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That number grows to genius-half indoors the first five years (NCTAF, 2003, p. 10). In low-income urban school days, the abrasion rate is even more alarming: al intimately leash higher than that of all other(a) schools (NCTAF, 2003, p. 10).

As the report notes, the nigh long-term effect of high attrition rates among teachers is the corrosion of article of belief quality and student achievement (NCTAF, 2003, p. 14). In low-income schools in particular, high teacher turnover rates often consequent in inexperienced teachers or short-term substitutes (NCTAF, 2003, p. 14). The report notes one try in Tennessee schools that show the students with the "least effective" teachers collar years in a row demonstrated gains in academic achievement that were 54 percent lower than those demonstrated by students who had the most effective teachers three years in a row (NCTAF, 2003, p. 14).

In essence, the NCTAF argues that the crisis in teacher computer memory can only be solved by equal to(predicate) teacher preparation, selection and funding. In particular, the report argues that there should be coordination at local, state and federal levels regarding teacher accreditation standards (2003, p. 22). However, a 2001 study by the New York State United teachers association (NYSUT) highlights the perils of guidance exclusively on accreditation standards. In that study, the NYSUT noted that New York had the most rigorous teacher preparation standards in the country.

Notably, these suggestions made by systems thinkers are also offered by other education experts, though they may not social function the term "systems thinking." For example, research has demonstrated that carefully planned teacher orientation chopines have been known to raise the retention rates. Moreover, other studies have demonstrated the orientation programs that focused on providing individual(prenominal) assistance were the best single factor of all morale factors for personnel new to the teaching profession ( rely, 1999, p. 53). In addition, Hope (1999) notes that the transition from preparing to teach to actual teaching in a classroom is a major step for first-year teachers.

He, too, contends that a positive indueion experience is an important introduction to the teaching profession. Thus, he argues that new teachers should be introduced to the school through a specific, formal orientation program. Moreover, he advocates that the principal essential induct new teachers into the school's education community through regular and reiterate "systematic contact" that helps the new teacher develop a "collegial conversation" about the work of teaching (Hope, 1999, p. 54).

Norton, M. (1999, Spring). "Teacher retention: Reducing costly teacher turnover." Contemporary Education, 70, 3, 52-56.

Systems thinkers go on the following steps to improve teacher retention. First, the school - support by local, state and national resources - must develop a program for providing teachers access to support from other teachers, mentors and ply. Second, the school must provide a specific and comprehensive induction program for new teachers, which should include specific plans for how new teachers can be encouraged to participate in school activities in ways that create in new teachers a sense of the school as a community. As more senior staff include the new teachers in activities and provide mentor support they create a sense of community for the new teachers who then replicate this sense of com
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