Early Education Articles

Retaining Your Best Talent for the Best Learning Environment 

Not surprisingly, teacher burnout and turnover have negative consequences not just for the employee, but for everyone around them. Repeated staff turnover can lead to lower performance, declining health, increased absenteeism, staffing shortages, and lower student success rates.  Here’s what the research says. According to achievers.com, 51% of people are considering leaving their jobs this year.  “The cost to replace an existing employee is three to four times that position’s salary” and doesn’t even account for losses in intangibles like leadership time investment, intellectual knowledge, peer productivity, or the impact on the school culture. “Constant departures of employees also impacts motivation, productivity, and performance at work. Before employees quit, they may become less of a team player, do the minimum amount of work, and fail to commit to long-term deadlines.” (Achiever Solutions.com) According to a 2023 RAND Corporation survey, “K-12 teachers reported better well-being in January 2023 than in 2021 and 2022, with job-related stress returning to pre-pandemic levels. Their sense of resilience also positively shifted in 2023. However, teachers continue to report worse well-being than the general population of working adults.” 

Earlylearning.Highlights.com reports that “a 2023 study showed that even in the highly resourced programs, staff turnover was 30% annually and the duration of lead teachers and assistants/aides was a little more than two years.” 

But there’s good news too. There are steps we as educational leaders can take to minimize turnover and maximize employee satisfaction in our schools. One key is to “recognize what nurtures educator well-being” and satisfaction levels of our staff and build “staff efficacy (belief that you can make an impact and have a sense of purpose), agency (the ability to make choices, act independently, and influence the world around you, and feeling of control over your actions and their consequences) and satisfaction (a measure of how content and fulfilled you feels with your job and company). Adopting a plan for multiple care strategies can help our staff feel more valued and respected, which will, in turn, fuel their resolve to remain in the profession.” (Hanover Research, 2024)  

Retaining current rock-star staff.  It goes without saying that you may have some slowly growing bad apples among your ranks, but there’s still hope to turn them around if you believe they have potential and a teachable spirit. The strategies here will go a long way in moving them toward rock star status. Teachers influence student achievement more than any other single factor, so as their well-being increases and morale improves, so do student learning outcomes.  Additionally, their absences and eventual turnover are minimized.  

Here are strategies that can help you lead your staff well, minimize teacher/staff stressors, and provide an environment that recognizes and develops educational rock stars. 

• Build teacher/employee engagement by involving them in regular conversation and decision-making.  This helps employees to feel heard and valued rather than managed. Talk with not to or at your teachers. Be an active, engaged listener. 
• Frequently recognize them and express appreciation.  Words of affirmation are a key factor in teacher satisfaction and leaders need to prioritize this. A simple thank you or acknowledgement of good work, celebrating teaching milestones, or specialized professional achievement are just a few ideas to get you started. The Brandon Hall Group says that companies that recognize employees multiple times each month are 41% more likely to see increased retention. (Achievers.com, 2024). Notes, treats, and other small expressions are wonderful too. 
• While you may be thinking “I already do that” I’d challenge you to make this a calendar item to avoid recognizing specific employees over and over at the expense of the rest. There are many books and articles available that offer ideas for low-cost employee recognition strategies. 
• Respect and support teachers.  This is a tough job that is demanding in every aspect: physically, emotionally and mentally, and it can even impact us spiritually. Protect their time including uninterrupted teaching time and their personal time (not emailing or texting during off-work hours) shows you respect, trust and appreciate your staff. 
• Build a culture people want to be part of. Employees who feel a strong connectedness to the school’s mission and leadership are more likely to be engaged at work and less likely to be looking around for other options. Recognizing employees who exemplify your school’s mission and values is huge and honoring this sense of belonging contributes to teacher retention. The U.S. surgeon general identified “connection and community” as one of five workplace essentials for health and well-being. (2023 Work in America Survey).  
• Support appropriate pay for teachers/staff. Teachers, particularly in early childhood arenas, are underpaid and under-appreciated (Bryant, Senior Research Scientist, UNC Frank Porter Graham Child Development Institute).  Finding other revenue streams that directly benefit teachers is critical to their success and retention. Look for your state’s childcare staff retention grants.  These frequently provide $2000 per FT employee and $1000 for PT employees. For example: TN, NC, SC, OK, and WI have programs that provide eligible childcare educators with an annual salary supplement. According to the Center for the Study of Child Care Employment (https://cdcce.berkeley.edu) twelve states have a statewide stipend program.  Defining a “living wage for childcare workers” will continue to be a topic of discussion in our government. Learn what programs are available and get your teachers connected with free money and supplements available.  
• Assume your role as coach and mentor by providing and promoting professional development (PD). Continuous learners make rock star employees. Setting up clear paths for lifelong learning makes everyone more effective, creative, and engaged.  Host knowledge sharing times or “Ask the expert” with staff sharing research from articles, classes or PD they have participated in. Provide opportunities for staff to assume responsibility for tasks or new projects and build autonomy in them as they identify hidden talents and skills.  
  
