Sustaining Our Diminishing Teachers of Color in Urban and Suburban Schools

2019 ◽  
pp. 86-115
Author(s):  
Karen D. Griffen ◽  
Aaron J. Griffen
Keyword(s):  
Culturally Responsive ◽  
Suburban Schools ◽  
Teachers Of Color ◽  
Culturally Competent ◽  
Quality Teachers ◽  
High Quality ◽  
Teacher Salary ◽  
Organization Management ◽  
Color Changes ◽  
Retention Practices

This chapter emphasizes the importance of implementing culturally competent recruitment and retention practices, which suburban schools and systems can use to ensure that all students have a well-trained and high-quality teacher of color. Changes in teachers' expectations for student success and strategies in managing administrative and behavioral tasks are all required of all novice teachers. Methods of recruitment, strategies of organization management, and student demographics should be factors in supporting the approaches to implement culturally competent policy change, impacting the outcomes for teachers of color and the student's they serve. A positive organizational culture to include culturally responsive instructional leadership, adequate teacher salary, and critical professional development are determinants for sustaining high-quality teachers of color not only for students of color but for all learners. An emphasis on valuing the cultural identity of teachers of color in suburban schools will be emphasized as a preventative measure for the othering of teachers of color.

Home Health Nurses’ Journey Toward Culture-Sensitive/Patient-Centered Skills: A Grounded Theory Study

2021 ◽  
pp. 108482232110278
Author(s):  
Mary Curry Narayan ◽  
Robert Kevin Mallinson
Keyword(s):  
Grounded Theory ◽  
Patient Centered Care ◽  
Home Health ◽  
Care Planning ◽  
Culturally Competent ◽  
Patient Centered ◽  
High Quality ◽  
Culturally Competent Care ◽  
Home Health Nurses ◽  
Centered Care

Introduction. Home health patients, who are members of minority and vulnerable groups, suffer disparate outcomes. Patient-centered care (PCC) and culturally-competent care (CCC) aim to facilitate high-quality, equitable care. How home health nurses incorporate PCC and CCC principles into their assessment and care-planning practices has not been -investigated. This study answers the question, “ What is the process by which home health nurses develop their culture-sensitive/patient-centered assessment and care planning skills?” Methods. Home health nurses (n= 20) were recruited into this grounded theory study from agencies around the United States via flyers, websites, and contacts. We conducted in-depth recorded interviews using a semi-structured interview guide to ask questions about nurses’ assessment and care-planning practices, their understanding of CCC and PCC principles, and facilitators/barriers to CCC and PCC practice. Results. Participants primarily gained their CCC and PCC assessment and care-planning skills through a “seat of your pants,” trial-and-error process, with little educational or agency assistance. They combined caring, diverse patient experiences, and critical, creative self-reflection on their experiences to gradually learn helpful, though not optimal, CCC and PCC strategies. However, they reported numerous barriers that discouraged or distressed them in their quest to deliver culturally-competent and patient-centered care. Only a few nurses demonstrated the resilience to overcome these challenges creatively and happily. Conclusion. If we accept that patient-centered care and culturally competent care are key elements of high-quality, equitable care, this grounded theory may help home healthcare clinicians, administrators, educators, and policy-makers identify impact points for enhancing CS/PC practices.

Equitable Access to High-Quality Early Care and Education: Opportunities to Better Serve Young Hispanic Children and Their Families

2021 ◽  
Vol 696 (1) ◽  
pp. 80-105
Author(s):  
Julia Mendez Smith ◽  
Danielle Crosby ◽  
Christina Stephens
Keyword(s):  
Head Start ◽  
Language Learners ◽  
Low Income ◽  
Culturally Responsive ◽  
Preschool Age ◽  
Hispanic Children ◽  
High Quality ◽  
Early Childhood Care ◽  
Childhood Care ◽  
Low Income Families

