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classroom effectiveness and intend to remain in teaching beyond the induction period (Darling-
Hammond, 2006b; McLeskey & Billingsley, 2008). Reaching this career milestone is known to
increase student achievement, self-efficacy, and career longevity (Griffin, et al., 2003). All
public school students, their families, and communities should be guaranteed teachers qualified
for the positions in which they are hired. Such assurance is the responsibility of not only the
states licensing educators and the school districts hiring them, but also the universities preparing
them for their professions. It seems obvious these three entities would benefit from working
together, addressing factors relating to teacher attrition. Those who work most directly with
preparation and research--teacher educators—should lead the way.
About the Author
Dr. Flynn is a 34-year veteran educator with 24 years high
school teaching experience prior to her current work as an
Assistant Professor in teacher education at Pittsburg State
University (Kansas). In addition to teaching, she also
serves as the director of the PSU Center for the Study of
Poverty and Student Achievement and holds research
interests in teacher preparation, inclusive education, and
student resiliency.
References
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Blackwell, P. (2002).
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Boyd, D., Lankford, H., Loeb, S., Rockoff, J., & Wyckoff, J. (2007).
The narrowing
gap in New York City teacher qualifications and its implications for student achievement
in high-poverty schools.
Washington, DC: National Center for the Analysis of
Longitudinal Data in Education Research.
Boe, E. E., Cook, L. H., & Sunderland, R. J. (2007).
Teacher turnover in special
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(Research Report No.
2006-TSDQ3).
Philadelphia, PA: University of Pennsylvania, Center for Research and
Evaluation in Social Policy.
Brantley-Dias, L., Calandra, B., Harmon, S. W., & Shoffner, M. B. (2006). An
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