ERIC Number: ED454355
Record Type: Non-Journal
Publication Date: 2001-Apr
Reference Count: N/A
New Teacher Staffing and Comprehensive Middle School Reform: Philadelphia's Experience.
This study examines the problem of teacher recruitment, preparation, and retention in the context of schoolwide reform in 7 of Philadelphia's 43 middle schools. The seven schools are implementing the Talent Development Middle School model of Johns Hopkins University's Center for Research on the Education of Students Placed at Risk, a promising national design for urban middle school improvement. Data from interviews with all 60 teachers new to the schools in 1999-2000 confirm the long-held perception in the city that teachers assigned to middle schools were disappointed in their placement and ill-prepared for such a placement. They were grateful for the training and mentoring that they received from the Talent Development programs, which significantly increased their commitment to staying in the school. However, concerns about the district's residency requirement, salary, discipline, supplies, and other factors were prompting large numbers of them to seek employment elsewhere. (Contains 23 references, 5 tables, and 6 charts.) (Author/SM)
Descriptors: Beginning Teachers, Educational Change, Educational Improvement, Higher Education, Labor Turnover, Middle School Teachers, Middle Schools, Preservice Teacher Education, Teacher Attitudes, Teacher Persistence, Teacher Placement, Teacher Recruitment, Teaching Conditions, Urban Schools
For full text: http://www.philadedfund.org.
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A