ERIC Number: ED451147
Record Type: RIE
Publication Date: 2000-Mar
Recruiting and Retaining Effective Teachers for Urban Schools: Developing a Strategic Plan for Action.
Claycomb, Carla; Hawley, Willis D.
This analysis discusses ways to address the persistent challenge of ensuring that students who attend urban schools are taught by highly effective teachers. It presents a four-point strategic plan that includes: (1) increase the quantity and quality of people entering and returning to teaching in urban districts (precollegiate recruitment, higher education recruitment, and recruitment from alternative candidate pools); (2) shape the content of preparation programs to encourage teacher candidates to pursue and succeed where they are most needed (ensure that programs have a clear vision and provide in-depth knowledge, extensive experiences, consistency, and meaningful evaluation); (3) improve the recruitment and hiring process (improving the hiring process, providing financial incentives, improving teaching conditions, and offering differential pay); and (4) support teachers' professional growth once working in a district (teacher placement and high quality induction programs). The paper concludes by discussing: increasing and equalizing teacher salaries; facilitating the task of recruiting good teachers; the importance of state policies; tools for priority-setting; and setting priorities. An appendix presents a policy and program checklist for teacher recruitment and retention. (Contains 64 references.) (SM)
Descriptors: Beginning Teacher Induction, Career Choice, Diversity (Faculty), Elementary Secondary Education, Higher Education, Labor Turnover, Preservice Teacher Education, Student Recruitment, Teacher Persistence, Teacher Recruitment, Teacher Salaries, Teacher Selection, Teaching Conditions, Teaching (Occupation), Urban Schools
For full text: http://www.ericsp.org/pages/digests/claycomb.pdf.
Publication Type: Guides - Non-Classroom
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Partnership for Excellence and Accountability in Teaching, Washington, DC.