The resource Keeping Quality Teachers: The Art of Retaining General and Special Education Teachers (U.S. Office of Special Education Programs, 2004) provides a framework for actions that are known to support retention of quality teachers. Many of these general tools can apply to the retention of qualified school-based SLPs. These include:
Building a Framework: Improving Working Conditions
- Supporting the capabilities and value of teachers
- Including teacher decision-making practices regarding both instruction and school governance issues
- Enforcing student discipline policies
- Incorporating professional development opportunities
- Striving for teaching assignments aligned with certification and background
- Providing extra compensation for difficult and time-consuming duties
Building a Framework: The Role of the Administrator in Teacher Retention
Research indicates that administrative leadership is the most important factor in determining the climate of a school, and there are specific leader activities that allow all teachers to feel supported in their work. A management style grounded in respect for all in the school environment, along with strong communication and interpersonal skills and effective organizational strategies, encourages all teachers to feel supported and gain a commitment to the school and to their responsibilities.
Building a Framework: Induction and Mentoring Programs That Work
Successful induction programs include mentoring or coaching that is individualized to the needs of the teacher, the classroom, and the subject level assignment. They provide continuing assistance and ongoing guidance by an expert in the field, support development of knowledge and skills, provide opportunities for reflection, acculturate the new teacher into the profession and the school, provide opportunities for new teachers to observe and analyze good teaching, and include assessment of the program's value to new teachers and its impact on student learning (Berry et al., 2002; Odell, 1989, as cited in Fidelar & Haselkorn, 1999). Teacher induction programs have emerged as having great success in helping to retain teachers in the classroom (Brownell, Bishop, & Sindelar, 2005).
Model Induction Programs