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The purpose of this paper is to determine whether teachers with high value‐added scores (as a measure of teacher quality) stay or left test grades and subjects in a medium‐sized school district.

Panel data for this paper encompass teachers providing math and reading instruction and link to individual students in grades 3‐10 from a single Florida school district (2000‐2001 to 2004‐2005). Value‐added modeling is used to estimate a measure of teacher quality, which is entered into binomial logistic regression models.

This paper finds a negative relationship between reading teachers' value‐added scores and attrition (p<0.05) – a finding consistent with the few that have examined the relationship between value added and teacher attrition. A significant relationship is not found between math value added and attrition. There is also no significant relationship between value added and transferring. Secondary and alternatively certified teachers are more likely to exit tested grades/subjects. Classroom percentages of students enrolled in the free/reduced lunch program (a proxy for poverty) are associated with leaving among math and reading teachers.

Not all turnover is negative. Evidence from this paper suggests that schools are not losing the best teachers from tested subjects and grades – those in which schools and school leaders are held accountable. While there are costs associated with turnover, it can serve as an important matching function between workers and employers.

Only, a few published studies have utilized value‐added scores as the measure of teacher quality and tested their relationship with teacher attrition.

This case presents the staffing problem of Manuel Garcia, president of Saint Catherine School (SCS). He needed to incentivize quality teachers to stay with the school but he faced three challenges. First, the school is located in a far flung city in Mindanao, Philippines. Second, the city is economically depressed and the parents are price-sensitive. Third, the school is dependent on tuition revenue and collections barely cover school expenditures. Manuel would have to find creative solutions and defend his decision to the teachers and the Board of Trustees.

The researchers relied on primary data to write the case although the Chairman opted that the school name and all the characters names be disguised. The researchers interviewed individually the Chairman of the Board, President, Vice Chancellor for Academics, University Registrar, Finance Director, and Human Resource Manager of the school. The researchers also interviewed faculty members as a group. The information on the exhibits were culled from reports presented by the administrative team.

The short case is a learning tool for students taking a degree in educational leadership and management. It can be used as part of an integrating module for graduate students. By this time, students would have had prior lessons in financial, trend, and ratio analysis. The case can also be used to reinforce lessons in the following courses at the undergraduate or graduate level: human resource management, data-driven decision making, financial resource management, educational policy, and even communication. Further, the case is suited for school administrators attending executive development programs. Running a school is more than managing the curriculum. There is a business side that has to be considered. This case helps teachers-turned-administrators consider the financial implications of human resource management decisions. In this instance, salaries and benefits.

The purpose of this paper is to examine the influence of financial factors on motivating college students to consider teaching in hard-to-staff rural schools. The role of perceived respectability of the profession was also explored.

This work relies on an explanatory sequential mixed-method design, that surveyed college students across all majors at a regional public university, then interviewed a subset of participants to improve understanding. Quantitative and qualitative results were compared and synthesized.

Results from an ordinal logistic regression demonstrate the importance of base salary, retirement benefits and respondents’ view of the respectability of the teaching profession as influential for their willingness to teach in the rural target school district. These findings were validated by the qualitative results that found perceptions of respectability had both a joint and separate influence with salaries. Results also demonstrate that most students were amenable to rural teaching and to lower starting salaries than their current chosen occupation, provided their individual minimum salary threshold was met ( x ¯ = 36 percent above the state average beginning teacher salary).

Few empirical studies exist that examine college student recruitment into rural hard-to-staff districts via a multimodal narrative. This study addresses this, focusing on college students across majors to explore both recruitment into the district and into the profession. This work is relevant considering the financial disinvestment in traditional public education and the de-professionalization of the teaching profession that has led to the recent season of teacher strikes in the USA.

The purpose of this paper is to examine the characteristics of teacher incentive pay programs used by midsize to large school districts in Missouri.

This study primarily used the Teacher Compensation Programs (TCP) survey data. The TCP survey was developed by the authors to understand the nature and characteristics of financial incentives that Missouri districts used to recruit, reward, and retain quality teachers.

The data showed that, during the 2009-2010 academic year, 32 percent of the districts offered at least one financial incentive to recruit or retain teachers. Districts were more likely to reward teachers for obtaining National Board certification and for assuming extra duties than for teaching in the subject areas of shortage or in hard-to-staff schools. Larger districts with higher teacher salary were more likely than small districts to offer a larger number of incentive pay programs.

The findings of this study advance our knowledge of local incentive pay policies. It also contributes to the global discourse of teacher compensation and incentives and can be informative to policymakers in the USA and around the world when designing and implementing incentive pay programs to teachers. Further, it sheds light on the important policy question of whether disadvantaged local educational agencies are more likely to use incentive pay programs to recruit and retain teachers and promote an equitable distribution of the teacher workforce. This informs the decision making of providing targeted support to those in need.

Teacher residency programs (TRPs) offer an alternative to traditional models of teacher preparation with the aim of developing teachers to work and stay in hard-to-staff schools. Research on these extended field placement programs is limited and typically examines program outcomes or the experiences and development of the pre-service teachers, or residents. This study focuses on a relatively unexamined area of TRPs to explore how providing mentoring and coaching supports the professional development of the in-service TRP coaches.

This study employed a qualitative case study design. Fourteen coaches in an urban teacher residency program were interviewed over a three-year period. Using a semi-structured protocol, participants’ experiences and the influence of program participation were explored.

