Teacher Drop-Outs? Empowering Induction-Year Teachers to Create Affable Environments to Enhance Retention‪.‬

Teachers in the induction years are good barometers for the state of teacher education. Massive retirements of experienced teachers, high attrition rates of new teachers, and strained economic times confront public schools in many areas of the United States. The alarming consequence is that students' achievement is often hindered by the inexperience of teachers (Kukla-Acevedo, 2009). Furthermore, lasting connections between the school and the broader communities become more rare. With national attention focused on student dropout rates (Bracey, 2009; Grey, 2008), it is time to consider the alarming dropout rates of teachers (Singleton-Rickman, 2009) and consider the impact of school climate on teacher retention. The national dialogue regarding teacher retention and recruitment assumed new significance for us as teacher educators as we engaged in conversations with one first-year teacher graduate of our elementary program, whom we will call Monique. Through a yearlong study that included observations, interviews, and analysis of written reflections, we were privy to her classroom and work environment. We gained insight into how her teaching identity was formed and reinforced in the school climate. We assert that beginning teachers must be acutely aware of how their own thoughts and actions significantly influence their professional climate. Those teachers who consciously consider these components are better prepared to create and maintain elements of positive school climates, which contribute to increased professional satisfaction and the subsequent retention of promising teachers. This article outlines five strategies for beginning teachers (and those who support them) to foster teacher empowerment and maintain affable work environments in the induction years. These strategies were derived from our work with Monique, and supported by the larger body of research.