WHAT WE KNOW ABOUT TEACHER TURNOVER IN SPECIAL EDUCATION - PowerPoint PPT Presentation

1 / 18
About This Presentation
Title:

WHAT WE KNOW ABOUT TEACHER TURNOVER IN SPECIAL EDUCATION

Description:

Attrition of beginning teachers: Does teacher preparation matter? (Report No. 2006-TSDQ2): Center for Research and Evaluation in Social Policy, ... – PowerPoint PPT presentation

Number of Views:151
Avg rating:3.0/5.0
Slides: 19
Provided by: BonnieBil
Category:

less

Transcript and Presenter's Notes

Title: WHAT WE KNOW ABOUT TEACHER TURNOVER IN SPECIAL EDUCATION


1
WHAT WE KNOW ABOUT TEACHER
TURNOVER IN SPECIAL EDUCATION
  • 2007 OSEP Project Directors Conference
  • Bonnie S. Billingsley
  • Virginia Tech
  • School of Education
  • July 17, 2007

2
OVERVIEW
  • Shortage and turnover trends
  • Costs of turnover
  • Contributors to turnover
  • How to improve retention

3
TEACHER SHORTAGE TRENDS
  • Chronic
  • Pervasive
  • Growing
  • Inadequate supply
  • Inadequate diversity

4
TURNOVER TEACHER SHORTAGE
5
TURNOVER RATES (3 year average)Boe, Cook,
Sunderland (in press)
Switch/transfer to general education 8.27
Exit to non-teaching positions 6.74
Move or migrate to other special education positions 7.85
TOTAL (across 3 years) 22.85
6
INCREASING TURNOVER Boe, Cook, Sunderland
(2006)
  • 18.8 (1991-92)
  • 21.4 (1994-95)
  • 27.7 (2001-02)

7
TURNOVER COSTS
  • Financial
  • School
  • Inclusive reform
  • Student
  • Teacher

8
COSTS UNEQUALLY DISTRIBUTED Fall Billingsley
(2007)
  • Administrators in high poverty schools
  • Significantly higher turnover rates
  • Significantly higher vacant positions
  • How districts address shortage
  • Employ uncertified/substitute teachers
  • Raise caseloads
  • Increase paraprofessionals

9
RESEARCH ON TEACHER TURNOVER
  • Ask teachers why they left
  • Investigate factors associated with leaving
  • Teacher characteristics
  • Teacher preparation/induction
  • District/school characteristics
  • Work conditions

10
REASONS FOR LEAVING
  • Special educators leave for
  • Personal reasons
  • Work-related reasons
  • Other reasons (e.g., retirement, involuntary)
  • Special educators more likely than general
    educators to leave due to dissatisfaction

11
TEACHER CHARACTERISTICS TURNOVER
  • Strong support
  • High turnover rates among new teachers
  • Some support
  • Higher leaving rates among whites and females
    (Guarino et al., 2006)
  • No consistent findings about race and gender in
    special education

12
HIGHER TURNOVER AMONG THOSE WITH LESS PREPARATION
Boe, Cook, Sunderland, 2006
13
WORK CONDITIONS TURNOVER
  • School climate
  • Leader support
  • Collaboration/inclusion
  • Job design
  • role ambiguity
  • role conflict
  • role overload
  • Resources
  • Professional development
  • Compensation

14
New Teachers Vulnerable to Poor Work
ConditionsBillingsley et al., 2004
  • 72 indicate that routine duties and paperwork
    interfere teaching
  • 29 of new teachers indicate that workload
    manageability is a problem
  • 25 do not feel a sense of belonging in their
    schools
  • 31 do not have the necessary resources to do
    their jobs

15
Summary
  • Teacher Shortage
  • Increasing Turnover
  • New Demands
  • MAJOR CHALLENGE!

16
LABOR MARKET THEORY OF SUPPLY AND DEMAND
  • Individuals will enter/remain if most attractive
    activity available
  • Overall compensation
  • Adjust attractiveness of the job
  • Elements of attractiveness become the policy
    levers to increase retention
  • Applied to teacher supply, demand and retention
    by Guarino, Santibanez, Daley, 2006

17
Conclusions Further Study
18
REFERENCES
  • Billingsley, B. (2005). Cultivating and keeping
    committed special education teachers What
    principals and district administrators can do.
    Corwin Press, Thousand Oaks, CA.
  • Billingsley, B., Carlson, E., Klein, S. (2004).
    The working conditions and induction support of
    early career special educators. Exceptional
    Children, 70(3), 333-347.Boe, E. E., Cook, L. H.,
    Sunderland, R. J. (2006). Attrition of
    beginning teachers Does teacher preparation
    matter? (Report No. 2006-TSDQ2) Center for
    Research and Evaluation in Social Policy,
    Graduate School of Education, University of
    Pennsylvania, Philadelphia, PA.
  • Boe, E. E., Cook, L. H., Sunderland, R. J.
    (2006). Teacher turnover in special and general
    education Attrition, teaching area transfer, and
    school migration. (Research Report No.2006-TSDQ3
    )
  • Edgar, E., Pair, A. (2005). Special education
    teacher attrition It all depends on where you
    are standing. Teacher Education and Special
    Education, 28(3/4), 163-170.
  • Fall, A., Billingsley, B. (2007). Structural
    inequalities in special education A comparison
    of special educators qualifications, working
    conditions and local policies. Manuscript in
    development.
  • Gehrke, R.S., Murri, N. (2006). Beginning
    special educators intent to stay in special
    education Why they like it here. Teacher
    Education and Special Education, 29(3), 179-190.
  • Gersten, R., T., K., Yovanoff, P., Harniss, M.
    K. (2001). Working in special education Factors
    that enhance special educators' intent to stay.
    Exceptional Children, 67(4), 549-567.
  • Guarino, C. M., Santibanez, L., Daley, G. A.
    (2006). Teacher recruitment and retention A
    review of the recent empirical literature. Review
    of Educational Research, 76(2), 173-208.
  • Kaff, M.S. (2004). Multitasking is multitaxing
    Why special educators are leaving the field.
    Preventing School Failure, 48(2), 10-17.
  • Miller, M. D., Brownell, M., Smith, S. W.
    (1999). Factors that predict teachers staying in,
    leaving, or transferring from the special
    education classroom. Exceptional Children, 65(2),
    201-218.
  • Sindelar, P. T., Shearer, D. K., Yendol-Hoppey,
    D., Liebert, T. W. (2006). The sustainability
    of inclusive school reform. Exceptional Children,
    72(3), 317-331.
Write a Comment
User Comments (0)
About PowerShow.com