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Teacher Retention

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Younger teachers are leaving the district due to dissatisfaction and older teachers are leaving due to retirement. Based on a study by Papay, Bacher-Hicks, Page and Marinell (2017), every year at least 13 percent of all teachers leave their district. Within five years at least 55 percent of new teachers leave their district. According to Struyven and Vanthournout (2014) it is a well-known fact that teacher retention is lower among young, newly certified teachers and higher among older more seasoned teachers. They also mention that there is also another group of teachers who are qualified to teach having finished their teacher preparation program but never enter the workforce. One of the many reasons given by former teachers is that they left …show more content…
As the population of our students change it is our responsibility as educators to bridge the gaps that may stand between us and our students in order to give them the best possible opportunities for learning and success. Taylor and Fox (1996), assert that all learners bring a variety of linguistic and cognitive strengths from past experiences into the classroom and these strengths should be valued and utilized as learning tools. However teachers, according to Weinstein, Curran & Tomlinson-Clarke (2003), interpret and respond to their students behaviors from their own homogeneous cultural perspective. Although teachers may be unaware, they in fact may be acting in ways that are discriminatory. Discrimination occurs when teachers do not recognize when student behavior is related to culture. For example, in speaking with a former coworker, she was upset by the actions of one of her student who would not move his feet out of the aisle. She accidently tripped over his feet on multiple occasions and the student became visible upset, quickly checking his shoes for blemishes. She could not understand why he refused to move his feet. What the teacher did not know was that the student was offering his shoes for resale online. This is a common practice amongst socio-economically disadvantaged teens, however; this teacher was unaware of this cultural practice that was so very different from her own. Cultural responsive classroom acknowledge the value of a diverse population. According to Montgomery (2001), in order for diverse populations to succeed, students must be allowed to find connects amongst themselves and the content and the tasks teachers require them to perform. Teachers must develop instruction that accommodates all learning styles. Schools, districts and state legislature must support teacher in this effort. During the

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