Introducing JP’s Re-Start Academy (RESA)
Published: Monday, 12 June 2017 10:20
The nation’s current teacher shortage is having an intense impact on the school system. In 2013–14, 62% of school districts had unfilled teaching positions three months into the school year.
In the same school year, close to 1,000 teachers were on substitute credentials—a 29% increase from the previous year. With one of the highest turnover rates of any state and 24% of the workforce eligible to retire by June 2018, the future outlook points to continued shortages.
(A Coming Crisis Teacher Report)
Among all beginning teachers in 2007–08, 10 percent did not teach in 2008–09, 12 percent did not teach in 2009–10, 15 percent did not teach in 2010–11, and 17 percent did not teach in 2011–12. Voices from the field tell us the trend has continued!
Public School Teacher Attrition and Mobility in the First Five Years
Interested in preventing teacher burnout?
Faced with filling teacher vacancies every year?
Want strategies that address teacher retention?
JP can help you address these and other needs.
With over a quarter of a century of experience in designing and implementing professional development to thousands of schools JP can assist you in creating a plan that will work for you.
RESA Academies focus on preventing high teacher attrition identifying it as the one factor within a school’s sphere of influence.
Strategy: RESA (Re-Start Academies)
RESA Academies provide a two-pronged approach to the challenge of teacher retention. The first prong targets new teachers (1-5 years in the field) providing training that can be implemented at intervals during the school year. Information and strategies are based on current data collection identifying reasons teacher are leaving the field. Training is supported by ongoing coaching on a regular basis by trained School Improvement Specialists.
The second prong focuses on school leadership and their role in creating a culture that supports teachers and develops a teacher-leadership pipeline. Strategies presented include both a focus on classroom support and establishing school-wide processes and policies.
An integral element of both prongs is the identification of local teachers/administrators who can be trained as coaches so the project can sustain itself.
- To improve teacher retention
- To establish effective and evidenced based mentoring
- To create positive school environment via collaborative efforts among districts and schools and schools and staff and community
- To provide training for principals/leaders enabling them to create and support an environment/culture that affects teachers’ decisions to remain or leave the field.