Significant investments in public early childhood care and education (ECE) have yielded higher Hispanic enrollment in preschool-age programs, but progress has been uneven and inconsistent, especially for the youngest Hispanic children and low-income families. We review how ECE has contributed to Hispanic children’s development, offering a detailed review of Hispanic children’s participation in ECE, including evidence of effectiveness from ECE programs such as Early Head Start and Head Start, and state pre-K programs. We conclude with a discussion of why Hispanic children remain underserved by ECE and what policy changes could increase participation in these programs among Hispanics. We argue for expansion of established high-quality ECE into Hispanic-dense communities, for strategies that enroll and retain Latino children in ECE in ways that are family-centered and culturally responsive, and that ECE must adapt to better serve Hispanic families and dual language learners who require culturally appropriate pedagogy.

School-Based Professional Development Programs for Beginning Teachers

2019 ◽  
Author(s):  
Joanna Madalińska-Michalak
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Beginning Teachers ◽  
Professional Learning ◽  
Professional Education ◽  
Early Career ◽  
Learning And Development ◽  
Quality Teachers ◽  
High Quality ◽  
School Based

School-based professional development for beginning teachers must be seen as a dynamic identity and decision-making process. Teachers as lifelong learners from the beginning of their career should be able to engage in different forms of teacher education that enable them to progress their learning and development in ways that are relevant to their own individual needs and the needs of their schools and pupils. Teacher individual professional learning is necessary but not sufficient for sustainable change within groups in school and within school as an organization. It is helpful to consider three elements. First, note the importance to schools of recruiting and developing high-quality teachers. Teachers are among the most significant factors in children’s learning and the quality school education, and the questions why and how teachers matter and how teacher quality and quality teacher education should be perceived require serious considerations from academics, policymakers, and practitioners. Second, understand teacher education as career-long education, and problematize the issue of teachers and coherent professional development within schools, asking key questions including the following: “how do schools create effective opportunities for teachers to learn and develop?” Third, focus on the particular journey and the needs of beginning teachers because their early career learning and development will have an impact on retention of high-quality teachers. It is important that coherent lifelong professional education for teachers is planned and implemented at the level of education systems, individual schools, teaching teams, and individual teachers.

scholarly journals A Comparative Analysis of Job Satisfaction Among Public and Private Sector College / University Teachers in Lahore

2003 ◽  
Vol 8 (1) ◽  
pp. 91-118
Author(s):  
Aamir Ali Chughtai
Keyword(s):  
Job Satisfaction ◽  
Education System ◽  
Teaching Quality ◽  
Educational Process ◽  
Teaching Staff ◽  
Quality Teachers ◽  
High Quality ◽  
Public And Private ◽  
Teachers And Students ◽  
Public And Private Sector

Background & Objectives A high quality teaching staff is the cornerstone of a successful education system. Daily interaction between teachers and students is at the center of the educational process. Attracting and retaining high quality teachers is thus a primary necessity for a strong education system. One step in developing a high quality faculty is to understand the factors associated with teaching quality and retention. One of these factors is job satisfaction. Very often, it is not merely satisfaction with the job, but with the career in general, that is important. With teachers, satisfaction with their careers may have strong implications for student learning. Specifically, a teacher’s satisfaction with his or her career may influence the quality and stability of instruction given to the students. Some researchers argue that teachers who do not feel supported in their work may be less motivated to do their best work in the class- room (Ostroff, 1992; & Ashton & Web, 1986).

scholarly journals Empirical analyses on the effects of economic incentives on teacher retention and teacher quality

2019 ◽  
Author(s):  
◽  
Xiqian Wang
Keyword(s):  
Public School ◽  
Teacher Quality ◽  
Structural Model ◽  
Economic Incentives ◽  
Early Career ◽  
Public School Teachers ◽  
School Teachers ◽  
Quality Teachers ◽  
High Quality ◽  
Long Run

