At this year’s InterAct Summit, Bridget Hamre delivered a powerful message during the opening keynote. We pulled out some of her key points into a two-part blog series, Interactions Are Our Core. Below is the second part of a two-part series on Interactions Are Our Core. You can find the first part here.
“Nearly half of all beginning teachers will leave their classrooms within five years, only to be replaced by another fresh-faced educator.”
Teacher turnover is a huge problem with costly effects. There are many reasons why retaining teachers is tough: low wages, lack of time and support to plan and individualize instruction, and a growing need for ongoing professional development (just to name a few). As the former director of a large university-based early child care center and a consultant to Head Start and Early Head Start programs throughout the Southeast United States, I had the opportunity to observe this revolving door of early childhood educators one too many times. I saw teachers enter their classrooms with the best of intentions and a high need for support.
When I was in middle school and high school, I frustrated teachers at every turn. I had plenty of ability but wasn’t motivated to put forth much effort and was the source of constant behavioral issues. I would trade stories with my friends, and it was clear that everyone knew I was as big a problem in the classroom. I always wondered, "Why do I never receive a referral when my friends often do?" I now realize the answer may have been in the mirror the whole time: my skin tone.
Alberta Loosle is the education manager for Centro de la Familia de Utah. Centro de la Familia de Utah is a non-profit agency supporting the under-served community in Utah. I talked to Alberta about her work with the program and about using CLASS in DLL settings.
A recent report from the Center for American Progress (CAP), Examining Teacher Effectiveness Between Preschool and Third Grade, examined inequities between children from poor and higher income families on key features of programs, but may have inadvertently confounded the field’s understanding of the forms of program quality that are structural in nature (e.g., teacher credentials) and those that reflect the actual classroom processes (e.g., teacher-student interactions) that more directly contribute to student learning. The CAP report argues that because process measures require a substantial amount of human capital to administer, this may outweigh the value of their use at scale.