Findings revealed that coaches experienced professional growth in their instructional practices and deepened or renewed their commitment to teaching. Program components such as evidence-based observational tools and protocols encouraged reflective practice and (re)evaluation of teaching that contributed to beliefs about improved practice.

In-service teachers experience development in their pedagogical practices and may feel a renewed sense of professional engagement through serving as a coach for a pre-service teacher. Additionally, hard-to-staff schools that partner with TRPs to recruit and develop new teachers may find an added benefit in retaining a greater number of veteran teachers who participate as coaches in residency pre-service education programs.

Much of the teacher residency literature explores the outcomes and experiences of pre-service teacher residents and has little focus on how these programs may benefit TRP coaches. Coaches have an essential role in the implementation and influence of residency programs on pre-service teachers, yet little is understood about how the act of coaching impacts the in-service teacher coach. This article suggests that coaches experience meaningful professional benefits of participation in TRPs and has implications for effective residency program design.

According to the classic text by Haberman and Post (1998), teacher leaders in urban schools must possess many characteristics, including “relationship skills… empathy…” (p. 98), skills for “coping with violence,” a capacity for “self-analysis,” and the ability to function “in chaos” (p. 99), among others. Further, they state, the process of recruitment and selection of high-quality teachers who will become teacher leaders relies upon the ability of a teacher certification program to effectively identify “those predisposed” “to perform the sophisticated expectations” (p. 96) of urban teachers. Recruiting and selecting candidates who will be effective, over the long run, in challenging environments may in fact be the most consequential phase of the entire teacher preparation process. Traditional methods of recruitment and selection vary widely and are typically less strategic (Guarino, Santibañez, & Daley, 2006) than the model described by Haberman and Post (1998). This chapter describes the recruitment and selection process employed by three CSUDH alternative routes to certification that aim to place highly effective teachers in high-needs urban secondary schools.

This chapter explores a pre-service primary teacher’s personal experiences of service-learning, volunteerism and inclusion. The chapter initially considers literature on service-learning. A key point stemming from the literature is that service-learning can be a highly valuable activity for primary age children. Literature on volunteering is then reviewed. This literature highlights the positive impact of volunteering within society. The chapter then moves to the author’s personal experiences of volunteering and service-learning prior to entering university. At this point the author underlines her personal appreciation of the reflection component of service-learning. The chapter then features the author’s service-learning experiences while undertaking her four-year Bachelor of Education. These experiences include working with a child in the Western Australian Department of Child Protection and Family Support, a mission trip to the Philippines, and helping a Year 10 Aboriginal student. The author subsequently reflects on her service-learning and volunteering experiences. While commenting on the value of both, she notes the stronger impact that the service-learning experiences have had on her personally and professionally. The chapter then considers the author’s understanding of ways in which service-learning had positively impacted on her appreciation of inclusivity. Finally, the chapter outlines a range of future directions for the author as a consequence of her service-learning and volunteering experience. These include consolidating her teaching skills in the classroom, teaching in rural and remote communities of Western Australia, teaching in hard-to-staff schools, volunteering as a teacher overseas and designing effective service-learning programmes for primary-age students.

For decades, special education has been plagued by shortages of fully qualified teachers. The No Child Left Behind Act (NCLB) was designed to address the problem of teacher shortage by easing entry and promoting alternative routes (ARs). However, the law was not specific to special education, and the logic on which it is based fits the special education context poorly. Nonetheless, ARs have proliferated in special education. In this chapter, we consider the impact of NCLB generally and AR preparation specifically on special education teacher (SET) shortages. We describe the population of SETs, review research on special education ARs, and consider the problem of diversifying the workforce. We also review research on teacher attrition and policies designed to reduce it.

Prior to Brown v. Board of Education 1954, Black female educators played a significant and vital role in segregated schools. Despite Black female teachers’ historic presence in the field of education, presently Black female teachers are disproportionately under-represented in the US teacher workforce. Acknowledging the shortage of Black female teachers in K-12 classrooms, the purpose of this qualitative study is to explore why Black female educators teach in under-resourced, urban schools. By examining Black female educators’ initial draw to urban schools in what we conceptualized as the urban factor, we hope to reframe the implicit biases surrounding under-resourced, urban schools as less desirable workplaces and unearth reasons why those Black female teachers who enter teaching gravitate more toward urban schools. Three themes emerged about Black female teachers’ thoughts on and preference for urban schools with an unexpected finding about Black female teachers’ perceptions of student behavior. Concluding, recommendations are offered for policy and practice.

This study uses the most recent national data from the National Center for Education Statistics, Schools and Staffing Survey (SASS), 2011–2012 and Teacher Follow-up Survey (TFS), 2012–2013 to investigate attrition trends among Black teachers, and Black female teachers in particular, to inform a qualitative analysis of proposed and adopted teacher retention policy interventions. This study asks: Why do Black teachers report leaving, and what would bring them back to the classroom? What working conditions are associated with Black teacher attrition? What policy interventions can meet the needs of Black teachers in having successful and supported teaching experiences? How have these interventions been successful, and what are the considerations for applying them more broadly? We find that Black teacher turnover rates are significantly higher than those of other teachers and that there are several substantive differences in their preparation, school characteristics, and reasons for leaving. We describe policy interventions that target these conditions, such as teacher residencies, loan forgiveness, mentoring and induction, and principal training programs. We include in that discussion the relative benefits and challenges of each implications for policymaking.