I imagine there are Turner Report readers who are tired of hearing that more than 200 teachers left the Joplin R-8 School District over the past two years.
That is especially true when the situation has been explained by Superintendent C. J. Huff and others with these three scenarios:
-The teachers were suffering from the traumatic effects of the tornado
-Their spouses landed jobs in other towns.
-And the most recent one, which was posed by an anonymous commenter on this blog- The teachers left because they are afraid of technology.
Anyone who is close to the situation knows you can count on the fingers of one hand the number of teachers who left because their spouses were hired for out-of-town jobs.
I still have not heard the name of one teacher who left because of the tornado. On the contrary, I know many who resolved to stay because they wanted to help the students get through the recovery process.
As for the technology nonsense, teachers have always adapted to the technology, even when the addition of such technology and the requirements for implementing it do not make any sense.
You are always going to have some turnover in education. It is a stressful job and there are people who realize they are not equipped to handle the stress or who find that their interests lie in other directions.
With that being said, the biggest problem with high teacher turnover is the effect it has on the students.
When that many teachers are leaving, whether it be by choice or coercion, with them goes experience that cannot be replaced. There will always be teachers retiring and beginning teachers being added to schools. It is when veteran teachers who are nowhere near retirement age are leaving that you have a serious problem.
The Joplin R-8 School District has a serious problem.
The district is running through principals at an unheard-of pace and when you have lost more than 100 teachers in each of the past two years, you are talking about a crisis situation.
Where there has not been high turnover in the past few years are two areas- the top two administrators in the district, which has remained the same for six years until Angie Besendorfer's resignation takes effect next month, and the board of education.
If Ashley Micklethwaite had not taken a job out of town, we would have the same board members during that entire time. It is almost unheard of for a board of education to stay together for that long.
One way that has been accomplished is through public relations machinery that has convinced the public there are no problems in the school district. It looks as if that public relations machinery has had a breakdown. For the first time, other than two previous candidacies by David Guilford, who was close enough to the situation to know the problems that exist, there are challenges to the incumbents, including former Irving Elementary Principal Debbie Fort, Jeff Koch, and Guilford.
One major issue will be the spending spree that has put the district on the brink of financial chaos.
The biggest issue, however, is the incredible amount of turnover in the district. When McKinley Elementary has only a couple of teachers remaining from the 2012-2013 school year and the principal is rewarded with a job in upper-level administration, you have a serious problem.
When that principal is replaced, in a school that now has an entirely new faculty, including many young teachers, with a leader who not only is taking her first principal's position, but who is not qualified for that position, you have a serious problem.
When you have a board of education that has rubber-stamped the bloodbath that the Joplin R-8 School District has seen the past couple of years (always by 7-0 votes), you have a crisis.
And the ones who are paying the most for that crisis are the children.
***
WWNO, the public radio station in New Orleans, has
a revealing report on the effects of high teacher turnover, which includes this passage:
The changeovers impact students and families in that there is less continuity. There's less of a chance for teachers and administrative staff to get to know students and their families well, and so families may not have someone at the school they know they can talk to if there's a problem. Instead they're dealing with new people all the time.