# data[].attributes.body
I think there are a few reasons why teachers leave the profession early in their careers. The first is that teaching is an incredible amount of work, especially in the first few years when you are building your tool box, and learning what works and what doesn't. At a certain point, I am sure there is a routine that falls into place. Teaching is also emotionally exhausting. There are so many people to please, and so many people who need you. As a first year teacher, going to school full time, working on TPAs, and taking care of my own family, sometimes I feel like my bucket is empty. I end the day with nothing left to give. The level of exhaustion that I feel some days can be overwhelming. I think one way to keep teachers in the field is to build a community that supports self care. I have been lucky that my fellow primary teachers are quick to tell me to rest, and let some things go. People who go into the profession of teaching are usually very caring, and hardworking people. We want to do our best for our students and our schools. However, this can be draining work. I personally would love to have more people around me that remind me that I am only human, and guidance regarding time saving and sanity saving ideas.

# data[].attributes.headline
BEN HEERMANCE,   I'm not really sure exactly why the retention rate is so low.  But, I think we already have so much stress with going to school to get our credential, combined with not having enough time to properly prepare our lessons, and kids could be so disrespectful that if your administrators are not being supportive of you on top of that a teacher is going to feel like this is not really the right career for them.  I think that new teachers may not realize that the first year or couple of years of a new career is always a little rough and that their not seeing the light in tunnel, and they forget that it will get better with time and experience.

# data[].attributes.subject
BEN HEERMANCE,   I'm not really sure exactly why the retention rate is so low.  But, I think we already have so much stress with going to school to get our credential, combined with not having enough time to properly prepare our lessons, and kids could be so disrespectful that if your administrators are not being supportive of you on top of that a teacher is going to feel like this is not really the right career for them.  I think that new teachers may not realize that the first year or couple of years of a new career is always a little rough and that their not seeing the light in tunnel, and they forget that it will get better with time and experience.

# data[].attributes.headline
Response to Heidi Wilcox.  From Danae Crownover

# data[].attributes.subject
Response to Heidi Wilcox.  From Danae Crownover

# data[].attributes.body
It is so great that your principal is so supportive of you to let you observe AND gets you a sub. It is great that you have a supportive team too. This is one of the reasons that I believe that new teachers do not stick around, they do not always have support and have so much thrust upon them that they crumble.

# data[].attributes.body
I think the thing that contributes to low retention for new teachers is that we are not prepared for the amount of work that we are put through. At my site, we have a great community and a great culture, if it weren't for these things I would have left. I have so much work that I am very much burned. I should not be so looking forward to the breaks that we get. I and my partner teacher who were hired at the same time for the same job work so hard and have so much thrown at us it is like treading water with your nose barely above the water. I was given a book last year to create lessons, no help, no direction, just here is the book and make due. For new teachers that is daunting and a hard thing to do. I call it baptism by fire. I survived but thought seriously what am I doing and why am I doing it. And this is so not worth what we are getting paid. Another thing that burns teachers out especially new teachers is how much we bring home. We have not learned to let school stay at school. That is not a taught skill. You have to learn that yourself. NO one told me about it. NO class prepared me for it. NO class prepared me for the onslaught of rude, negative, disrespectful and ungrateful students either. I keep doing this for the moments where my students do write to me thanking me for their year. Kinda like the gambler who wins once in a while so they keep gambling. I do it for the knowledge that I may be the only light these kids see in their lives. I might be the only stable things in their lives, this is what I have to keep in mind when I am so overwrought with work and inability to let school stay at school.

# data[].attributes.body
I think that what really causes so many new teachers to burn out quickly and then leave the profession is the amount of pressure that gets put on you which should not really be yours to take on. You know going into things that you have to teach the information and maybe possibly deal with problematic students. But I found that one of the hardest parts was when I was expected to take responsibility for the action of a child in my class, not his/her parents. When a parent comes in for a conference and will tell you that you aren't doing enough for their kid, yet their kid doesn't do anything for you to even begin to help them. Why would any person want to deal with that on a daily basis for such low pay.
I think that the solution to this is complete support from your admin and fellow teachers. There are always going to be those parents or challenges that seem unfair for us to have to deal with. But when you have people whom you work with that you can go for either support or suggestions, it makes it a lot easier to get through.

Tiffany Hill + 18●19m

# data[].attributes.body
Teaching is a hard job period.  Regardless of whether you're in your first or fifteenth year teaching it is a stressful and taxing job. The first semester I thought about quitting everyday and asked myself why I'm doing this and to be honest if I hadn't already paid so much money to become an educator I may have chosen a different path. However, as the year went on things have gotten easier and I'm starting to feel the rewarding aspects of teaching. On Friday I overheard one of my students helping another student who was struggling and hearing her teach him what I had taught her made me realize why people do this. Money and the overly complicated credential process are the two biggest obstacles for new teachers. "Pay thousands of dollars to get your credential then don't get paid for at least six months while working as a student teacher then apply for a job for which you won't have security for two years and you make mediocre pay."

