Supportive Principals and Black Teacher Turnover: ESSA as an Opportunity to Improve Retention

2017 ◽  
Vol 27 (5) ◽  
pp. 675-700 ◽  
Author(s):  
Ayana Kee Campoli
Keyword(s):  
Public Schools ◽  
Teacher Turnover ◽  
Black Teachers ◽  
Schools And Staffing Survey ◽  
High Turnover ◽  
Black Teacher ◽  
Departments Of Education ◽  
Every Student Succeeds Act ◽  
Analyze Data

In U.S. public schools, the shortage of teachers of African descent specifically, and teachers of color more generally, is a worsening problem that has severe, detrimental effects on students. This shortage of Black teachers is driven in part by high turnover, much of which is precipitated by the poor working conditions in their schools. In this study, I analyze data from a sample of approximately 1,600 Black teachers who participated in the Schools and Staffing Survey (SASS, 2007–2008). My findings about the role of supportive principals have implications for how state departments of education should use Every Student Succeeds Act funds.

The influence of typologies of school leaders on teacher retention

2016 ◽  
Vol 54 (4) ◽  
pp. 434-468 ◽  
Author(s):  
Angela Urick
Keyword(s):  
Public Schools ◽  
Teacher Retention ◽  
School Leadership ◽  
Latent Class ◽  
Principal Perceptions ◽  
Schools And Staffing Survey ◽  
Content Type ◽  
Teacher Decisions ◽  
Different Types

Purpose – While school leadership literature has searched for practices with the largest effect on outcomes, we know little about how these behaviors vary by context. Further, recent shifts to include teachers in leadership have prompted a need for purposeful distinction between teacher and principal perceptions and roles. Person-centered statistics offer a means to study differences in how teachers and principals perceive leadership by context, how these perceptions interact, and the extent to which this interaction influences teacher decisions, such as whether or not to remain at their current school. The paper aims to discuss these issues. Design/methodology/approach – This study applies a two-level latent class analysis (LCA) with a cross-level interaction to the 1999-2000 Schools and Staffing Survey (SASS), n=35,560 teachers across n=7,310 US public schools. SASS includes a comprehensive set of leadership measures, not found in other surveys, collected when US schools restructured to include teachers in leadership. Multilevel LCA helps to identify different types of teachers and principals in leadership, the distribution of teacher types across principal types and to test the extent that these types predict teacher retention decisions. Findings – Teacher and principal types were best defined by the survey items that addressed their own role not the role of the other. The highest and lowest responding teacher types were evenly distributed across principal types. Teacher types who reported the lowest principal-directed leadership were more likely to leave their school regardless of principal type. Originality/value – This study provides evidence for how leadership differs across perceptions and context and, in turn, influences teacher retention.

Education Policy and Black Teachers: Perspectives on Race, Policy, and Teacher Diversity

2019 ◽  
Vol 71 (4) ◽  
pp. 449-463
Author(s):  
Terrenda White ◽  
Brian Woodward ◽  
DaVonna Graham ◽  
H. Richard Milner ◽  
Tyrone C. Howard
Keyword(s):  
Public Schools ◽  
School Choice ◽  
Charter Schools ◽  
Black Teachers ◽  
Institutional Racism ◽  
Educational Policies ◽  
Alternative Teacher Education ◽  
Teacher Diversity ◽  
Teachers Perspectives

This article examines interview responses from prominent education researchers who were asked to consider the role of major educational policies in the underrepresentation of Black teachers in public schools. Participants considered policies related to accountability and market reforms including testing, school choice and charter schools, and alternative teacher education. Although participants agreed that Black teachers contribute greatly to academic achievement for students, their views differed about whether or how policies undermine the presence of Black teachers in schools. We offer conceptual distinctions between participants’ views, including those who described policy as having a mixed impact on Black teachers, those who described policy as having an unintended but harmful impact, and those who described policy as playing a tacit role in systemic marginalization of Black teachers and as a form of institutional racism. We find benefit in all participants’ views and offer suggestions for initiatives that seek to strengthen workforce diversity.

Policy Dialogue: Black Teachers of the Past, Present, and Future

2021 ◽  
Vol 61 (1) ◽  
pp. 94-102
Author(s):  
Gloria Ladson-Billings ◽  
James D. Anderson
Keyword(s):  
Twentieth Century ◽  
Black Students ◽  
School Administrators ◽  
Black Teachers ◽  
Policy Dialogue ◽  
Black Experience ◽  
The Past ◽  
Black Teacher ◽  
Research Questions

In the second half of the twentieth century, the ranks of Black teachers and school administrators declined precipitously. Today, less than 7 percent of American teachers are Black. This loss has had a number of consequences for schools and communities, but perhaps especially for Black students. As recent research has found, Black students benefit socially and academically from having a Black teacher, are less likely to be suspended or expelled, and are more likely to enroll in college.For this inaugural policy dialogue, the HEQ editors asked Gloria Ladson-Billings and James D. Anderson to reflect on the past, present, and future of the Black teacher corps. Their wide-ranging exchange explores the various roles of educators, the legacy of segregation, the role of policy, and the Black experience. They close with a provocative list of research questions for emerging and established scholars to consider.

