See Dick & Jane Run 

If there's an apathy problem, it's at CMS. Out of a list of recommendations from actual teachers -- made in an attempt to help CMS retain quality teachers, and featured in last year's story -- exactly none were acted upon by the school system. One has to conclude that Dr. Pughsley and his staff aren't interested in input from the real kids in the hall -- the new teachers themselves.

Much has been made of the 2002-2003 Annual Teacher Turnover Report issued by the NC State Board of Education, which noted that the CMS teacher turnover rate dropped from 19.31 percent in 2001-02 to 16.73 percent in 02-03; Pughsley has achieved the lowest turnover percentage CMS has seen in five years.

But with a 15.95 percent turnover rate reported for last school year, Pughsley is far from achieving his goal of 10 percent turnover by the end of this new school year. Even so, it remains to be seen whether he or his staff will listen to the folks in the trenches -- the teachers. Until then, more reductions in turnover could be hard to come by.

When asked which initiatives were effective in lowering the attrition rate for 2002-2003, CMS Public Information Officer Jerry Haigler told us, "A number of programs and initiatives have had a tremendous impact on teacher turnover. Our HR department has developed a project charter that specifically addresses recruitment and retention of teachers. Efforts such as mentors (full-time) for new teachers, lateral entry teacher camp which provides specific attention and support for lateral entry teachers, incentives to attract teachers to schools, assistance for teachers taking the PRAXIS test, support from the HR department for new teachers with questions regarding certification, etc., have all made a difference."

As a former CMS teacher who has researched this subject ad infinitum, I take issue with this response for two reasons. First, as explained by teachers in last year's article, plans such as mentors, classroom preparation boot camp, heavy recruiting, and financial incentives are hardly effective or enticing enough to keep teachers in the classroom. Secondly, to repeat my main point, the "etc." Haigler refers to does not include any initiatives suggested by teachers as outlined in last year's "Why New Teachers Quit" article. By the way, those suggestions are significantly less costly than the ones CMS chose to enact.

Stop, Look, and ListenDaniel Smith, a Marie G. Davis Middle School teacher and former East Mecklenburg High School teacher, has a graduate level education and entered the profession because of his appreciation of what students have to offer -- not to mention a love for his subject matter, History.

When asked which steps CMS takes to keep new teachers like himself in the classroom, Daniel said, "None that I know of."

So I pointed out different parts of CMS's retention plan and asked how critical some have been for him. Daniel replied:

"Mentors? My mentor was great even though she was a math teacher. She actually observed me and gave positive feedback. She was great."

New teacher induction programs? "There were none that I remember going through. During my first year I learned from trial and error and from my wonderful colleagues."

In-service sessions? "A waste of time. The least they could do, if they are going to force us to go to them, is give us some choices and let us choose the ones we want to go to. Instead, they force all of us to go to the same thing and that doesn't help anyone."

One full planning period a day? "It's great. I get a ton done as long as it's not a half period, which it is for some teachers (not me yet)."

Promises of a pay increase? "Bring it on!"

Kristen Ohaver, an 11th grade Advanced Placement English and Film and Literature teacher at Myers Park High School, also entered the profession out of a strong desire to educate our country's youth. This year, she has begun her sixth year of teaching.

"Since I was in first grade, the only thing I ever wanted to do was teach," she explained.

She felt similarly to Daniel when asked how vital certain CMS initiatives have been in her decision to keep teaching.

Mentors: "Oh, that's a touchy subject...I think a lot of new teachers end up getting help and support from people who aren't their mentors. That doesn't mean the mentor doesn't guide them along, but sometimes the classrooms aren't close or at some schools, the mentor doesn't even teach in the same subject area. Time can be another issue here -- finding time to meet."

New teacher induction programs? "I remember going to some early in-service for new teachers right after I got hired and the break-out sessions were helpful, so that was good. I also spent two days at my school before the other teachers arrived and that worked really well too."

In-service sessions: "If I am going to be totally honest, they are really hit or miss."

Planning period: "Wow, is that invaluable. Unfortunately, I don't think teachers everywhere have that luxury."

Promises of a pay increase: "Good teachers know they could enter into the business world and make more money -- it's not about that. Don't get me wrong -- I still hope for a raise this year, but it wouldn't keep me in teaching if I was thinking about leaving."

Will Kristen and Daniel remain in the profession?

Kristen says, "I don't see myself leaving the classroom. And a lot of the time, I don't see myself leaving high school...As for remaining in CMS classrooms, I can't truly say."