# data[].attributes.body
Why do teachers leave? Because teaching is hard!! I come from a 25 year career in retail management and what I found out is money means nothing if you are not proud of what you do. I never made a difference in retail, but I am very confident I make a difference everyday in someone's life. I would not have survived the first few years without a supportive administration and a wonderful mentor.

# data[].attributes.body
When I share the current requirements a person must complete to become a teacher, most people are shocked and feel that it is too much. When my husband and I graduated with our bachelor's degree, we were both hired at the same time. He went into the corporate world and I went into teaching. His initial salary was double mine. This was my first eye opener. My husband said to me the other day, "I can't believe you can't even go to the bathroom when you need to." This comment came after I was feeling tired after a third day of rainy schedule and the aide forgot to come to my classroom so I could go to the bathroom. I had a 20 minute lunch break all day. Our district is not as bad as other districts, but we still have 4 recess duties a week. That mean I have one day in which I get the same amount of breaks as my kids. It is exhausting! I think the major problem with new teachers dropping out after the first year, is the fact that they do not get the "real" experience until the end of their program! I think if you started the program with time in the classroom, many people would reconsider. There is a big difference between observing someone for an hour or two and and actually planning, prepping and teaching a lesson. I had my official observation from my principal two weeks ago. I spent hours preparing it. The lesson was great and the students were engaged. I wish I had time to put that type of effort into each lesson. My current school offers support to new teachers and I think this is vital. My principal has scheduled peer observation visits for me several times and even gave me a sub for the entire day so I could observe any teacher I wanted. My third grade team works together for planning and prepping. We break up the work and take care of each other. This is amazing! I think every new teacher needs this.

# data[].attributes.body
I did some observations in a special education class. Even though there were fewer students, the teacher and paras worked as hard and even harder as general ed teachers. I have a friend who is the head of special ed and she told me that she has so many IEPs and other paper work to complete each week. I have some students with disabilities and it is sometimes hard to make sure they are engaged and working. Thanks to all the sped ed teachers for all your hard and dedicated work.

# data[].attributes.headline
Christine Val Post:          I think there is such a turnover rate with new teachers because they burn out. Being a new teacher is really hard mentally and emotionally, and no one warns you of this before entering the profession. New teachers feel the pressure to be experts, and to have their classes run smoothly. In addition, new teachers have so many ideas for their class that they want to implement right away, but it's impossible to do it all. In my experience, new teachers set the standards for themselves too high. Everyone needs to make a list of things they want/need to do in their classroom, and then they need to prioritize that list. Somethings may not get done this year, and that's okay. New teachers need to be okay with being new and asking for help.

# data[].attributes.subject
Christine Val Post:          I think there is such a turnover rate with new teachers because they burn out. Being a new teacher is really hard mentally and emotionally, and no one warns you of this before entering the profession. New teachers feel the pressure to be experts, and to have their classes run smoothly. In addition, new teachers have so many ideas for their class that they want to implement right away, but it's impossible to do it all. In my experience, new teachers set the standards for themselves too high. Everyone needs to make a list of things they want/need to do in their classroom, and then they need to prioritize that list. Somethings may not get done this year, and that's okay. New teachers need to be okay with being new and asking for help.

# data[].attributes.body
The are multiple reasons as to why there is a low rate of teacher retention. First, this is one of the few professions where you have to jump through a lot of different hoops just to enter a classroom. Being that there is a shortage they are making accommodations that interns can now teach, as they are in the credential program, but that is a lot of work and added pressure. We are also expected to pay for a lot of different things out of our own pockets just to be able to teach. These test are not cheap and create a lot of burden on interns financially. Another reason is the support, or lack there of, teachers especially new teachers have a lot of expectations in ensuing that students meet standards and learning expectations in special education. There are times as a new teacher I am praying I am doing all this right, for I feel like I am in a dark room trying to walk through it for the support is just not available. Veteran teachers are busy meeting and fulfilling needs within their own classroom, Principles are putting out multiple fires around the campus. Helping a new teach is a challenge. Districts are also faced with a lot of financial obligations with little support. I feel as if there is such a pendulum shift in our society today that they want children to succeed and be a part of a functioning future, however, there is little effort or money to show their interest in it. We place more value and money in the prison system than we do our children's future.  If we want change it will have to start from Washington. Politicians need to put their focus an interest in our future. That is the children. States and Counties need to do the same. There is never going to be a change unless we as a culture change our priorities.

