Singer Patti LaBelle, Actresses Constance Marie, Magan Mullally, Hilary Swank, and Zoe Saldana, Entrepreneur Oprah Winfrey, Astronaut Ed Lu, and Athletes Landon Donavan, Larry Izzo, and Rodrigo Lopez all have one thing in common. These notable figures express gratitude and give thanks to a teacher that inspired them to reach their goals (National Education Association). Like these figures, many can look back into their educational past and remember one teacher who provided inspiration. It was, the one teacher who cared by taking the extra time to help or ask questions, give a genuine smile, challenged personal expectations, and so seamlessly was part of the school relic. However, as times change, especially in education, we find that new generations
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In the 2003-04 school year, 21 percent of teachers from high-poverty public school left their teaching position. While an alarming 50 percent of all teachers with five years or less in various classroom settings, left their teaching position (Shields, 2009, p.2). Clearly, teacher turnaround especially in urban settings is a massive problem affecting education, yet there are some underlining issues contributing to the turnover, as well as, some possible solutions. Three major factors contributing to teacher turnover in urban settings are teacher safety, understanding of the school and student community, and lack of collaboration. However, safety is a concern many teachers have before they even enter the …show more content…
She found that safety and administrative support were a major factor for most educators’ longevity in urban settings. She expresses, “Supporting teachers in the classroom is crucial to their survival and to effective teaching. Without administrative support and safe working conditions, teachers burn out and quit” (p. 6). Likewise, Steinberg, Allensworth, and Johnson (p. 2011), report and magnified the roles of community context and school site organizations in student and teacher safety in the Chicago public school system. Their findings concluded that internal and external conditions around the school and student’s home neighborhood play a large factor in both student and teacher sense of safety. They state, “Safety is a particularly pressing issue in urban public schools, in part because community factors such as crime and poverty play a strong role in shaping the climate of schools” (p. 21). With such a hindering worry for personal safety, teachers, especially new teachers, find urban schools to be overwhelming and leave their teaching assignment for a less taxing placement or career. Unfortunately, with many teachers leaving the classroom, educators leave without the connections needed to form authentic relationships where them and students. Failing to make a connection with the community they serve, adds another layer to the turnover
In the 2003-04 school year, 21 percent of teachers from high-poverty public school left their teaching position. While an alarming 50 percent of all teachers with five years or less in various classroom settings, left their teaching position (Shields, 2009, p.2). Clearly, teacher turnaround especially in urban settings is a massive problem affecting education, yet there are some underlining issues contributing to the turnover, as well as, some possible solutions. Three major factors contributing to teacher turnover in urban settings are teacher safety, understanding of the school and student community, and lack of collaboration. However, safety is a concern many teachers have before they even enter the …show more content…
She found that safety and administrative support were a major factor for most educators’ longevity in urban settings. She expresses, “Supporting teachers in the classroom is crucial to their survival and to effective teaching. Without administrative support and safe working conditions, teachers burn out and quit” (p. 6). Likewise, Steinberg, Allensworth, and Johnson (p. 2011), report and magnified the roles of community context and school site organizations in student and teacher safety in the Chicago public school system. Their findings concluded that internal and external conditions around the school and student’s home neighborhood play a large factor in both student and teacher sense of safety. They state, “Safety is a particularly pressing issue in urban public schools, in part because community factors such as crime and poverty play a strong role in shaping the climate of schools” (p. 21). With such a hindering worry for personal safety, teachers, especially new teachers, find urban schools to be overwhelming and leave their teaching assignment for a less taxing placement or career. Unfortunately, with many teachers leaving the classroom, educators leave without the connections needed to form authentic relationships where them and students. Failing to make a connection with the community they serve, adds another layer to the turnover