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Golden LEAF Educational Consortium
College and University Research




 
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Golden LEAF Educational Consortium
Recruitment and Retention in North Carolina
Recruitment and Retention in Other States
Recruitment and Retention in Other Countries
College and University Research
Organizational Research
Government Reports
Special Education
Minority Recruitment
Recruitment Websites


North Carolina Retention Data
Researchers at East Carolina University have also been looking into the problem of teacher shortage in North Carolina.  Their findings have shown that out of the 115 North Carolina School Systems, 71 systems kept new hires with no experience for a second year. Forty-three systems kept new hires with experience for a second year. Twenty systems kept new hires with lateral entry licensure for a second year. The details of the findings are found in the document "North Carolina Retention Data".

Mentoring and Induction Practices
Another resource for recruitment and retention of teachers in North Carolina is a study done by Linda S. Brunson, EdD entitled “Mentoring and Induction Practices and Their Influence on New Teacher Retention in Selected Eastern North Carolina School Districts.” One of the conclusions of the study is that the quality of a first teaching experience is more important in retaining new teachers than either the quality of the teacher preparation program or the new teacher’s prior academic program (See Golden LEAF Toolbox Website).

University of Washington
The University of Washington has developed a toolkit that addresses retention and recruitment. The toolkit was disseminated campus-wide by the president. Recruitment Toolkit
a. Faculty hiring policies and procedures
b. Search tips for diversifying the pool
c. Resources for diversity
d. Language and ads for announcements
e. Benefits and resources for new hires
f. Resources from other Universities and brochures on University of Washington programs

Retention Toolkit
a. Monitoring the Health and Welfare of Departments
b. Transparency in operations including fairs and open promotion and tenure guidelines
c. Creating a welcoming department climate
d. Mentoring
e. Valuing diversity in the departments
f. Supporting career development of pre-tenure faculty
g. Encouraging mid-career professional development
h. Faculty development programs, benefits and resources
i. Flexible and accommodating policies and practices

The Toolkits for Retention and Recruitment: Utilization and Outcomes can be found here

Santa Cruz, The New Teacher Center
The New Teacher Center advertised its seventh National New Teacher Center Symposium for January 31-February 1, 2005. The conference dealt with several topics on mentoring and supporting beginning teachers.

Lessons Learned: What makes the Difference?
Some of the most significant insights include:
a. The veteran teachers in role of full-time advisors
b. Crucial link to site administration
c. The impact of standards when embedded with compassionate supportive environment

The new teacher center offers you the opportunity to look at current research studies. It also advertises various conferences throughout the year. There is a special section for teacher resources. It takes you to Teachers Network.org (By teachers, for Teachers) website.

The conference advertisement can be seen here.

“Supporting Beginning Teachers with Heart and Mind: A Decade of Lessons Learned from the Santa Cruz New Teacher Project” is an enlightening article. It is highly recommended for reading. It can be accessed here

Arizona State University
Recruiting, Preparing, and Retaining High Quality Teachers: An Empirical Synthesis
This study looks at Recruiting, Preparing, and Retaining high quality teachers.

Teacher Recruitment
  • Salaries matter—Colleges of Education should be strong and consistent advocates for adequate teacher salaries.
  • Colleges of Education at four-year institutions of higher education should seek to establish collaborative programs with community colleges to recruit new teachers.  Community colleges are preparing an increasing proportion of teachers and they enroll a large number of minority students.  Four-year institutions, on the other hand, have expertise and connections not found in the community college environment.  Partnerships would prove mutually beneficial.
  • Colleges of Education should establish programs to encourage high school students to consider careers as teachers.
Teacher Retention
  • Colleges of Education should, in collaboration with school districts, develop programs to improve the retention of existing teachers. Reducing turnover of existing teachers would greatly reduce the difficulties in finding new teachers. In the short term, this may be the single most effective strategy for reducing the need for new teachers.
  • The research presented in this website discusses the situation. 
  • Educators will find this website as a great resource.
  • It provides a variety of information on study opportunities and many different tools for teachers. Some of them are on-line study opportunities for teachers. 
University of North Carolina, Chapel Hill

Teacher Attrition: Is Time Running Out?

The study put forward the following ideas:
a. Mentor programs
b. Corporate support
c. Use of communication technology
d. More money
e. Improved recruitment of teachers
f.  Alternative certification programs

Please find out more about this study.

The California State University-Institute for Education Reform

A State of Emergency... in a State of Emergency Teachers

This study provides answers to the following questions:
a. Who are California’s emergency teachers?
b. What do they teach most frequently?
c. Where do they teach?
d. Why are they needed?

Please find out more