Daniel said, "Yes, for at least a few more years. As long as I'm teaching I believe I'll be in CMS. I don't plan on going anywhere. That's more of a testament to my principal and my colleagues than it is to CMS."

Time To Wake Up?CMS officials still have a chance with high-caliber teachers like Kristen and Daniel. In addition to heeding their words, it would behoove CMS officials to turn their attention to little sis, the Wake County Public School System, which is already where Pughsley wants to be -- in the 10 percent turnover range.

Let's take a closer look. CMS employed 7,352 teachers during the 2002-2003 school year. Of those, 1,230 left, 918 of whom were untenured. Wake employed 6,964 teachers during the 2002-2003 school year. Of that group, 712 left, 277 of whom were untenured.

Why is there such a proportional discrepancy? For one thing, Wake officials are making teacher retention a high priority. And even though Wake County experienced a slight increase in its turnover rate from 10.22 percent in "02-03, to 10.9 percent in "03-04 (according to WCPSS Assistant Superintendent of Human Resources Toni Patterson), they're still traveling the right road to retention.

While WCPSS acts on some of the same recruitment and retention principles as CMS, such as paying signing bonuses and establishing a preparation program to help lateral entry teachers meet course work requirements, they are also incorporating some efforts into their plan that really make a difference.

Patterson outlined the Wake County system's objectives as:

1. Establishing a Superintendent's Teacher Advisory Council to enhance communication and teacher involvement in system-wide initiatives.

2. Providing a peer coaching program to help teachers prepare for national board certification.

3. Recruiting more mentor teachers by streamlining the training program.

4. Creating permanent substitute teacher positions in high schools and selected challenged schools to protect teacher planning time.

5. Establishing a Wake Leadership Academy to insure that there is strong, supportive instructional leadership in every school.

6. Implementing a customized online applicant success inventory as a new toll to help hire teachers who have the potential to be successful in Wake County.

Patterson also mentioned the following recommendations, which she said, "were not funded for the 2004-2005 year but will remain a strategic budget focus in the future as a part of Goal 2008."

1. Establishing special education teacher coordinator positions to help teachers manage related paperwork.

2. Increasing extra duty compensation.

3. Providing additional time during the school day on a regular basis for mentors and new teachers to work together.

4. Implementing a career pathway for teachers to offer professional and financial progression based on skills and leadership.

It's more depressing than comforting that CMS isn't the only system missing the 10 percent target that WCPSS is at least trying to hit. It seems the state of North Carolina still hasn't picked up on a very obvious pattern: there isn't so much a shortage of teachers wanting to teach as much as there is discontent with the current state of affairs.

For the past five years, two reasons have consistently taken the pole position in the teacher turnover race, as reported in the NC Department of Public Instruction Teacher Turnover Report: a desire to teach elsewhere, and dissatisfaction with teaching/desire for a career change.

Out of all 15 reasons, "Resigned-Dissatisfied with teaching/Career change" was the fifth or sixth most frequent response during the five-year period. "Resigned to teach elsewhere" held the top spot for four of the five years. Over 79 percent of those who left for this reason were simply seeking better conditions in another NC system.

How many of those who left CMS for this reason might have been spared had real, meaningful and empowering changes occurred?

As CMS and other NC school systems drain their resources into recruiting, they need only remember the old-fashioned business rule: Keep the customer satisfied.

Clueless FedsTeacher migration becomes even more disheartening at the national level. While the No Child Left Behind initiative is a noble idea, the President has brought to the federal science fair a project with an impossible control group -- students.

Sen. John Kerry, on the other hand, is more realistic but just as misguided. He believes that the two "P's" will solve teacher attrition: pay and preparation.

We've already heard from new teachers that money is nice but won't pay the mental or emotional bills incurred by current situations such as wasted in-service days, paperwork overload, and unrealistic demands.

As for increased preparation, one of Kerry's main focuses is to raise overall standards at colleges of education.

According to Daniel Smith, "The class sizes get bigger and bigger every year. And the diversity of the students is changing so rapidly. You can't be prepared by a college for that. They don't teach you how to deal with that, but being in the classroom will."

Kristen Ohaver felt much the same way. "Student teaching is a dream job...Rules are in place, curriculum is in place, and the kids love you because you are new -- who wouldn't want that? Did it prepare me for a classroom where I had to make my own rules and actually see them in practice? No. Did it prepare me for a classroom where some kids didn't love me? No. Did I understand enough about my subject area? Definitely."

It would be nice if what Daniel and Kristen had to say could be heard in Washington, but it can't. All we can hope for is that someone in the Education Center at East 2nd Street might hear the voices of new teachers loud and clear for a change.