (Baker Cooper, 2015; Ballou Podgursky, 1995). The role of the federal government expanded after The No Child Left Behind Act (NCLB) and heighten the pressure on schools to demonstrate student achievement (Smith, 2008), leaving schools more accountable to education success. The NCLB act demanded high qualification standards for teachers, but currently there is a shortage. Jacob (2007) describes the shortage as a number of effective teachers the district wants to employ is greater than effective teachers willing to work for given salary. Disadvantaged schools are unable to compete with higher salaries because of their budget. This literature review will evaluate cost effective ways to retain effective teachers in schools that lack resources. Quality Teachers vs Effective Teachers. School leaders need to be able to identify what they are looking for when recruiting and retaining. Highly qualified teachers are measured by the competitiveness of their undergraduate institution, by advanced degrees, by experience, and by scores of state licensure test (Clotfelter, Ladd, Vigdor, 2006). As stated in Title II program of the U.S.Show MoreRelatedBest Instructional Practices For Teaching Content Standards964 Words   |  4 PagesAccording to Eric Sheninger, effective principals are instructional leaders, create a positive school climate, hire quality teachers, are organized, has great communication skills, and has a sense of professionalism. Many of these qualities are trait that I feel I possess and are continually being strengthened by the knowledge I acquire through my graduate courses and the role as FCIM facilitator. 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