# data[].attributes.body
I feel that the lack of retention for new teachers would be what it on their plates. For instance I am going to school (full-time), working full-time (teaching Kindergarten and First Grade as a combo), along with raising a family of 5. Yes, it is my fault I waited to do this until I had children but it adds to the day to day work. Although the district knows we are working full time teaching they add on workshops, after-school weekly meetings for new teachers, and weekly staff meetings. Although we are given 10 days for sick time per calendar year they make us use our sick- time to take the required tests for our credential. For example last year I took 5 of my sick days to take tests I needed to complete for my credential. Then when my children and myself get sick I also use my days but ran out last year and had to pay for my sub out of my daily rate. I understand that it is my job to get schooling done but due to the teacher shortage the test days should be given to us as we are trying to complete our credential. Among all of that there isn't enough time to actually talk with our grade level teams nor actually spent looking and understanding our curriculum. I would have loved a day a month to plan or work with my grade level team. I just sometimes wish there was more time for new teachers to work with master teachers like a student teacher would get the opportunity to complete. -K.Brown

# data[].attributes.headline
Whitney Lindsey            I believe the low retention rates stem from the falsehoods that are promised to interns and first year teachers.  Of course there are further issues, but I personally was affected by promises made regarding money, insurances, support from the school and district and feel a bit mislead.  I know it is my responsibility to follow through and understand my contract, etc. but I do think Interns are needing to be given more and better information so we want to stay and make a difference.  The world, sadly revolves around money and teachers, as we know, are not getting funds that keep it possible to survive sometimes without a second income at times.  Retention and money go hand in hand.

# data[].attributes.subject
Whitney Lindsey            I believe the low retention rates stem from the falsehoods that are promised to interns and first year teachers.  Of course there are further issues, but I personally was affected by promises made regarding money, insurances, support from the school and district and feel a bit mislead.  I know it is my responsibility to follow through and understand my contract, etc. but I do think Interns are needing to be given more and better information so we want to stay and make a difference.  The world, sadly revolves around money and teachers, as we know, are not getting funds that keep it possible to survive sometimes without a second income at times.  Retention and money go hand in hand.

# data[].attributes.body
In my experience, low rates of new teacher retention come primarily from burnout and low pay. People leave because they spend years and small fortunes on getting their credentials only to face the reality of intense workloads and very low pay (especially in traditional districts where Column 0's make very low salaries. I think potential solutions are fair compensation, smaller class sizes, more classroom support in the form of intervention specialists and aides, and more teacher benefits when it comes to items like student loans.

# data[].attributes.body
Your post really resonates with me. I agree that, especially in regards to special education, teachers are asked to do a lot more than teach. I often feel overwhelmed by the sheer amount of paperwork I need to do to fulfill the legal requirements of the job, let alone get down to the actual business of teaching. I think compensation is a huge component of this. General education teachers in my district have often confused me as admin (because of the amount of meetings I hold) or that I get paid more than they do and I often have to remind them that I have the same contract that they do. I can also sympathize with the struggle of placing students. I work as a full inclusion site, but have many students who have just exited SDC with limited transitions. We've had to place one student in an ED program, but others' families have refused placement changes.

# data[].attributes.body
I could not agree with your post more? They expect so much of us yet they compensate us so little. And then people wonder why the education system is not what it once was. It is hard to survive off of a new teacher's salary, yet, we are expected to be masters with little support.

# data[].attributes.body
I think there is a low retention rate simply because we are asked to do too much. I am speaking from a special education point of view, however, I believe all teachers are asked to do too much for too little compensation. However, you have to be a teacher to truly realize this. I know that I am expected to be a teacher, a parent, a counselor, a secretary, a student advocate, and a case manager. As special education teachers we schedule IEPs, do the paperwork, and facilitate the meetings. Also, we have to ensure that the curriculum plan is structured in such a way that all IEP goals for all students are addressed. On top of it all, we are given caseloads that are often too big and full of students who might not fit into the SDC criteria. However, we keep them because it is hard to change the placement of a special needs student. I have a student with sever emotional issues who has seen way too much for a 9 year old. As a result, he often goes into fits of rage. I often have to evacuate my classroom. He belongs in an ED program, however, it has been months since we established that as a team and nothing has been done. All in all, retention is low because we are asked to do a lot for a little. For all that we do, we are not fairly compensated. We have to endure lengthy education processes like a doctor, but we are not paid proportionally.

