cara ann mendoza, ed.d. fairfield-suisun unified school district coordinator of professional...
TRANSCRIPT
The Effects of the Layoff Process on K-12 Teachers:How Do Multiple Years
of Layoff Notices Affect Teacher Attitude, Persistence, and Practice?
Cara Ann Mendoza, Ed.D.Fairfield-Suisun Unified School District
Coordinator of Professional Development and PAR/BTSA
Beginning Teacher Support and Assessment (BTSA)
Induction Program Colloquium, May 2009
Northern California, Suburban School District
The Study Begins…
In California: 2007-08: 310,000 Employed Teachers 2010-11: under 287,000 Employed TeachersFrom The Center for the Future of Teaching and Learning at West Ed—California’s Teaching Force 2010: Key
Issues and Trends
In Northern California Suburban School District:
2008-08: 128 Year 1 and Year 2 Teachers 2012-13: 60 of the 2008-09 Cohort
Some Data
Also in California: Between 2001-02 and 2007-08 the number of
enrollees in teacher preparation programs dropped by 45% from more than 75,000 to fewer than 45,000
Overall enrollment is expected to increase gradually over the next decade by more than 230,000, or approximately 4%, between 2009–2010 and 2018–2019
From The Center for the Future of Teaching and Learning at West Ed—California’s Teaching Force 2010: Key Issues and Trends
Additional Data
At the center of my study was one central
thought: Receiving annual layoff notices seems like a grueling experience. I wonder what affects such a process has on teachers. Thus, the goal of this study was to unearth the experiences of teachers who receive multiple years of layoff notices.
What was I thinking?
How are K-12 teachers affected by the layoff/rehire cycle?
◦ How does the cycle affect their attitude about teaching?
◦ How does the cycle affect their persistence to teach?
◦ How does the cycle affect their performance?
Guiding Questions
Is there a relationship between their working conditions and/or school characteristics and their decisions to stay in the district or the teaching profession?
Is there a relationship between how they were treated by the district and/or their school site(s) and their decisions to stay in the district or the teaching profession?
How might their experiences inform school district leadership in retention of teachers who receive lay-off notices?
More Guiding Questions
Relationships matter—with colleagues, site administration, support providers and the community in which they teach
School characteristics—difficult though they were—did not matter
Human Resources systems matter
Expected Themes Emerged
New teachers forged bonds and created support networks
“Us” (new teachers) vs. “Them” (veteran teachers)
Benefits gained from being in the layoff/rehire vortex
Unexpected Themes Emerged, Too
Build Relationships and Provide Opportunities to Build Relationships
Provide Site Specific Support AND District-wide Support
Continue to Investigate the March 15th Layoff Notice Date
Recommendations for Practice
Cara Ann Mendoza, Ed.D. Fairfield-Suisun Unified School District [email protected] http://gradworks.umi.com/cgi-bin/redirect?
url=http://gateway.proquest.com/openurl%3furl_ver=Z39.88-2004%26res_dat=xri:pqdiss%26rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation%26rft_dat=xri:pqdiss:3596922
Contact Information