Trends in Teacher Attrition

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Trends in Teacher Attrition
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of Retirement vs. Non-Retirement
Generation X
Generation Y
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Age Distribution of Public School Teachers
of Teachers
Age
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Beginning Teacher Attrition is a Serious Problem
New teacher turnover remains high -- one third of
beginning teachers leave after three years, and
almost fifty percent have left after five years.
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Public School Teacher Age Distribution(2003-2004)

• Total Teachers 3,250,625 (Public Schools)
• Less than 40 1,338,039 41.2
• (Gen X Y)
• Between 40 58 1,732,134 53.3
• (Boomers)
• Over 58 180,462 5.6
• (Veterans)

For decades, Boomers have been at the core of our
public education enterprise and now they are
ready to retire, taking decades of experience and
accomplished teaching with them.  
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A School Staffing Tsunami
The Great Wave by Hokusai 1832
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Consequences of Teacher and Principal Churn
Teacher experience at current school?
Principal experience at current school ?
Average School
43.6 have 3 years or less
4 years
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Teacher Leavers
Better in current position
Better in teaching
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Teacher Turnover Costs 7.3 Billion

• Cost per teacher in first three years is from
  4,300 in rural schools to 17,800 in large urban
  districts. (NCTAF)
• After five years lost teaching effectiveness
  could push the cost as high a 35,000 per
  teacher. (Milanowski Odden)
• Students lose the most high turnover schools
  rarely improve teaching effectiveness or student
  learning, because they are constantly rebuilding
  their staff. (NCTAF)
• www.nctaf.org
• Cost Study and Cost Calculator

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Change the Business Model of SchoolsFrom
Teaching Organizations To Learning Organizations
A Crisis and an Opportunity
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Teaching 1.0 Stand and deliver to maximize
teaching efficiency.

• Teaching 2.0
• Teaching becomes a team sport
• to maximize learning effectiveness.

New tools empower teachers to engage students in
personalized learning
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• You cant afford to lose a single teacher.
• Every teacher must be as effective as possible
  as quickly as possible and for as long as
  possible.
• Effective teachers, who have the support and
  tools they need to succeed and who know they
  are making a difference dont leave and
  continuously improve their practice.
• Effective teaching is not an individual
  accomplishment. Quality teaching is a team
  sport.

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BABY BOOMERS (45-62)

• Want to make a personal difference
• Are willing to go the extra mile
• Work well in teams
• Value public recognition
• Reluctant to change positions
• Retiring but want to stay engaged

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GEN-XERS (26-45)

• Tech savvy and inventive
• Self-reliant, skeptical of authority
• Work well with colleagues of their own choosing
• Embrace workplace structures they can control
• Prefer informal roles and freedom to complete
  tasks their own way
• Seek opportunities to improve their performance
• The core of the new economy but the trough in
  the teaching workforce.

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NEXTERS (25 and under)GEN Y or MILLENNIALS

• Embrace diversity
• Collaborative
• Constant communication
• Prefer flat organizations
• Seek new challenges
• Multi-task
• Grew up digital
• Manage their life online
• Could replace retiring teachers, but are
  abandoning factory-era schools.

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• Move from schools organized around stand-alone
  teaching in self-contained classrooms
• To learning communities organized around
  cross-generational learning teams empowered with
  digital technology

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From Dr. Kildare to Medical Teams
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From Perry Mason.to Legal Teams
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From Superheroes to Super Teams
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From Flash Gordon to NASA Teams
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From the Stand Alone Teacher of the 1950s
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to the Stand Alone Teacher of the 21st Century
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Learning Teams ImproveTeaching Quality

• Manage Effective Teaching and Improve Student
  Learning with Digital Technology
• Improve Retention and Accelerate Effectiveness
  Among Novice Teachers
• Establish New Roles for Accomplished Teachers as
  Learning Team Managers
• Create New Pathways for Career Changers

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NCTAF PLEDGE

• Empower educators to close the gaps between
  preparation, practice, and learning.
• Create genuine learning organizations that manage
  teaching effectiveness with cross-generational
  learning teams.
• Establish teaching residencies that embed
  preparation and professional development in the
  day-to-day work of schools.
• Develop multiple career paths that recognize and
  reward collaboration, effective teaching, and
  improved learning.
• Employ authentic assessments that become
  essential tools for improving teaching
  effectiveness and student learning.

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2100 M Street, NW Suite 660 Washington, DC
20037 202-429-2570
Tom Carroll, President
WWW.NCTAF.ORG