Principals don’t try to retain excellent teachers, concludes The Irreplaceables. TNTP analyzed teacher retention in four urban school districts: The top 20 percent of teachers, based on value-added scores, were nearly as likely to leave as the bottom 20 percent.
. . . their principals and district officials treated them basically the same. Two-thirds of the districts’ best teachers weren’t even encouraged to return another year.
Three-quarters of low-performing teachers told TNTP that they plan to stay at the current school; half said they intend to teach for another decade. The average brand-new teacher would be more effective than these low performers, the report concludes.
Even without merit pay, districts could do much more to retain the best teachers, the report adds.
If principals simply gave their best teachers regular feedback, identified leadership opportunities for them, publicly recognized their accomplishments, and employed other, basic HR tactics, they could significantly reduce the attrition rate.
“The nation’s 50 largest districts lose approximately 10,000 Irreplaceables each year, according to TNTP. Yet the culture of teaching insists that all teachers are the same.
New York City’s master teacher program paid Lori Wheal more “in exchange for spending extra time mentoring my peers, writing curricula and running professional development.” She felt her work was respected. When her middle school lost the funding, she quit teaching, she writes in the New York Post.
. . . the city needs to hold principals accountable for fixing school cultures that drive top teachers away. This means improving working conditions and creating environments of mutual respect and trust. (And give principals credit on their own performance reviews for retaining great teachers.)
But it also means refusing to turn a blind eye to poor teaching. Struggling teachers deserve support and a reasonable chance to improve. But if they can’t, they shouldn’t stay in the classroom.
Wheal will pursue a career in education policy.