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ERIC Number: ED288686
Record Type: RIE
Publication Date: 1987-Oct
Pages: 41
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Reducing Teacher Turnover in Reservation Schools: A Guide for Administrators.
Cotton, Kathleen
The unusually high rate of teacher turnover in American Indian reservation schools (up to 41% of new teachers on South Dakota's Pine Ridge Reservation) is an ongoing source of distress to administrators, teachers, and community members. Teachers who move on tend to be young, inexperienced (four or fewer years in teaching), single, and from or preferring urban areas. School factors correlated with high turnover include lack of administrative support, low academic standards, inadequate professional development policies, low salaries, small enrollments with high percentages of Native American students, and inadequate curriculum development. Key community characteristics causing turnover are geographic isolation and language and cultural barriers. Suggestions for reducing teacher turnover, based on research and administrator experience, are recruitment of experienced teachers from rural backgrounds and accurate descriptions of job, school, community, and regional benefits. Rural colleges, colleges with Indian or multicultural programs, and Indian-related agencies can help with teacher recruitment. Teachers and tribal representatives are valuable additions to screening/interview committees. Good induction programs, mentoring programs, social gatherings with community members and district staff, professional development programs, and effective administrative leadership will all assist in retaining good teachers. (NEC)
Publication Type: Guides - Non-Classroom
Education Level: N/A
Audience: Administrators; Practitioners
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Northwest Regional Educational Lab., Portland, OR.