This study conducts empirical analysis on the effects of economic incentives on retaining teachers, both in the late-career and early-career, and improving teacher quality in public schools. The first chapter analyzes whether a large pension enhancement helps to retain late-career teachers in an urban district, St. Louis City in Missouri. Many states enhanced pension benefits of public school teachers during the 1990s. St. Louis followed this trend with a major benefit enhancement in 1999. Descriptive analysis of administrative panel data and simple regression analysis suggest that senior teachers were highly responsive: teaching careers were shortened, and the likelihood of retirement increased. To gain further insight into the long run effect of the plan changes, and the differential effects of various components of the change, I estimate a dynamic structural model, which provides good in-sample and out-of-sample fit. Simulations of retirement behavior based on the estimated model under different pension rules imply a large long-run reduction in the labor supply of senior teachers. The expected years of additional teaching for the current cohort of senior teachers would be increased by nearly 27 percent if they were operating under the pre-enhancement pension rules. The second chapter analyzes late-career teacher turnover induced by pension incentives. Using longitudinal data with performance measures for Tennessee public school teachers, we find higher quality teachers are less likely to retire conditional on age and experience. To quantify the effects of pension incentives, we estimate a structural model for retirement and find that high quality teachers have a lower disutility for teaching relative to retirement. We use the structural estimates to simulate the effect of changes in retirement incentives. Enhancements to traditional plans accelerate teacher retirement, whereas targeted retention bonuses delay retirement and retain high quality teachers at a relatively modest cost. The third chapter focuses on the joint dynamics of attrition behaviors and teaching effectiveness of early-career teachers. Using data from a comprehensive evaluation system in Tennessee, I analyze the factors of attrition, the dynamics of teacher quality, and the retention policies for retaining high-quality teachers. The data suggest teacher attrition is negatively correlated with teacher quality. A sequential probit model of binary attrition and binary rating produces good fits for both survival rate and quality distribution. The model shows the quality of novice teachers increases in experience, salary and education level. Increase in salaries of novice teacher could reduce attrition and improve quality.

Changing the narrative on African American boys: A systemic approach to school success

2020 ◽  
pp. 136548022096286
Author(s):  
JaDora Sailes Moore ◽  
Chavez Phelps
Keyword(s):  
African American ◽  
Culturally Responsive ◽  
School Success ◽  
Reading Proficiency ◽  
Culturally Competent ◽  
African American Boys ◽  
Policy Practice ◽  
The Past ◽  
Reading And Math ◽  
Proficiency Scores

Despite progress over the past decade in math and reading, proficiency scores of African American boys continue to trail behind those of White, Latino, and Asian male counterparts. African American boys’ reading and math disparities have been attributed to the negative portrayal and the pervasive deficit-oriented discourse about these young men. Using salient characteristics of organizational culture as a framework, this paper offers strategies for creating a culturally responsive environment that supports and promotes high academic performance among African American boys. Attention is given to policy, practice, personnel, programs, and process in schools and their role in culturally competent approaches for improving schools and individual academic achievement.

Teacher Selection: School Principal Hiring Practices, Level of Training, and Confidence

2019 ◽  
Vol 7 (2) ◽  
pp. 106
Author(s):  
Laurie A. Kimbrel
Keyword(s):  
School Improvement ◽  
Personnel Selection ◽  
Teacher Selection ◽  
The United States ◽  
School Principal ◽  
Screening Tools ◽  
Primary Teacher ◽  
Structured Interviews ◽  
Quality Teachers ◽  
High Quality

Student success is dependent on teacher quality; therefore, principals must hire the most effective teachers in order to ensure continuous school improvement. This study investigated teacher hiring processes to determine the extent to which principals use research-based practices that are most likely to identify high-quality teachers. This study also sought information about the type of personnel selection training principals receive and confidence of the principal in their ability to hire high-quality teachers. Data were gathered using a survey e-mailed to principals in ten states in the southern and western regions of the United States. Analysis indicated that principals favor traditional interviews as the primary teacher selection instrument and are unlikely to utilize predictive screening tools or research-based structured interviews. In most cases, principals do not make final hiring decisions based on measurable data or research-based qualities known to be predictive of high teacher performance. Most principals reported minimal teacher selection training through one-time workshops and graduate courses and yet possess a high degree of confidence in their skill to hire the best teachers.

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