With a sigh, Maria takes one last glance around her classroom, holding a box of personal items once carefully stored in her desk. Her thoughts retrace the years devoted to becoming a teacher and the excitement she felt as she signed her first teaching contract. “It wasn't supposed to end like this,” she thought. “With all the adults and students surrounding me each day, I never felt more alone in my life.” She straightens her shoulders as she closes the door and walks to her car. It is only March, but Maria will leave her first year of teaching and start her new job next week at a local department store, selling ladies' clothing.

Maria's story is not an isolated one. We have a dilemma in education. We recruit people to enter a profession that sets increasingly difficult standards, has overwhelming responsibilities, and can squelch newcomers' idealistic dreams (Heller, 2004). How do we recruit, retain, and support beginning teachers? Heller believes that one answer rests with the building administrator and states, “The principal stands at the nexus of change, and many of the responsibilities involved in solving the problems presented by the teacher shortage will fall to the principal” (p. 5). Although the most important school-related factor in student achievement is the teacher (Stronge, 2002), the principal has been identified as the determining factor in an effective school (Whitaker, 1999). The effective teacher believes that all students can achieve, has knowledge of the subject matter being taught, and maintains student interest; meanwhile, the effective principal maintains a visible presence and works with teachers to improve instruction and diagnose instructional problems (Sadker & Sadker, 2005).

New Teachers' Needs Considering ways to combat teacher attrition and reflecting on the relationship between teachers and principals, I surveyed all preservice teachers enrolled in two sections of my undergraduate classroom management methods course during the spring 2004 semester. Most had completed their student teaching experiences, were scheduled to graduate at the end of the semester, and were actively seeking employment as first year teachers. I asked them to respond to the open-ended prompt, List one way an effective principal supports teachers in terms of classroom management. Survey findings revealed that preservice teachers wanted principals who • Publicly support decisions made by teachers. • Are visible. • Serve as instructional resources. • Provide feedback.

Support Teachers' Decisions Almost half the preservice teachers surveyed expressed the need to be empowered as decision makers, as well as have their decisions publicly supported. My preservice teaching students seemed most concerned about being supported with regard to their decisions on behavior management. They want principals who respect their choices of classroom rules, support those rules, and don't contradict those rules in front of students. This includes supporting a teacher's decision to send a student to the office for a reprimand.

When I asked the same preservice teachers were asked to rank their top five classroom management concerns from a prepared list, more than half the respondents identified “maintaining appropriate student behavior in the classroom” as their highest or second highest concern, and approximately two-thirds of the respondents identified this statement among their top five concerns. Preservice teachers are clearly concerned about how to appropriately manage student behavior, as well as receive support from the administrators in regard to their class rules and consequences.

Provide Feedback Preservice teachers want ideas, guidance, constructive criticism, and encouraging advice. They want a principal to know instructional strategies and provide suggestions. Overall, preservice teachers' comments showed less concern with principals being nice or saying positive remarks. Rather, they wanted timely feedback on where they needed to improve as well as strategies for improving. Preservice teachers want principals who will be available to talk informally after class, provide targeted advice, and help with lesson plans.

Be Visible Walking through the school each day to visit each classroom is one way a principal supports teachers. This strategy is a means to regularly check in with the teacher, observe the teacher and students interacting in a variety of settings, and offer suggestions if an area seems to need improvement.

Be an Instructional Resource Preservice teachers are keenly aware that they will need assistance—whether it be acquiring teaching materials, new teacher orientation, or participating in professional development—to facilitate their instructional success with students. New teachers expect their principals to step in as instructional resources.

As the teacher's role becomes increasingly more demanding, the role of the principal as the nurturing leader must become more and more apparent to the teacher. As a former principal, I know how difficult it can be to serve all stakeholders, be the instructional leader, operate as the building manager, complete the endless piles of paperwork in a timely fashion, and care for the people in my school. Nonetheless, the principal is pivotal in supporting and retaining quality teachers. Great emphasis must be placed on preserving the school community and addressing the needs of its members as a priority or experiences like Maria's will continue to undermine quality teacher retention efforts. If principals expect teachers to be sensitive and respond to the individual needs of students, then they must first model care and concern for their teachers.

Teena Ruark Gorrow EdWeek.org - July 14, 2005