1. START

2. SUSTAINING TEACHERS AUTHENTICALLY AND
RETAINING THEM

3. STATISTICS
0%
5%
10%
15%
20%
25%
30%
35%
40%
45%
Campus
District
State
o The turnaround of new teachers 1-
5 years is an area identified as a
current student issue or need that
interferes with academic
achievement. Below is data to
support the turnaround for the last
couple of years and how it
compares to the district and the
state.
o 2011-12 campus equaled 33.0%
total for district 28.0% for state
28.7%
o 2010-11 campus equaled 26.4%
total for district 30.7% for state
30.0%
o 2009-10 campus equaled 40.1%
total for district 37.1% for state
31.0%
o 2008-09 campus equaled 31.1%
total for district 29.8% for state
30.5%

4. TEACHER TURNOVER
 The statistics for teacher turnover among new
teachers are startling. “Some 20 percent of all new
hires leave the classroom within three years. In urban
districts, the numbers are worse.” (National Education
Association, 02-13).
National Education Association. 02-13. ”Why they leave.” http://www.nea.org/tools/

5. THE IDEA
If we spend more time investing in new teachers the
benefits for the students, campus, and district are
much greater. We need more teachers, but we need
them to stay in the career more than 5 years.

6. RATIONALE
Give new teachers 1 to 5 years positive support:
Receive success, commitment and loyalty
Continue contributions to student achievement
Give opportunity for schools growth
Spend less money due to preservation
Investment to the community
The community is invested in the students

7. IMPLEMENTATION
o Contact all stakeholders 2 weeks prior to first week of teacher
professional development days in the summer.
o Initial meeting will be New Teacher Orientation in August.
o During student registration hand out information about
community-parent nights.
o Give dates of meetings, community and parent night and any
other tentative dates.
o First meeting week of Labor Day: Go over norms, give
vision, discuss next meeting, community-parent night and any
concerns or issues that have already been noticed after the first
week of school.
o Meetings will be every 3 weeks in the morning at campus
reporting time.
o Campus support teams will be expected to attend meetings.
o Different activities will be set up for each meeting dealing with
#5-9, 12 as the main focuses.
o Create and distribute surveys every 6 weeks for new teachers
and 9 weeks for campus support team.

8. ACTIVITIES AND STRATEGIES
1. Parent Nights every six weeks and
specifically get information to parents who
students aren’t achieving goals.
2. Create community partnerships that will
donate supplies for new teachers for their
students.
3. Create community partnerships and
reward programs that will give incentives
to new teachers.
4. Surveying new teachers often about
instruction practices, the
community, family, and the school climate.
5. Create policies, procedures, and
paperwork that support effective
leadership and quality teaching.
6. New teachers need collaboration time
with each other, mentors, and PLC’s/team
leads.
7. Extra support from administrators to
create a positive work environment and
strong relationships.
8. Hold mentors and buddies accountable
for mentoring and following through with
helping new teachers get acclimated.
9. Professional Developments to meet the
needs of new teachers with classroom
management, confidence, diversity, culture,
and parent issues.
10. Use funds to send new teachers to
trainings dealing with special
education, economic disadvantage
students, and ELL.
11. Invite community partners and
stakeholders to meetings with new teachers
and mentors to allow them the opportunity
to know what is available in the community
to be used as resources.
12. Give extra support in classrooms with
more than 20 students even if it is only for
part of the period.

9. THE BENEFITS
o Build and keep student trust and stability
o Maximize student support
o Take away financial burden on district
o Improve the hiring process, salaries and campus
programs

10. TAKE-AWAY
I want the audience to see the vision and give their
prospective on how they see the program being put
together. I also want input on the part they can play
to help the program be successful. The program will
take time to grow, but can end up being very
productive. START can Sustain Teachers
Authentically and Retain Them.