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Step One: Please have the review sheet (Handout 1) handy so you can reference. With your group, debrief our individual review.  Did you add any whys (causes)?

Step Two: Each group member identify up to three causes that we should address to have the best chance of increasing the percentage of experienced, in-field, and effective teachers in schools that serve high proportions of students of color and low-income students and Title I schools.  Place each idea on its own sticky.
When done, ask yourself again: Will fixing these things help with the inequitable distribution of teachers? If not, please revise.

Step Three:  Share your choices and why these root causes are relevant to addressing inequities with the group.

Step Four: Individually, use a total of five stars to vote for the causes that have the best chance of increasing the percentage of experienced, in-field, and effective teachers in schools that serve high proportions of students of color and low-income students and Title I school. Please vote for other people’s causes with at least two of your stars. You can use one star per cause or use multiple stars for one cause.

Step Five: Group uses stars to identify up to three causes with the most stars.  Transfer the top three to Handout #4

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Manageable workload

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There aren’t enough supports for teachers including coordinated professional development

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There aren’t enough supports for teachers including coordinated professional development

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Ability to stay connected to family

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§  Teachers are not prepared for working in challenging work environments

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§  Teachers are not prepared for working in challenging work environments

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Administrator turnover is higher in target schools, causing a lack of continuity in supports for teachers

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Administrator turnover is higher in target schools, causing a lack of continuity in supports for teachers

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Quality support from district administration

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§  Working conditions are more challenging in target schools (compensation, classroom management, stress of the job and its array of responsibilities, lonely job - lack of connection to others on a regular basis)

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§  Working conditions are more challenging in target schools (compensation, classroom management, stress of the job and its array of responsibilities, lonely job - lack of connection to others on a regular basis)

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§  There aren’t enough supports for teachers including coordinated professional development

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§  There aren’t enough supports for teachers including coordinated professional development

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Administrators are not well-supported at target schools e.g., no mentorship programs

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Administrators are not well-supported at target schools e.g., no mentorship programs

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ability to connect to other professionals

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ability to connect to other professionals

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Adequate housing and laundry facilities.

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Adequate housing and laundry facilities.