Lisa Lambert writes in this morning's WaPo:
According to a new study from the National Education Association, a teachers union, half of new U.S. teachers are likely to quit within the first five years because of poor working conditions and low salaries.
The story reminded me of a long discussion that I had with my wife, youngest son – both teachers – oldest son – an engineer. I’ve written before about how Education schools are failing to prepare their students in the most basic skill – classroom discipline and management. To me, this was a fraud: after four years of room, board, tuition and expenses, students should have been taught the most basic skill. Our oldest son observed that after four years of engineering education, he still needed extensive support during the first year on the job. He had learned many sub-disciplines in the engineering field. He still needed close supervision when he began his career.
Here, I suggest, is the difference. In most careers a novice is closely supervised and supported during those critical first months. This is absolutely essential. People notice an engineering mistake when a bridge falls down or an airplane falls out of the sky. Beginning teachers, however, are often left on their own. Some schools, particularly inner city or country ones, require special disciplinary skills. If beginning teachers don’t get the necessary support, they are likely to assume that the failure is theirs, get frustrated and leave.
Last night I heard a speaker from a local Wal-Mart/Sam's club talk about how he reduced employee turnover from 45 to 18% over four years. How? He knew the lesson that every first lieutenant learns and school boards have yet to learn: take care of your troops.
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