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Commentary: Saving teachers from burning out, dropping out

LA School Report | November 13, 2014

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Via The Hechinger Report | By Jonas Chartock and Ross Wiener 

An abundance of recent books, research and headlines present growing evidence that our nation’s schools can and must do a better job of preparing teachers for the experiences they’ll face in the classroom. They show that if educators really knew how to address the challenges of teaching in high poverty areas, they would increase their impact and make a longer career out of teaching.

Certainly, better preparation is a crucial element to solving our teacher quality and retention issues, but it’s only half the challenge. The other is keeping those who become truly great teachers engaged and effective as they settle in to their careers.

For too long, teachers have had one of two career paths—stay in the classroom earning seniority and incremental pay increases or enter an administrative track and become a principal. This sort of flat profession wouldn’t work in most other sectors, and with half of teachers leaving their jobs within the first five years, it’s not working in education either.

Read the full commentary here.

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