Ellen: 50% in Five Years

That’s the big statistic: According to the National Commission on Teaching and America’s Future, 50 percent of new teachers in the United States will leave the teaching profession within their first five years.

People like to quote such numbers, I’ve found, and you’ve probably heard it before too. Mostly people who aren’t teachers themselves. Usually people without a solution: complainers, finger-pointers, fire-and-brimstone-invokers who aren’t big fans of our public education system. Or media outlets who like to fan the flames.

But today I quoted that statistic to my principal, when I handed in my intent form for next year. Fifty percent of new teachers leave the profession within five years.

I don’t want to be one of them.

The federal government has invested in my efforts to stay the course; the scholarship that paid for my master’s degree required me to teach students with low-incidence disabilities for two years in exchange for every year that I received funding.

The thought of leaving my students forms an immediate lump in my throat. Not only because I’d miss them, because of course I will, but because there are kids of all ages in need everywhere and I’ve found love in every school I’ve worked. No one kid can replace another student in your heart, but the voids caused by their absence in your life don’t stay empty for long. Kids also come and go in ways over which you have no control: They age up or their family moves away . . . we go in and out of each others’ lives.

I think the lump I have when I think of leaving my students is actually about a less endearing thought of mine—that is, can the next teacher meet their needs like I do?

That isn’t the nicest thought, I know. There are many great teachers out there. You guys are everywhere; I meet you all over my county and on the street and through this blog. But there isn’t a line curling around the block of people who want to do my job, and the scarcity of competition combined with the urgency of the demand can create situations in which quality and accountability are undervalued.

I’ve discovered things about myself, though, that play into my recent decision as well. I’ve discovered the importance of having a team to work with, colleagues who support you and from whom you can learn and grow. I want that. I’ve discovered that schools have atmospheres and moods and tones, and that they can change. I want one that is positive, dynamic, and inclusive for both students and staff. I’ve discovered that your entire classroom can be outfitted by the trendiest educational superstore . . . and there can still be something missing.

I want to be among the other 50 percent, or the even smaller percentage of special education teachers, for whom classroom teaching is more than a career pit-stop.

That is why I won’t return to my school next year. Because I’ve learned that if I’m going to make it another year as a teacher, I need to find a place where I can teach kids with cognitive disabilities and be fed and supported and nurtured as an educator at the same time. I’m ready and I was very grateful for my principal’s earnest support when I told him I’m looking for a change.

What direction do I take next? You tell me! What have you discovered about the schools where you can defy the statistics?

Ingersoll, R.M., Teacher Turnover and Teacher Shortages: An Organizational Analysis, American Educational Research Journal 38, no. 3, 499-534, 2001.

Comments

[Stephanie]

I was attracted to this post because I've been hearing that in my placement school more and more. I am student teaching right now and so I get to experience a lot of the "side talk" that teachers do. At first, hearing about how teachers are trying to 'get out as fast as can' scared the living daylights out of me! I was like, WHAAAAT! Do you know how much time and money I put into this career and you're telling me what? That quickly faded once I took myself out of the teacher "side talk" and made my focus be my students, the main reason why I chose to become a teacher. When I'm with my students, I feel that it's my happy place, and I could imagine having a better career. I do understand that there will be some difficult challenges in my path, but it's nothing like the challenges that the students of our impoverished areas encounter. I do it for them, and I won't stop fighting for them, no matter what.

[John Arthur]

I guess I'm glass half full kind of guy, because when I hear the 50% statistic my immediate reaction is, "Hey, 50% are sticking it out!" I am currently a student teacher just itching to have a class of my own, and although I don't have the same level of experience as most of you I have spent a lot of time teaching in both resource and self-contained classrooms. My experiences in the field have shown me just how challenging the life of a special educator can be, with laughs and tears waiting around every corner. Certainly there is more that schools and districts could do to support their teachers and the statistics could be better, but I find the fact that half of all teachers decide after five years to keep on going despite the trials and tribulations we face is pretty encouraging -- if they can do, then so can I!

[Krystiab]

I can definately see how 50% of teachers end up leaving the profession. That was a tough personal choice that you decided to make but an understandabe one. It takes alot of courage to leave a familiar place in the educational setting. I am constantly struggling with the thought of leaving but iI have not made the leap yet. I hope everything works out for you.

[Heather]

Hi Ellen,
I have been teaching for a number of years now, quite past the five year mark! Thank God I made it! I relate to your post in so many ways. I remember interviewing with a principle my first year teaching, fresh out of college, who repeated this quote to me. I was shocked until about three months in, when I was feeling very overwhelmed and wishing I could rewind and start the year over, or even give up, as a few did mid year, but I persisted because I cannot stand giving up. I accepted the challenge! I feel like her telling me that gave me more incentive to try to beat the odds; each year I felt I accomplished something simply by remaining in the profession. Those first three years are rough and I believe should take place under the guidance of a mentor. I believe you are on par to understand the tremendous role the environment or atmosphere of the school as well as the relationships you have with colleagues plays into job satisfaction. I have left schools simply to remain with a group of coworkers because we work well together. It is so easy to feel isolated when you are the only adult in a room full of children all day. It is so important to form positive working relationships with coworkers who can support us and offer advice or share experiences when times are rough. If we stick together and look out for one another I believe we could change this statistic!

[Ellen]

Wow, guys! Thanks for all of the thoughtful responses!

