Presentation the crisis in ubran schools
- 1. Urban Education: The Crisis in Staffing Urban Schools with Effective Teachers Kristyn Appel Foundations of Education (31320) Dr. Wanda Hutchinson July 22,2015
- 2. What is an urban school? oLarge central cities. oPoverty. oUrban schools educate many of the nation’s immigrant children, where English is their second language (Jacob, 2007). oPerform below national standards, and high school dropout rates are over 40%(Sadovnik, A., Cookson, Jr. P., Semel, S., 2013, p.7)
- 3. Staffing in Urban Schools oShortage of effective teachers o Lack of support from school administrations. o Student behavior problems o Classroom intrusions o Limited faculty input
- 4. Staffing in Urban Schools oAccording to the National Commission for Teaching and America’s Future (2002), 50% of urban teachers leave the profession within the first 5 years of their career. oTurnover oTeacher attrition oLess likely to be certified, less likely to have graduated from competitive colleges, score lower on standardized exams, and are more likely to be teaching subjects for which they are not certified (Jacob 2007).
- 5. No Excuses oAmerica needs to fix urban schools before poverty. oSchools can make a critical difference, regardless of a child's socioeconomic status oIt is the good teacher who holds the most promise for significantly reducing the achievement gap (Klein 2009).
- 6. Difficulty Staffing Teachers in Urban Schools o“Revolving door” oJob dissatisfaction oLow salary oRecruiting more teachers oNo Child Left Behind Act
- 7. Impact on the Students oStudents lose the most. o“Students will not be able to meet high learning standards unless their teachers are prepared to meet high standards” (Hunt, J., Carroll, T., 2003).
- 8. Impact on the Students Children need stability. Children’s emotional and social development suffer the consequences (Hunt, J., Carroll, T., 2003).
- 9. Impact on the Students oA no win situation! oForced to sit in classrooms oIn one widely noted Tennessee study, children who had the least effective teachers three years in a row posted academic achievement gains that were 54 percent lower than the gains of children who had the most effective teachers three years in a row (Hunt, J., Carroll, T., 2003).
- 10. Societal and Political Impact oNCLB Act states that all schools should have highly qualified teachers in every classroom (Sadovnik, et al. 2013, p.235). oIncreased accountability oSchool choice oNarrow definition of research oQuality of teachers
- 11. Societal and Political Impact oTeach for America oAdvocates maintain that TFA provides well- educated teachers in areas where recruitment is difficult. oPay a greater upfront cost oThe TFA hiring contracts are non-refundable (Cohen, 2015).
- 12. How Can We Improve? oTeacher-run schools o“Most teachers have no say in their schools’ decisions about hiring, promotions, firing, budgets, pay levels, curriculum or scheduling” (Osborne, 2015). o“Having more control keeps teachers and students more engaged” (Osborne, 2015).
- 13. How Can We Improve? oOrganize every school for teaching and learning success. oTeacher preparation oAccrediation/Licensing oBuild a high quality teaching profession o Satisfaction of a rewarding career o Compensation o Working conditions
- 14. Conclusions oCrisis in staffing o Teacher retention o not the supply but the quality of teaching oChildren suffer oMake a change o Schools must become a place where teaching and learning thrive. o Treat our teachers better.
- 15. References Cohen, R., (2015). The true cost of teach for America’s impact on urban schools. The American Prospect. Retrieved from: prospect.org/article/true-cost-teach-Americas-impact-urban-schools Ingersoll, R. (2004). Why do you high-poverty schools have difficulty staffing their classrooms with qualified teachers? Retrieved from Center for American Progress. Jacob, B. (2007). The challenges of staffing urban schools with effective teachers. The Future of Children, 17(1). Hunt, J., & Carroll, T., (2003). National commission on teaching and america’s future, no dream denied: A pledge to america’s children. Washington D.C. Klein, J. (2009). Urban schools need better teachers, not excuses, to close the education gap. U.S. News & World Report.
- 16. References National Commission for Teaching and America’s Future, (2002). Unraveling the “teacher shortage” problem: Teacher retention is key. Washington, DC: Government Printing Office. Osbourne, D., (2015). To improve schools, let teachers run them. Washington Post. Retrieved from https://www.washingtonpost.com Sadovnik, A. Cookson, Jr. P., Semel, S., (2013). Exploring education: An introduction to the foundations of education. 4th ed. New York: Routledge Taylor Francis Group.