ERIC Number: EJ859122
Record Type: Journal
Publication Date: 2009
Reference Count: 15
"Managed" Teacher Turnover: A Strategy for School Improvement
Lewis, Jessica L.; London, Tim D.
AASA Journal of Scholarship & Practice, v6 n3 p25-31 Fall 2009
Given the negative implications of unmanaged teacher attrition for student learning and the potential of leadership actions to affect this dynamic, this article highlights the practices of one principal in the Chicago Public School (CPS) system who used teacher attrition to her school's advantage. Her actions reveal leadership practices that can transform unwieldy teacher attrition into a powerful tool for improving teaching effectiveness. The three strategies used by Principal Pinkston to manage teacher attrition in her quest to improve teaching and learning at Johnson Elementary include: (1) treating the root cause of the problem; (2) strategizing the timing of change efforts; and (3) using attrition as an opportunity to build the "right" professional community. She created a school culture of accountability and autonomy in which teachers uncommitted to or incapable of meeting the expectations were removed from the school either by their own volition or Principal Pinkston's determination. This road to school improvement, though not without challenges, ensured a meaningful transformation of both teaching and learning among teachers committed to the long-term success of Johnson Elementary.
Descriptors: School Culture, Teacher Persistence, Educational Change, Faculty Mobility, Educational Improvement, Effective Schools Research, Change Strategies, Leadership Effectiveness, Leadership Styles, Principals, Educational Practices
American Association of School Administrators. 801 North Quincy Street Suite 700, Arlington, VA 22203-1730. Tel: 703-528-0700; Fax: 703-841-1543; e-mail: firstname.lastname@example.org; Web site: http://www.aasa.org/publications/jsp.cfm
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Adult Education; Elementary Secondary Education
Authoring Institution: N/A