# data[].attributes.body
I think that teachers that do not establish classroom procedures for everything,  it this have snowball effect with even minor issues. It will create more work and definitely create an environment that is not conducive to learning. When teachers are dealing with the same behavioral issues day after day, and they don't grow as educators to develop solutions that work. Then they will have the same issues the following year and so on. I am keeping a journal ( I believe Mrs. Hill mentioned it in another class. )I keep things that work also things that don't so I can refer to it years down the lin
e.

# data[].attributes.body
I have heard stories about how a new teacher in my district is given a non re-elect letter then goes to another district and does great. I also have been in classrooms where a new teacher does not have an effective classroom management plan, does not differentiate lessons or instruction, and teaches to the board. Does the responsibility for the low retention rates of new teachers fall on the district, school and administration, mentor teachers and college supervisors, new teachers, or maybe a little of all? Ultimately, I think new teachers leave because of lack of support and, to some degree, personality conflicts. Being a substitute is one of the potential solutions for keeping new teachers. Before becoming a teacher, I subbed for 8 years and for the last four of those years, I subbed at the school that I am now teaching. Through subbing in short and long term positions, I gained valuable experience interacting with a diverse group of students, following well thought out lesson plans, talking to teachers who I came to think of my mentor teachers, and figuring out what worked for me and did not work for me. I think it would be scary for new teachers to teach without any prior experience in the classroom. As adults, we work with people that we may not get along with but that should not determine whether a new teacher stays on or not. One thing I thought that would be great for new teachers is to create a new teacher’s guide for the first year. It would include things such as where is the nearest bathroom (and know that when the little tab is out on the handle that means someone is in the bathroom), important things in the contract, do you have to attend all IEP meetings, the emergency number, keep up with grading, etc.

# data[].attributes.body
I have heard stories about how a new teacher in my district is given a non re-elect letter then goes to another district and does great. I also have been in classrooms where a new teacher does not have an effective classroom management plan, does not differentiate lessons or instruction, and teaches to the board. Does the responsibility for the low retention rates of new teachers fall on the district, school and administration, mentor teachers and college supervisors, new teachers, or maybe a little of all? Ultimately, I think new teachers leave because of lack of support and, to some degree, personality conflicts. Being a substitute is one of the potential solutions for keeping new teachers. Before becoming a teacher, I subbed for 8 years and for the last four of those years, I subbed at the school that I am now teaching. Through subbing in short and long term positions, I gained valuable experience interacting with a diverse group of students, following well thought out lesson plans, talking to teachers who I came to think of my mentor teachers, and figuring out what worked for me and did not work for me. I think it would be scary for new teachers to teach without any prior experience in the classroom. As adults, we work with people that we may not get along with but that should not determine whether a new teacher stays on or not. One thing I thought that would be great for new teachers is to create a new teacher’s guide for the first year. It would include things such as where is the nearest bathroom (and know that when the little tab is out on the handle that means someone is in the bathroom), important things in the contract, do you have to attend all IEP meetings, the emergency number, keep up with grading, etc.

# data[].attributes.body
I completely follow your rhetoric. I taught on a STSP last year before my internship and would have benefited from another year on a STSP. I did find out that a PIP is also a option for people to teach without a credential. The different of PIP is that teachers don't have to have passed the CSET.

# data[].attributes.headline
Lack of Support, Mentoring and Coaching -Rocky Kim

# data[].attributes.subject
Lack of Support, Mentoring and Coaching -Rocky Kim

# data[].attributes.body
Teachers are expected to possess at least a dozen qualities to be an effective teacher. There are few fields where the expectations are so high and the compensation so low and due to these demands new teachers require hours of support and coaching from effective teachers. This is rarely the case even with the required over-site of new teachers, it falls short of what teachers need to be successful in the classroom. Where I think new teachers would benefit most is having a teaching coach that works with new teachers over a period of time so that the teacher can learn, make mistakes and develop as a teacher. This coaching must be formative and not summative, in other words this coaching should not be evaluative.

# data[].attributes.headline
There are so many things that can lead one to leave the teaching profession. Obviously for each person reasons vary. Some of the things that I believe may lead someone to make the decision to leave the profession include lack of training, lack of support by the district, school, and veteran teachers and admin, teacher pay to the ratio of hours that are put in outside the regular class day, paperwork, the number of requirements that are needed to be completed before receiving the credential, and the cost /time of those requirements. Some solutions to this are new teacher trainings. For instance, just last week I was apart of a IEP self-review. In this review we met with our sped director, program specialist, other sped teachers on campus, site admin, and a SELPA rep. This was probably one of the best support trainings/meetings I've been to with the district. I was never formally trained on how to write legally defensible IEP's. This was huge for me and very much needed in order to really understand how the IEP should be written. I think there should be more opportunities such as this for new teachers.

