To counter teacher shortages across the country, school leaders can create a positive culture where teachers are more likely to stay, writes Don Bott, an instructional coach at Stagg High School in Stockton, CA, in an Education Week essay.
Bott presents five lessons learned for retaining teachers:
Connect deeply: I sit with every new teacher for a lengthy conversation. I want the experience to go beyond mere “onboarding.” I ask each new teacher to recount their journey, to explain how and why they became a teacher. The stories are revealing, diverse, and often fascinating.
I also ask for their three core values. When they explain why they have chosen those specific values, I learn a great deal about what drives them.
Be present authentically: The needs of a new teacher are greatest early in the school year. For example, it took little effort for me to print out class lists for a new teacher who did not yet have access to the system, and he looked so relieved when I handed those papers to him. In this often dizzying time, the smallest gestures can make the biggest impact.
Teachers want to be heard and appreciated, but this often results in a generic thank you card and boxes of bagels in the lounge during Teacher Appreciation Week. Teachers see through these gestures as predictable and not the least bit individualized.
Be responsive and follow through: New teachers realize their colleagues and administrators are busy, but they often feel lost. When we respond right away, that helps them feel a sense of belonging and stability. Even if I can’t address an issue for several hours, I can still give them an immediate response to acknowledge I’m on it. Whether an issue is addressed in five minutes or five hours, we can’t let new teachers feel alone or forgotten.
Ease tension with early, low-stakes class visits: To ease any tension, I remind new teachers that I am a coach, a colleague, not a supervisor. I come to support, not to evaluate. Even a supervisor tasked with conducting evaluations can relay to a teacher the value of a low-stakes visit.
I tell teachers that I want to visit their classroom frequently, usually unannounced. “I might see you have a bad day,” I explain. “But if I’m in your room enough, I will see a bit of everything.” I want to learn what kind of teacher they are. Equally important, I want them to feel comfortable having outsiders in the room. More visits will make those visits feel more natural.
Be mindful of time restraints: The basic tasks of teaching—planning lessons, designing materials, and grading—are difficult and time-consuming for someone new to the profession or adjusting to a different role. How can we support them during this early stage? If we look to add to their workload, we need to do so carefully.
We could pull them out for on-campus training but only if we are confident that the training will improve their practice. We could find a nearby conference for them to attend but only if we are confident they are ready to process that content.
Education Week