scholarly journals Teacher accountability, datafication and evaluation: A case for reimagining schooling

2020 ◽  
Vol 28 ◽  
pp. 56
Author(s):  
Jessica Holloway
Keyword(s):  
Public Schools ◽  
Thought Experiment ◽  
Teacher Accountability ◽  
High Stakes ◽  
Professional Discretion ◽  
Starting Point ◽  
The Stability ◽  
Schooling Practices ◽  
Every Student Succeeds Act

The purpose of this commentary is to push the boundaries (real and perceived) of how we think about teacher accountability, education and the purpose of schooling in contemporary times. It takes as a starting point a view that recent changes to the Every Student Succeeds Act does little to shift the underpinning logics of high-stakes teacher accountability that ultimately threaten the stability and adaptability of public schools. Building from this presumption, it explores more universal features of contemporary schooling practices (e.g., standardization, datafication and evaluation) that undermine teacher expertise, autonomy and professional discretion. The purpose is to provide a new lens for thinking about the role of education and to radically disrupt the ‘norms’ we have come to accept as necessary features of modern schooling.  Ultimately, it serves as a thought experiment to provide some space for imagining new possibilities and thinking “outside of” the traditional accountability “box”.

The landscape of advocacy in public schools: The role of school psychologists.

2020 ◽  
Vol 17 (S1) ◽  
pp. 81-85 ◽  
Author(s):  
Kari A. Oyen ◽  
Katie Eklund ◽  
Nathaniel von der Embse
Keyword(s):  
Public Schools ◽  
School Psychologists

Changing the Composition of Beginning Teachers: The Role of State Alternative Certification Policies

2021 ◽  
pp. 089590482110156
Author(s):  
Christopher Redding
Keyword(s):  
Beginning Teachers ◽  
Alternative Certification ◽  
New Teachers ◽  
State Level ◽  
Schools And Staffing Survey ◽  
Selective Colleges ◽  
Nationally Representative ◽  
Alternate Routes ◽  
The Relationship

Drawing on nationally representative data from six cohorts of beginning teachers from the Schools and Staffing Survey and the National Teacher and Principal Survey, this study applies a difference-in-differences research design to examine the relationship between changes to state-level alternative certification policies and the characteristics of new teachers. The introduction of alternate routes into teaching is associated with an increase in the fraction of new teachers of color in a state and the new teachers who graduated from selective colleges. No evidence was found of a relationship with the relative share of male teachers or teachers of in-demand subjects.

A Look Back: Church, state, and Kappan

2021 ◽  
Vol 102 (5) ◽  
pp. 5-7
Author(s):  
Teresa Preston
Keyword(s):  
Public Schools ◽  
Supreme Court ◽  
School Policy ◽  
Policy And Practice ◽  
Religious Instruction ◽  
Look Back ◽  
Diverse World ◽  
Supreme Court Rulings ◽  
Role Of Religion

In this monthly column, Kappan managing editor Teresa Preston looks back at how the magazine has covered questions related to the role of religion in public schools. Authors considered how Supreme Court rulings affected school policy and practice, whether religious instruction is necessary for promoting positive values, and how to encourage respect in a religiously diverse world.

scholarly journals Polychaete Diversity Related to Different Mesophotic Bioconstructions along the Southeastern Italian Coast

Diversity ◽  
2021 ◽  
Vol 13 (6) ◽  
pp. 239
Author(s):  
Maria Flavia Gravina ◽  
Cataldo Pierri ◽  
Maria Mercurio ◽  
Carlotta Nonnis Marzano ◽  
Adriana Giangrande
Keyword(s):  
Circulation Pattern ◽  
High Turnover ◽  
The North ◽  
Α Diversity ◽  
Biological Determinants ◽  
High Species Richness ◽  
The Mediterranean ◽  
Current Circulation ◽  
Italian Coast

In the different mesophotic bioconstructions recently found along the Southeastern Italian coast, polychaetes have been proved to show high species richness and diversity, hitherto never investigated. In the present study, the species composition and functional role of polychaete assemblages were analysed; the updated key to identification of the Mediterranean species of genus Eunice was presented and some taxonomic issues were also discussed. On the total of 70 species Serpulidae and Eunicida were the dominant polychaetes. Facing similar levels of α-diversity, the polychaete assemblages showed a high turnover of species along the north-south gradient, clearly according to the current circulation pattern, as well as to the different bioconstructors as biological determinants. Indeed, Serpulidae were dominant on the mesophotic bioconstructions primarily formed by the deep-sea oyster Neopycnodonte cochlear, while the Eunicida prevailed on the mesophotic bioconstructions mainly built by scleractinians. Lastly, the record of Eunice dubitata was the first for the Mediterranean and Italian fauna and proved this species to be characteristic of mesophotic bioconstructions.

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