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ERIC Number: ED520777
Record Type: Non-Journal
Publication Date: 2009-Feb
Pages: 20
Abstractor: ERIC
Reference Count: 53
ISBN: N/A
ISSN: N/A
Leading Gen Y Teachers: Emerging Strategies for School Leaders. TQ Research & Policy Brief
Behrstock, Ellen; Clifford, Matthew
National Comprehensive Center for Teacher Quality
A generational transition is occurring in U.S. public school classrooms. Baby Boom teachers (those born between 1946 and 1964) are approaching retirement age, and many of their colleagues from Generation X (those born between 1965 and 1976) are entering their mid-career stage. The newest generation in the teaching workforce is Generation Y (those born roughly between 1977 and 1995). Just as previous generations have shaped teacher career pathways and policies, the younger generation's expectations for their life and work will impact the ways in which Gen Y teachers enter and remain in the profession. This Research & Policy Brief aims to help state, district, and--most important--school-level leaders better understand this generation so that they can better manage and support all teachers for the improvement of teaching and learning, for current and future generations of students. Drawing upon research from within and beyond education, this brief describes what school-level leaders can do to ensure that the teaching profession benefits from the talent that Gen Y teachers offer. It begins by reviewing the sociological and workforce research on Generation Y. Next, it provides the results of a literature review of strategies for retaining Gen Y talent that are emerging in the private sector. It then provides recent research on practices to support and retain new teachers. Finally, it offers strategies that effective school leaders can adopt to support all teachers--and Gen Y teachers in particular. (Contains 2 tables.)
National Comprehensive Center for Teacher Quality. 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 877-322-8700; Fax: 202-223-8939; e-mail: tqcenter@air.org; Web site: http://www.tqsource.org
Publication Type: Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: Administrators
Language: English
Sponsor: Department of Education (ED)
Authoring Institution: National Comprehensive Center for Teacher Quality
Identifiers - Location: United States