# data[].attributes.subject
There are so many things that can lead one to leave the teaching profession. Obviously for each person reasons vary. Some of the things that I believe may lead someone to make the decision to leave the profession include lack of training, lack of support by the district, school, and veteran teachers and admin, teacher pay to the ratio of hours that are put in outside the regular class day, paperwork, the number of requirements that are needed to be completed before receiving the credential, and the cost /time of those requirements. Some solutions to this are new teacher trainings. For instance, just last week I was apart of a IEP self-review. In this review we met with our sped director, program specialist, other sped teachers on campus, site admin, and a SELPA rep. This was probably one of the best support trainings/meetings I've been to with the district. I was never formally trained on how to write legally defensible IEP's. This was huge for me and very much needed in order to really understand how the IEP should be written. I think there should be more opportunities such as this for new teachers.

# data[].attributes.body
I feel that low rates of teacher retention are due to poor teacher training. While focusing on education theory issues during training can be interesting, it can also be too abstract compared to the reality of a teacher's life. For example, it's hard to pick a TPE that covers classroom management, but I find that classroom management is by far the biggest drain on my time and effort. Even English Learners get their own TPE, why not classroom management? I feel that the answer to that question is that classroom management is a talent that needs to be developed through experience, like playing an instrument. New teachers discover during their initial appointments whether they can develop the necessary classroom managment expertise, and if not, just like bad piano players, they find something else to do. I'm not sure if there is a solution to this issue, given the importance of good teaching. Pianos can go unplayed, but students can't go unmanaged. Perhaps a wider net, so the pool of potential teachers is larger than it currently is. Maybe that's how Finland does it; by making the profession more desirable, more people try it and see if it's a good fit.

# data[].attributes.body
You are very busy! It is true that the first couple of years are very busy. I am also very concerned that terms and future employment to a great degree is out of our hands. That concern alone can be overwhelming. Although I think the schools should provide new teachers with a mentor teacher for the first 2 years, I also think that professional development can support new teachers too.

# data[].attributes.headline
Response to Sean Mathews from Diane Rhoades:

# data[].attributes.subject
Response to Sean Mathews from Diane Rhoades:

# data[].attributes.body
I agree that support from your principal or a mentor is the key to being successful as a new teacher. This training also benefits the school and district. There is a lot to learn in the first few years of teaching and the people around you are the best source of knowledge. I think if schools provide a good mentor for new teachers it is a win-win situation for all. New teachers get support that they need and the schools provide new teachers with training to work in the manner that follows the philosophy and procedures of the school.

# data[].attributes.body
Based on my experience, low rates for new teacher retention is contributed to by lack of training and support by the school. Different districts and different schools often have different procedures. Even an experienced teacher may have issues. This leads to so many new teacher leaving the profession because they are unable to feel or be successful and do their jobs or be kept by their school. A potential solution is a buddy teacher or mentor teacher at your school. This would be the person you are able to ask any questions to, who attends IEP and parent meetings with you to help support and train you. I know this is a good solution because I am fortunate enough to have this support and guidance. It is still hard but I know how difficult this would be without the support of my mentors and coworkers who have provided such great guidance and support for me.

# data[].attributes.body
Currently, I'm taking 7 credits of Brandman courses, working full time, doing my TPA's, being observed by my Brandman Mentor, and also doing my district's own induction program requirements for interns. Plus I have a 1 year old and wife. It's unreal. That is reason enough for a new teacher to leave. After a new teacher gets through those hurdles of entrance, he/she then realizes they are at the will of the district regarding future employment and terms of work.  There is little feeling of control over your earning.  The payoff, is to hopefully have more time with family and friends during off time.  More time could be allowed for new educators to work on their credential while working full time as a teacher.  The 1 year STSP could be two years.

# data[].attributes.body
In my personal experience, I feel the principals do not do enough to help the new teachers.  In my district, one school let go six new teachers.  Another school let go a new teacher and she became teacher of the year in her new district.  My principal is amazing and understands what it is like being a new teacher.  She is willing to help me with whatever I need to succeed.  I subbed for ten years and have seen a lot of principals and how they treat their new teachers.
Teachers leave the profession because the first two years are pretty stressful for new teachers.  Induction, new teacher academy, clubs at school, trainings, classes, lesson planning, etc.  The hours do not match the pay.  It is not just a six and one half hour job.  Potential solutions would always be better pay and not so many hoops to jump through to become a teacher.  CSET, RICA, CBEST, classes, portfolios, observations.  So many people think it is an easy profession, and it is really a challenging career. Sean Mathews