Stopping the Brain Drain of Skilled Veteran Teachers: Retaining and Valuing their Hard-Won Experience

Stopping the Brain Drain of Skilled Veteran Teachers: Retaining and Valuing their Hard-Won Experience

by William L. Fibkins

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Overview

Veteran educators are being encouraged to take early retirement in order to create jobs for less-experienced, lower-paid novices. Veteran educators are not alone: early retirement promotions have become the norm for aging workers in America. Consequently, there is a brain-drain of skilled workers at the national, state, and local levels. The early retirement of our most talented veteran educators is leaving our schools without the necessary leadership, hard-earned experience, proven skills, and wisdom to meet the evolving challenges our country faces. Indeed, there are long-term consequences of losing skilled educators while they are in the prime of their professional lives. Addressing these concerns, this book challenges the “good news only" theory of early retirement promotions which suggest that veteran educators are no longer needed as they age and that their retirement is the only way schools can survive financially in times of economic uncertainty. This theory contends that everyone involved gets a reward: the novice educators get jobs and the veterans get some cash. This trade is seemingly no problem, until the veteran educators are out the door and the school staff, students, and parents are left without their steady guiding hands. Instead of hastily luring prime educators out the schoolhouse door with planned buyout promotions, schools should offer our most gifted veteran educators career alternatives that will encourage and reward them to remain on board, thereby allowing them to lead novice and mid-career staff, students, parents, and community members. Examining the negative consequences of early retirement promotions on school culture, administrative leadership, teacher and student performance, community reaction, Stopping the Brain Drain of Skilled Veteran Teachers will not only expose some of the major drawbacks of early buyouts of veteran educators, but will also suggest creative career alternative to keep such teachers on board.

Product Details

ISBN-13: 9781610483377
Publisher: R&L Education
Publication date: 12/01/2011
Pages: 138
Product dimensions: 6.10(w) x 9.13(h) x 0.31(d)

About the Author

William Fibkins is an author and consultant. His focus is on education reform, teacher retraining and mentoring, intervention on behalf of at-risk students and parents, reorganizing school counseling programs, and establishing a "Circle of Wellness" in schools in order to address student health and wellness issues.

Table of Contents

Chapter 1: The Loss of Skilled Veteran Teachers: Is It a Problem of Our Outdated Policy and Practice?
Chapter 2: The Three-for-One Epidemic Is Causing the Brain Drain of Our Best Veteran Teachers
Chapter 3: Veteran Teachers Are Joining the Ranks of Skilled Workers Being Bought Out in Every Sector of the Economy
Chapter 4: Older Workers Are Needed in the Workforce: Public Policy and Private Practice Encourages Them to Retire
Chapter 5: Resistance to Veteran Teachers’ Choosing the “Freedom to Work” Paradigm
Chapter 6: Workforce Strategies Needed to Mentor Failing Novice, Mid-Career and Veteran Teachers
Bibliography
About the Author

What People are Saying About This

Martha M. Mobley

Fibkins writes of the national exodus of teachers and administrators from schools and districts, leaving behind an imbalance of professional experience and contextual history. His rational premise seems irrefutable in that there remains responsibility for skilled and willing educators to shape entry–level teachers and career changers as well as teach the next generation of school-age children and youth.

Admittedly, not every educator wants to continue working for that’s a personal decision; Dr. Fibkins addresses that topic, also. However, many do; and at one university are welcomed warmly in new capacities as supervisors, professional developers and PDS clinical instructors. Their skills and talents assist teacher candidates through the awkward and painful transition from student to professional. In addition, the hybrid role they play underlines their experiences, background history and interests as they strengthen bridges between the university and the public schools.

At the end of the day, this is the book to read if one recognizes the impact on students, schools, even the community when multiple educators leave at the same time. That seems to be where we are in the 21st century.

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