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Recently in Teacher Retention Category
August 14, 2018
August 02, 2018
Get out of the way! How inconsiderate drivers on the educational highway impede the work of teacher leaders
May 16, 2018
Better words alone won't solve our issues in education, but they will reveal the exact contours of the problems and give us real information so we cantackle them.
November 27, 2017
It is so important for schools who want to retain talent to think critically about the needs of their novice teachers - they must think beyond new teacher training at the beginning of the year. As we approach the first extended break, why not initiate a check-in with new teachers that can provide exactly what they need (but likely won't ask for)?
October 04, 2017
The true beauty in leadership is being able to discern when to pull back and not give teachers things they don't need. There is a balance that great principals learn, and because of that balance, they generally have happy teachers in their classrooms.
September 14, 2017
When a teacher lives in fear of confrontation, ridicule or being talked about, this is professional bullying.
August 15, 2017
Like learning to golf, when teachers first begin, they also struggle to master complex skills. Most enter the classroom with a basic understanding of pedagogy but very little practical experience. They are drawn to the seemingly green, lush fairways of teaching, but very soon they realize teaching is no easy game.
June 29, 2017
Great teachers know the importance of creating and maintaining relationships with students and the positive affect these relationships have on school climate. This report serves as an affirmation of that work and reminds us that while test scores show us something, they can never replace the power of a caring adult.
June 07, 2017
So much of teaching is reminding students that we see them, that they are special, and they are loved.
June 01, 2017
Teachers are often told that we are "valued professionals" who "change the lives of our students every day." But we are also micromanaged to immobility, not trusted to make the simplest decisions that affect students' learning and well-being. When students have to work in classrooms in silence because the teacher knows that the loud and messy learning is often seen as ill-managed instruction, the walls close in.