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Reducing Teacher Turnover: Factors of Teacher Retention Success
Get PDFThis post-positivist confirmatory correlational study examined four contributing factors found in the literature to influence teacher retention. The four factors were working conditions and school climate; administrative support and leadership practices; teacher self-efficacy; and the COVID-19 pandemic. The researcher developed two questionnaires (i.e., Teacher Retention Questionnaire for Teachers and Teacher Retention Questionnaire for Administrators) to gather the data for the study. A total of 324 teachers (30.39% return rate) and 26 administrators (50% return rate) from an urban Midwest P-12+ public school district participated in this study and anonymity was assured. Bandura’s Social Cognitive Theory and Self-Efficacy Theory were used to frame this study. Findings indicated working conditions and school climate, along with administrative support and leadership practices were shown as most correlated to teacher retention. No correlation with retention was obtained when teacher self-efficacy or COVID-19 pandemic issues were explored. Recommendations for school administrators resulting from this study relate to enhancing school climate to increase job satisfaction and implementing leadership practices that value a personal connection (i.e., trust, respect) with teachers. School leaders should assist teachers with increasing parent involvement, addressing disruptive behaviors, and aiding students with low academic interest to boost the school climate. Recommendations for future research focuses on understanding self-efficacy results (i.e., not correlated to retention) and to continue exploring other factors that prevent teacher retention phenomenon.
Keywords: school climate, working conditions, administrative support, leadership practices; teacher self-efficacy, COVID-19, pandemic, teacher retention, factors, indicator
Analysis of Self
Get PDFIn this Analysis of Self, I review relevant background information and experiences and examine how they have shaped me as a person and counselor through various theory of counseling lenses. I then examine the results of the personality assessments MBTI-Strong and HEXACO. This is followed by interviews with five individuals and my impressions and major themes that resulted. I then view the information gathered from this analysis, and frame it using several counseling perspectives. I then reflect on the process of writing my self-analysis and ways that it has affected me personally and as a counselor. Lastly, I provide plans for ways I hope to continue to develop professionally and personally
LGBTQIA+ Training
Get PDFThere is a lack of representation for the LGBTQIA+ community in our education system. The youths who belong to this community feel underrepresented, isolated, and unsupported. The consequences of not having enough support and struggling in the school system are detrimental. LGBTQIA+ youths have higher rates of mental health issues, homelessness, and suicide (Rusow et al., 2018). Support systems are crucial for kids to have. Support systems can come from family, school, and peer supports. Familial and school support are the most focused on when it comes to youths’ concerns. Many people in the education system and at home can become allies with the proper education and support. Students would benefit from their schools having a program implemented to promote inclusiveness and safety. Implementing a program could be done in various ways, from including LGBTQIA+ curriculum in classroom lessons to creating support groups
Career, Academics, Exploration, Shadowing, Application, and Reality Store: CAESARS
Get PDFSociety’s expectation is that once a student graduates from high school, they will do one of two things; enter the workforce or continue their education. The flaw within this expectation is that rarely do high school students experience what their futures may look like depending on their career path. The focus of this curriculum is to provide knowledge and experiences that can help students reach society’s expectation. The population of focus is middle to high school students, preferably juniors and seniors. Research was collected and a literature review was prepared to support the demand of the curriculum in education and discover what methods would present the best results. Through the research, evidence supported the practice of a career exploration curriculum in high school as a means of preparing students for their futures and meeting society’s expectations. Components within these curriculums included: career technical courses, job shadowing, and financial simulations. After evaluating the research a curriculum was developed to accomplish the objective at hand
High School Social Emotional Curriculum
Get PDFHigh School Social Emotional Learning is a topic that is difficult to implement without being patronizing to the audience. This project seeks to determine best practices for school counselors, including a literature review on barriers to adolescents receiving adequate mental health care. Since the biggest barrier for high schoolers to seek mental health care is the fear of stigma, these lessons are intended to be fun and help reduce the stigma associated with mental health issues. Guided by the ASCA Student Standards: Mindsets and Behaviors, lessons that can be utilized in stand-alone group guidance classes have been curated
The Impact of Morning Mindfulness during the Kindergarten Math Lesson
No full textThe purpose of this action research project was to determine if morning mindfulness would impact twenty-one kindergarten students\u27 behavior and focus during the math lesson. Combining weekly visits from the school guidance counselor and using calming techniques from the conscious discipline program. This study provides another tool to help teachers build on current skills already used in the classroom. This study took place in a rural Midwest kindergarten center for five weeks and followed A-B-A single-subject design. This design included a baseline, intervention, and removal of the mindfulness intervention. The mindfulness interventions include Go Noodle videos (Think about it and Flow), Mindful Classrooms, and Mindful Kids cards. Quantitative data was collected from the student check-in using a colored pompom representing their feelings of happy, mad, sad, or tired. A percentage calculated the emotions and represented using a bar graph each week. Qualitative data was collected by the researcher and Instructional coach using an off-task record. The data collected was represented by a pie graph for the researcher and Instructional coach to compare the percentage overall for the five-week study. A weekly percentage was also calculated, represented by a bar graph for each off-task behavior by the researcher. The analysis of the student feeling check-in was inconsistent and fluctuated, with happiness being the highest and mad being the lowest for all five weeks. The study of off-task behavior for the researcher and Instructional coach was similar, with self-distraction having the highest percentage and others with the lowest percent. The off-task behavior analysis for the researcher noted inconsistent behavior percentages with the most significant decrease in other behavior such as avoidance. Mindfulness did improve behavior and focus for most students in the class. Students\u27 stamina for math improved with less blurting, laying down, and showing appropriate kindergarten behavior for learning at math time
