Abstract
The authors of this chapter posit that collaboration with related and instructional personnel, as well as regional and state education agencies, can serve to combat teacher retention issues while improving student services. Acknowledging common barriers to effective collaboration, practical tools for overcoming these challenges are suggested. Further, key stakeholders in the collaborative process and their roles are identified. The chapter concludes by organizing collaborative efforts to engage in throughout a student's educational career.
TopChapter Objectives
- 1.
Describe ways collaboration can facilitate teacher retention.
- 2.
Explain how state, regional, and local education agencies can work together to foster collaboration and how collaboration needs change over the course of a student’s educational career.
- 3.
Understand the roles of related and instructional service providers in the collaborative process.
TopIntroduction
Teacher shortages and retention issues remain nationwide concerns (U. S. Department of Education, 2021). Title I schools have an annual teacher shortage of approximately 50% in many core areas, including the sciences, mathematics, career and technical education, special education, and bilingual education (U. S. Department of Education & Cross, 2017). The current scarcity is compounded by a high teacher turnover rate, with rates as high as 70% in low socio-economic and majority-minority (i.e., schools comprised of primarily students holding minority status) schools (Franks, 2019). On average, half of all new teachers leave the field within the first five years of their teaching career (Ingersoll & Strong, 2011). One of the contributing factors to this high attrition rate is lack of support, but research has shown that collaboration fosters the development of both new and veteran teachers (Hill & Flores, 2013). Through effective collaboration, teachers can feel supported and the pressures associated with working in silos can be relieved. Specifically, Donne and Lin (2013) write how continuous support through collaboration, mentoring, and skills application contribute to retention and successful teaching experiences. Thus, the growth and support of the professional knowledge in individual areas of expertise and how they contribute to the bigger picture of service delivery through collaboration may prove crucial to teacher retention.
Key Terms in this Chapter
Title I schools: Schools that receive federal funding, based on the number of students eligible for free or reduced lunch, to help underprivileged students meet the high academic standards.
State Education Agencies: Determine state curriculum standards and support regional education centers and local school districts.
Self-Determination: Skills we aim to foster in students which equip them to make decisions regarding their education and future plans.
Technical Assistance: A support that regional service centers can provide to local school districts to formulate a plan for individual students' educational programming.
Regional Education Centers: Provide support, such as training and technical assistance, to individual school districts.
Transition Services: Coordinating many stakeholders, such as educational teams, agencies, and employers, to help students with their educational journey and prepare for post-school activities.
Related and Instructional Services: Additional supports required for students to benefit from their educational program (i.e., physical therapy or orientation and mobility services).
Local Education Agencies: Entity most directly responsible for student outcomes; the term is often used synonymously with local school districts.