State Education Leader

This study considers the national retention rates for Teach For America teachers based on a survey of three cohorts. The researchers found that teachers in more challenging assignments (e.g., split grades, multiple subjects, and out-of-field classes) were more likely to leave their schools or resign from teaching.

This brief produced by the Alliance for Excellent Education examines access to great teachers and leaders in high schools. Understanding the dynamics of the teacher labor market can ensure that strategies actually influence teachers’ decisions concerning where to work, as well as how long they stay. Although states and districts have the most influence on teacher policies, federal law also can help improve access to great teachers by supporting and encouraging effective recruitment and retention practices at state and local levels.

This center works to increase the nation’s capacity to successfully recruit and retain special educators, early intervention providers, and related service providers to serve the needs of infants, young children, and youth with disabilities and their families. Information on careers, personnel preparation programs, state certification requirements, financial aid, and employment opportunities is maintained and continually updated on this website.

The state provides financial assistance to students pursuing bachelor’s degree programs, as well as current licensed teachers, to pursue endorsements or master’s degrees in hard-to-staff subject areas. The scholarships are available to those teachers who plan to serve a hard-to-staff geographic area at the rate of one year of service for each award year. 

This 2008 publication from The Aspen Institute discusses the clinical residency model of teacher preparation as both an effective preparation strategy and a direct response to the problems of teacher recruitment and retention in high-need schools. Urban teacher residency programs generally have high percentages of minority graduates who are specifically trained, through strong partnerships with urban schools, to be successful teachers in those schools after graduation. The programs continue to mentor and support new teachers for several years after they take full-time positions.

This partnership is a long-established network of 36 districts and the University of Southern Maine. The partnership involves close working relationships among the university and K–12 schools that enhance the university’s teacher preparation program and strengthen the capacity in districts through university-provided technical assistance and professional development and a ready supply of teachers who are already familiar with the area’s students and schools after graduation.

As part of its Race to the Top initiatives, Ohio provides participating local education agencies with the opportunity to apply for funds to support a teacher incentive plan of up to $7,500 per teacher to address access to great teachers and leaders. The funding may be used for the following: 

• Relocation and/or retention bonuses
• Reduced class size
• Loan forgiveness programs
• Differentiated pay for effective teachers who assume leadership roles
• Hiring teachers in shortage areas
• A combination of options 

As of January 2007, California Senate Bill 1655 allows principals in low-performing schools more decision-making authority with respect to voluntary transfers based on seniority. The goals of this law were to promote hiring practices based more on the unique skills and knowledge that a teacher brings to the classroom and create appropriate matches between teachers and schools.

North Carolina established the North Carolina Teaching Fellows Program in 1986 to recruit teacher candidates into public colleges. Due to budgetary concerns, the program in no longer in effect; however, lessons can still be learned from the program structure.The state paid students to attend a public university if they agreed to spend at least four years teaching in a public school after graduation. According to a recent report on the program, 60 percent of the fellows who started teaching 20 years ago still work in public schools today.

This 2008 publication from The Aspen Institute discusses the clinical residency model of teacher preparation as both an effective preparation strategy and a direct response to the problems of teacher recruitment and retention in high-need schools. Urban teacher residency programs generally have high percentages of minority graduates who are specifically trained, through strong partnerships with urban schools, to be successful teachers in those schools after graduation. The programs continue to mentor and support new teachers for several years after they take full-time positions.