Hearing about job-availability situations that are very different was really grounding and I truly hope everyone who is looking finds what they're looking for.

I am so glad that you guys took the time to show me that there is a lot more to that statistic than what we might initially think.

One thing that seems to resonate with all of us is the desire to CONNECT to other staff members in our own schools and you have rightly pointed out how vital that really is. It makes me feel very fortunate to know that we can connect with other educators ANYWHERE through forums like this blog and I really appreciate what you've shared.

[Tracy Hutchins]

I understand what you are saying. It is a very scary statistic. I am frustrated in the reverse though, because I went to school and graduated back in 92 but then started my family and stayed at home with them. Ever since my husband passed eight years ago I have returned to the work force and have been unable to break into a permament position. I sub for my home district and next town over and have been subbing for past three years, yet haven't been able to secure a permament position. Often I work 160 out of the 180 school days, am widely known, often requested, and highly recommended. Yet when I sub I see teaches who aren't taking their jobs seriously, are highly incompetent, or just putting in their time. I get frustrated as I am now approaching forty and still waitng to get the only thing I have ever wanted to do off the ground.

[Kelvin Bradford]

Ellen,

I have heard the quote you mentioned several times in my short teaching career and have heard applied more to special education teachers than to general education teachers. However, in my district the turnover is less common for the special education teachers. I can honestly say with the changes that are occuring on my campus, I do not see myself leaving the field or my campus any time soon. I have begun developing relationships with the students on my caseload and want to continue to help them evolve and learn as they move from lower elementary grades to transitioning to middle school. There certainly are days when my resolve is challenged, but in the end the challenges only force me to find ways to make the educational experience more effective, progressive and enjoyable for my students and me.

[Rebecca]

Hi Ellen,
I am new to your blog, and I really enjoyed reading this post. On a somewhat similar note, I remember being a first year teacher attending my first yearbook conference (as I was also a first year yearbook adviser) and a presenter said that the majority of yearbook advisers last 3 years or less. I am currently finishing up my 4th year as the yearbook adviser, so I was happy to enter into the field of "veteran" status.
The statistic is interesting for many reasons. First of all, it seems that if 50% of teachers are leaving the field within 5 years, perhaps the universities are not doing something correct in the preparation phase. To quit in 5 years tells me that the actual conditions were vastly different from what one expected from the job. How can universities help emerging teachers create more realistic expectations of all that teaching entails?
Secondly, I think that schools really need to focus more on professional development, especially during those first 5 years. One of the other bloggers, Jennifer, commented on her blog that she is getting through her "pink slip" crisis by talking to others who have been through the same things we have. Teaching can be so isolating. If schools are committed to collaboration and professional development, it really helps teachers to feel less like they are on their own island.
I am fortunate to teach at a school that I would never think of leaving. I hope that you are able to find a similar situation for yourself.

[Rachel]

We are having quite to opposite situation happening here lately in terms of teachers leaving their jobs. For the past three years my school as only lost one to two teachers at the end of the year and this year no one is retiring or resigning. I know much of this has to do with the economy, but I think there could be some positives as well as potential negative effects from this situation. The positives are that it creates some competition and really makes you step up your game and feel vital to the community when you realize that many people would love to have your position. This is not usually the case, especially in special education, but we have two special ed. paraprofessionals at our school and they are both teachers that are unable to find a vacant certified position. While this has been detrimental to their dreams and paychecks, it has also been valuable to out students that get the benefit of very well trained paras. Another positive is that there is finally some consistency for our students from year to year. Schools change so much each year and special education is not immune to change as we certainly know. A potential negative point could be teachers that are staying in positions in which they are unhappy solely because there are no other options. This could be happening, but I am optimistic that if it is, those people will do the best they can while they remain in that position. You seemed to have made the right decision by following your heart and moving on. I hope you find what you are looking for even though from this view point the opportunities are not as endless as they used to be. You can make whatever path you want with patience and hard work, don't settle :)

[Ellen]

Thanks for the support Lori! I hope you find your fit too :)

[Ellen]

Thank you so much Amy! Parents like you provide such vital support to all teachers.

[Amy Hershey]

I am not a teacher, I am a mental health therapist who found my way to this blog because I work with numerous children with special learning needs. The issue of autism is near and dear to my heart as I am the proud parent to a 15 year old with Asperger's Disorder. I've worked in mental health for 11 years and had my first opportunity (four weeks ago) to start a small group in a local Head Start classroom, taking a few of the most behaviorally challenged children and providing group therapy. I knew I could never truely appreciate what a teacher goes through to manage a classroom successfully. I've been in many a classroom over the years as an observer. My hat is off to all of you who do this job day in and day out, it's exhausting to watch and it's gotta be beyond exhausting to do! I'd never heard that statistic before but it's mind boggling! Keep taking care of yourselves so that you can have the energy to take care of ALL OF OUR kids!

[Anna (CEC Staff)]

Hi Lori,

Billingsley, Cook, and Boe have conducted extensive research on the issue of teacher turnover in special education. A basic Web search of their names will yield several of their articles and presentations -- enjoy!

[Lori]

Ahh Ellen I wish we could meet up in have a chat. Congrats to you for making that decision, for the better- albeit a tough choice. I am more or less looking for that next step as well...maybe with time/legislation will change for the better.
Also I wonderig 50% of new teachers leave in 5 years, what's the percentage for sped folks?