Phonics Based Literacy Instruction in Middle and High School Special Education
No full textABSTRACT
The implementation of curriculum in special education is driven by the IEP (Individualized Education Program). The IEP team uses data from the student’s special education evaluation to make these decisions. Special education students receive curriculum and interventions that are intensive, effective, and tier three interventions meaning that they are to be used outside of the general education classroom. It is widely accepted that intensive, phonics based interventions are used for elementary students with reading disabilities. In this research study, middle and high school students received intensive, phonics-based reading interventions over the course of two years. The mean of the growth that students had while using this program was compared to the expected growth of the students over time to analyze the effective of the program for older students
Analysis of Self
No full textLife is a revolving door that opens and closes at every reasonable time, and it comes unexpectedly to some, and to others, it looks like orderly chaos. But as the saying goes, when life gives you lemons, you make lemonade or leave the lemons alone. Sometimes, it is to take the easy route and protect your peace of mind. As I have discovered in these last few years, If circumstances permit, I choose to leave the lemons alone because it is not mandatory to solve all the problems I face. Choosing my peace of mind is always my goal in every situation. But the uncertainties of life have obligated me to become the best that I could be in my meaningful relationships. Self-awareness has allowed me to explore the inner me and care for my mental health, improve my professional self, have positive regard for others, and have humanity in my approaches and interactions with issues.
Keywords: Mental Health, Self-awareness, Becomin
A Standardized Reading Intervention with Three Students with Dyslexia
Get PDFAccording to The International Dyslexia Association, it is estimated that 15-20 percent of the world\u27s population experience at least one symptom of dyslexia throughout their lives (International Dyslexia Association, 2022). Dyslexia is an unexpected difficulty in reading in an individual who has the intelligence to be a much better reader (Shaywitz, 2017). It is described as a learning disability in reading and the individual has trouble reading at a good and accurate pace, and without making mistakes when they are reading or spelling text. There are several early predictors of dyslexia that can be identified as early as when the child first starts speaking. There are also several interventions that can help a child with dyslexia become a successful reader, including the Orton-Gillingham Approach to reading. This is a form of structured reading, that is a multi-sensory approach to teaching phonemic and phonological awareness. Within the Orton-Gillingham Approach, is a program called the Barton Reading and Spelling Program. The Barton Reading and Spelling Program is a multi-sensory, direct, explicit, structured, and sequential intense intervention program (Barton, 2021). Even though there is little evidence based data supporting the Barton Reading Program, it has several effective components. The purpose of this capstone project is to analyze the Barton Reading Program with three 3rd grade students within a special education resource room for students specifically who have dyslexia. This capstone was not structured within a scientific research setting, so the findings are not meant to be interpreted in this manner
Collaborative Teaching and Data Collection in the Inclusive Classroom: Utilizing the Activity Matrix
Get PDFEducators first began to focus on the impact of inclusive teaching practices with the passing of the Education for All Handicap Children Act 1975 law (Public Law 94-142), now known as the Individuals with Disabilities Act (IDEA). Inclusive practices have come a long way, but can still vary from district to district. It is easy to claim to have an inclusive classroom, but it takes collaboration, communication, shared responsibility and shared data collection to truly include students of all learning abilities in the classroom. The focus of this project is to show how teams can work together to support an inclusive classroom. Staff should share a common goal of supporting all learners by utilizing the activity matrix and daily data collection. The activity matrix ensures learning objectives are targeted with fidelity throughout natural routines in the day. A universal data collection sheet is paired with the activity matrix for quick and easy data collection. All results should be communicated between staff members at the weekly team meeting to adjust levels of support. This model will help teams move from functioning as a multidisciplinary team and independent units to functioning as a transdisciplinary team, a cohesive unit.
Transdisciplinary approaches are considered a best practice in the field of early childhood. King et al. (2009) defines transdisciplinary services as, “the sharing of roles across disciplinary boundaries so that communication, interactions, and cooperation are maximized among team members (Davies, 2007; Johnson et al., 1994).” The activity matrix integrates Individualized Education Plan (IEP) objectives into the child’s natural routine and allows all adults in the classroom to have a role in helping the child become successful in the classroom. The shared data collection encourages all staff to share information and track progress. Both the activity matrix and shared data collection encourage inclusive education and transdisciplinary teams