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• W1497997831 abstract "Abstract Chronically high rates of new and experienced science teacher attrition and the findings of new large-scale mentoring programs indicate that administrators should adopt new approaches. A science teacher's role encompasses demanding responsibilities, such as observing laboratory safety and OSHA mandates, as well as management of a business-like, yet engaging, hands-on classroom environment. When added to the challenges experienced by all new teachers, these science-specific challenges can contribute to a science teachers' decision to abandon teaching. This study summarizes data from reports of the US Department of Education, state, federal, private and professional societies on teacher attrition and new mentoring models. It describes successful features of programs and recommends how they can be delivered economically. When senior-level science teachers are provided pay incentives and some release time, they can become discipline-specific mentors, helping to ensure successful retention of new teachers and providing motivation for experienced teacher to postpone leaving. Pairing experienced science teachers, using electronic media, providing recognition, providing additional time or assistance to gain control of the laboratory, and supporting new teachers in joining appropriate professional groups are strategies described in this paper. Keywords: science teacher attrition, science teacher supply, science teacher mentoring Introduction Why do America's 12th graders' continue to fail science achievement tests in spite of increases in state-mandated achievement standards, graduation requirements, and learning resources? Darling-Hammond reported in 2000 that students of experienced subject-matter specialists achieve at a higher level than those students with new or underprepared teachers, or those teaching outside their field, while the schools with the worst performance on annual report cards are those with the highest faculty turnover. If this continues to be the case, and we wish to improve student achievement in science then it is important to address the science teacher shortage. Persistent and unacceptably high rates of science teacher attrition and the shortage of new teachers are plaguing the profession (Hampden-Thompson, Herring, & Kienzi, 2008; Ingersoll, 2007; Henke, Zahn, & Carroll, 2001). A serious science teacher shortage exists across the United States while the National Center for Educational Statistics (NCES) predicts record school enrollments each year for the next decade (Snyder and Dillow, 2010), indicating the shortage will continue. Also according to NCES, the shortage has resulted in 60-70% of earth science, chemistry and physics or physical science classes being taught by teachers without an in-field major, a minor, or a certificate in a science discipline (2010). According to the United States Department of Education (USDE), nearly 30% of science classes are taught by physical education, social studies, or other teachers (Seastrom, Gruber, Henke, McGrath, & Cohen, 2004). If American students are to achieve in the sciences, we must attract and retain qualified physics, earth science, chemistry, and biology teachers. The purpose of this article is to respond to the supply and retention problems in the science teaching profession with a practical solution. Issues for New Teachers In Becoming a Teacher Fuller and Brown (1975) described three developmental stages teachers experience as they adjust to the demands of the profession. The stages are: * concern for survival (Survival Stage, p. 38), * concern for self-adequacy (Limiting Context Stage, p. 39), and * concern for teaching impact (Concern for Student Stage, p. 39). Thirty to fifty percent of new teachers get stuck at the anxiety-ridden Survival Stage, fail to bond to the school community and abandon teaching during their first three years (Hampden-Thompson, Herring, & Kienzi, 2008). …" @default.
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• W1497997831 date "2011-10-01" @default.
• W1497997831 modified "2023-09-23" @default.
• W1497997831 title "Stemming the Tide: Retaining and Supporting Science Teachers." @default.
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