Berry 290)
The foundational point that Berry makes in this article, stresses that the need for recruitment and retention principles that stress a better overall working environment is key to change. Recruiting highly skilled teachers that are board certified requires allowing these teachers the opportunity to see the best possible working environment for their skill set. Berry also makes list of several key ingredients in a multi-faceted solution. The second set of talking points, dictated by Barry, include the remaining five, what quality teachers need in their work environment to stay in challenging schools and help them turn around:
Board-certified teachers need administrators who know and embrace the NBPTS process and cultivate teacher leadership.
Board-certified teachers need smaller "case loads" so they can get to know their students and their families well and have time to work with colleagues.
Board-certified teachers will need to have additional preparation in the area of leadership if they are expected to promote school change.
Board-certified teachers and other teachers already teaching in the school will need professional development in collaboration, team building, and cultural competence.
Board-certified teachers need opportunities to use the NBPTS process to drive new models of professional development and to be more involved in the preparation of the next generation of teachers.
Berry 290)
Using these talking points the idea that the established system is lacking, is obvious as it would seem that the classrooms that need these people and the schools that they are in are not getting them to come or at least come and stay. Solutions that solve the real nature of the "shortage" can be found within Barry's model.
Empowerment:
An aspect of change that is probably most likely to be resisted by schools and districts, is the association with empowerment. What exactly does empowerment mean with regard to teachers? It means giving quality teachers not only a voice in curriculum and school wide decision making but allowing that voice to actually illicit change in areas where they see the need of it. The traditional school and school district has been dictated by a top down policy that gives teachers a rote set of goals and does not allow them to drastically deviate from them. The fear has been that changing curriculum, timing, instructional directions, would create inconsistencies in outcomes and would also take the power away from district administrators and boards.
Teachers are traditionally not given much decision-making power. The educational research and administration communities once tried to provide teachers with "fool-proof," prepackaged curricula, as if teachers' thinking and decision making are not related to improving teaching quality. The data from this study clearly indicate that teachers who feel that they have influence over school and teaching policies are more likely to stay. To empower teachers is one of the ways to improve teacher retention.
Shen 81)
Denying teachers the right to alter things as simple as classroom layout, no to mention curriculum, has created a system that first trains individuals to seek excellence through innovative thought (a concept imparted by their own training) and then figuratively ties their hands behind their backs, making it so they can change and influence nothing. In a beginning teacher situation the result is rather rapid disillusionment and attrition and this may also be the case when a "weak principle" takes the place of one who has traditionally supported teachers in innovation and choice. There is also a good chance that such issues will get worse, rather than better in the next few years as teachers find it increasingly difficult to live under the new dictates of the accountability model of education.
Another early suggestion in this work was the development of "grow your own" programs where difficult to staff districts support quality teacher recruitment...
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