Rowman & Littlefield Publishers
Pages: 136
•
Trim: 6¼ x 9¼
978-1-4758-4370-5 • Hardback • June 2018 • $62.00 • (£48.00)
978-1-4758-4371-2 • Paperback • June 2018 • $32.00 • (£25.00)
978-1-4758-4372-9 • eBook • June 2018 • $30.00 • (£25.00)
Dr. Ernest J. Zarra, III is a lifelong educator. He and his wife Suzi, have two adult children. Ernie has authored eight books and over a dozen journal articles, served as a district professional development leader, and has presented as keynote speaker for various educational, civic, and church gatherings.
List of Figures
Foreword
Acknowledgments
Introduction
Chapter 1- Teacher Migration from Education
Teachers Leaving the Profession
Public Education is in Trouble
American Culture is at a Tipping Point
Teacher Shortages
Considering the Constraints
Blaming Teachers
Justice for Professionals
Students with Special Designations
Theory or Reality?
The Role of Race
Reversing the Trend
Notes
Chapter 2- Fed-Up: Bureaucracy and Politics
Educational Equity and Restorative Justice
Inequity of a Different Kind
Disparity in Treatment
Legal Remedies
A Change in Perspective
Parental Power
Fear of Action
Taking a Stand
Socio-Cultural Changes Impact Schools and Students
Policy Based on Race?
Common Sense
Gaining the Attention of the Bureaucracy
Impacts of School Boards
Reversing the Trend
Notes
Chapter 3- Teachers Fighting for Change
The Marginalization of Education
Teachers Exiting the Classroom
States Making Changes to Support Teachers
Mandatory Expulsions?
Learning from Minnesota
Social Justice and Zero-Tolerance
Discipline Policy Failure
Zero-Tolerance Policies
Standing Up and Fighting Back
Reversing the Trend
Notes
Chapter 4- Classroom Management and Teacher Support
Classroom Behavior management Strategies
Is Corporal Punishment the Answer?
Welfare of the Teacher
Equity Mindedness
The Challenges are Real
Effective Classroom Management
Administrators’ Efforts
Impact of Generation Z as Teachers
Reluctance is Dealing with Violence
Supportive Leadership
Reversing the Trend
Notes
Chapter 5- Intervention, Training, and Retaining
Every Teacher as an Intervention Practitioner
Intervention Programs
A Look at PBIS Training
Discipline as Intervention
Behavior Intervention Strategy: Crowd-Friending
Professional Development: Training for Teachers
Who Expect to Work with Generation Z Students
Teacher Education Program Training
Retaining Teachers
The Challenges to Improving Recruitment and Teacher Retention
Reversing the Trend
Notes
Index
About the Author
How did a profession popular with high achieving college students become relegated to a secondary career choice, or worse, a temporary vocational opportunity to repay student debt through public service? The Teacher Exodus critically examines the compounding issues of teacher recruitment, professional retention and the consequences of a culture indifferent to learning and high achievement. The modern education environment has been transformed into a social experiment dominated by public-interest concerns and political entities. However, a paucity of care has been demonstrated as to the impact of this transformation on classroom professionals and its consumers—our children. Dr. Zarra highlights today’s most pressing concerns facing today’s classroom professionals and provides valuable solutions to challenge and correct popular misconceptions—the very issues from which our nation may not recover if left unchallenged.
— Robert Helton, 27-year classroom teacher, Bakersfield, California
In his most revealing work-to-date, Dr. Ernest Zarra has captured the essence of what is embedded within the minds and experiences of the vast majority of teachers. The truth is, teachers today are struggling whether to stay in the noblest profession or to leave. Dr. Zarra writes with fearless honesty and pointed detail, unearthing the truths behind their struggles and ultimate decisions to leave. In the case of the latter, Zarra has nailed the issue of our nation’s teacher exodus. In so doing, he provides great detail and leaves no stone unturned. The fact is new teachers do not receive essential training at the teacher prep level and feel unprepared for the daily rigors of teaching. Dr. Zarra’s book will strike a nerve with the veteran teachers in the trenches by giving voice to what they dare discuss only in private. The bottom-line is that teachers are no longer the authorities in their classrooms.
— Jan Kenney, teacher induction coordinator, Kern High School District
As a state credentialed teacher, and now home education advocate, there are many reasons I left the public school classroom. Reason #4 is found in chapter one of The Teacher Exodus. Dr. Zarra explores a core problem in the educational system—the lack of respect. This lack of respect is evident across the board. Whether in policy, teacher pay, support from politicians, or from administrators toward teachers and parents, it is all reminiscent of the “Kick the cat” scenario. Fortunately, Dr. Zarra sets forth an informative plan to stop the cycle of teacher migration and uneducation in today’s schools.
— Krissy Warren, parent, credentialed teacher, home school advocate
Dr. Zarra addresses ADA, politics, suspensions, and expulsions in public education. When it comes to suspensions and expulsions the reality is these result in no money for districts. Districts are paid to keep students in school. Yet, they expect teachers to do so much that is outside the scope of their training. As Zarra illustrates, many teachers now have to teach ELD students, deal with increasing violence against them, and become behavioral interventionists. All of this takes away from academic instruction. These factors are contributing to teachers choosing other professions.
— Paul Stine, secondary teacher, Kern High School District