New teachers in many of the nation’s largest districts must continue to work at least 25 years to receive a positive return on their retirement benefits, according to a new report from the Thomas B. Fordham Institute.
There is a kind of professional development that we rarely see but that many of us in school leadership could use. Some would call it coaching or mentoring, but what I’m describing is more specific—individualized instruction in an alternative setting off campus.
It’s no secret teachers are jumping ship in record numbers, and the dwindling numbers of incoming grads don’t even come close to patching the gap as the demand for teachers rises. The Learning Policy Institute reported in 2016 that enrollment in teaching programs is down 35 percent nationwide (and has been for years), and the annual shortfall could grow to 112,000 teachers by 2018 if current trends persist.
In many school districts today, hiring practices for administrative leaders often consist of “replacement filling”—or, waiting for a position to open up before searching for candidates. But a successful succession often requires more proactive planning.