Today, Kathleen Budge, William Parrett, Cathie E. West , Kevin L. O'Gorman, Jacqueline E. Jacobs and Pia Lindquist Wong contribute their commentaries on why teachers stay at high-poverty schools. In addition, I include comments from readers.
Educators Renee Moore, Katy Farber, Sharon Jacobs, and Opal Davis Dawson share their thoughts about why teachers stay at difficult-to-staff schools.
The new "question-of-the-week" is a natural follow-up to last week's topic: Why do some teachers stay at difficult to staff schools? What are the rewards? What do these long term teachers learn about specific communities & learning that benefit their students?
Today's post on teacher attrition in high-needs schools features contributions from Mark Y. Lineberg, Doris A. Santoro, Dave F. Brown, and Patricia Jennings. I've also highlighted comments from readers.
Today's responses on the issue of teacher attrition in high-poverty urban schools are contributed by educators Pia LIndquist Wong, Rufus Thompson, Gail L. Thompson, Yvette Jackson, Veronica McDermott, Karen Baptiste, Joseph F. Johnson, Jr., Cynthia L. Uline, and Lynne G. Perez.
The new "question-of-the-week" is: Why do teachers avoid, or leave, high poverty urban public schools and what can be done to improve the situation?
Educators Ted Appel, ReLeah Cossett, PJ Caposey and Tom Hoerr contribute their commentaries today sharing different perspectives on what a "small learning community" might look like....
The new "question-of-the-week" is: What are 'Small Learning Communities' (dividing large campuses into special interest small schools) and how do they work?
Three well-known educators/authors provide guest responses offering effective ways to differentiate instruction: Regie Routman, Carol Ann Tomlinson, and Laura Robb.
Teacher Ya Po Cha, teacher Elizabeth Villanueva, student teacher Billy William Ivy, biligual aide Alma Avalos, and student Amanda Martinez provide their thoughts on recruiting teachers of color. In addition, I include comments from readers.
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