  We’ve all considered exit interviews when employees are leaving, but typically the effectiveness and relevance of information gained from departing staff is minimal.  Education Week (2022) provides a step by step of conducting The Stay Interview as a means to retain valued staff. Stay Interviews take place during the school year and are conducted with employees you want to hold on to.  These are deliberate, strategic and scheduled dialogues with the top performers on your staff. Click on the link above and give it a try for a few years and see what happens.  
  
  We’re engaged in a battle for the hearts and minds of our students, but also for our staff.  We owe them ample opportunities to grow and thrive personally and professionally. Spiritually, we need to also mentor, coach, and challenge them to live out their faith walk with the children, families and peers at your school. Psalm 115:1  “Not to us, LORD, not to us but to your name be the glory, because of your love and faithfulness”… (14) “May the LORD cause you to flourish, both you and your children. (15) May you be blessed by the LORD, the Maker of heaven and earth. (16a) The highest heavens belong to the LORD… 
  
  Larry Taylor, President of ACSI recently shared this thought: “We are not simply raising young children, but we are raising child raisers – pouring into children today who will in the years to come raise their children to love and follow Jesus.”  You are engaged in a great work!  I Timothy 6:12 - Fight the good fight of faith. Seize hold of every opportunity to demonstrate endurance and build that endurance in your staff. Press on, faithful servants. 
  
  For the ACSI EE Team, 
  
  Dr. Suzie Mohle

Resources 

1. Achievers 
   
2. Education Week 
   
3. Hanover Research 
   
4. Highlights Early Learning 
   
5. Teacher Staff Well Being Check-in Toolkit
   
   

1. How your baby’s brain develops. Pregnancy, Birth and Baby. (n.d.). 

    

2. Oshman, J. (2017, July 25). Worldview is formed by age 13: Who’s shaping your kid’s? The Oshman Odyssey.   

    

3. Sussex Publishers. (n.d.). Why children like repetition, and how it helps them learn. Psychology Today. 

    

4. Wilson, Rev. S. R. (2020, June 1). Lesson: Wise and foolish builders - ministry-to-children. Ministry. 

    

5. Acts prayers. Kids Corner. (n.d.). 

Let the Children Come 

When parents bring their children to Jesus and want Him to bless them, the disciples see this and think Jesus is too busy for them.1 Yet Jesus welcomed children with open arms and said that the kingdom of God belongs to children. His invitation was a powerful statement about inclusion. Jesus challenged worldly notions of greatness and pointed out their faith and humility. Only those with “ears to hear” could accept this radical message then and now. Each child is created in God’s image and has incredible value and worth in God’s eyes. This includes students with disabilities, from minority ethnic groups, dual language learners, those with housing insecurity, and families who are unchurched. Christian educators are often unaware of the numerous resources available to serve their needs.  

We are called to go into all the world to teach and make disciples without attention to diverse needs.2 The number of students globally with developmental delays, disabilities, and learning and behavioral difficulties has increased since the COVID-19 pandemic began.3 It had a significant impact on child development, especially for younger children who are in a critical period of brain growth and learning. According to various sources, some of the effects of the pandemic on child development are: 

• Delays in language, social, and emotional skills due to reduced interactions with peers, caregivers, and other adults.4 
• Increased stress, anxiety, and behavioral problems due to disruptions in routines, exposure to parental distress, and lack of support services. 
• Reduced physical activity and motor development due to limited access to outdoor spaces and play opportunities. 
• Heightened prevalence of health conditions such as obesity, asthma, type 2 diabetes, and hypertension among children from minority ethnic groups.5 
• Achievement gaps resulting from prenatal stress, school closures, remote learning, and digital access.6 

These effects may vary depending on the child’s age, family background, and access to resources. Without early intervention they can have long-term consequences for the child’s holistic development, well-being, and future potential. Therefore, it is essential that Christian early educators have knowledge of trauma informed practices and the competency necessary to provide young learners with nurturing, engaging and responsive environments that can support their development and resilience. 

Efforts should be made to include and provide services to children identified with suspected delays, many of them qualify for services under the Individuals with Disabilities Education Act (IDEA). IDEA Part C early intervention programming and IDEA Part B preschool Child Find services are your tax dollars at work.7 The Centers for Disease Control and Prevention (CDC) released revised Child Development Milestone Checklist in February of 2022 and each state’s Department of Health and Human services or Department of Education has developed early learning guidelines which should be used to identify teaching and learning objectives, developmentally appropriate teaching methods, and assessment tools.8 The CDC’s “Learn the Signs. Act Early.” (LTSAE) program offers a developmental milestone tracker app, children’s books, and other free materials in multiple languages to help facilitate family-engaged developmental monitoring and responses to developmental concerns. After conducting formal and informal observations and assessment early educators may refer parents to local Child Find agencies for diagnosis and support including therapy, training, classroom assistance, and even respite care. Effective teaching requires individualized approaches to meet the diverse needs of children.  Developing and following a child’s Individualized Family Service Plan (IFSP) and Individualized Education Program (IEP) goals is essential for ensuring inclusive environments. Inclusion ensures that all children, including those with disabilities, can access, participate, and flourish in Christian early learning settings. 

The Individuals with Disabilities Education Act (IDEA) provides federal funds to support early intervention services for children with disabilities. These funds aim to maximize potential and overcome developmental delays caused by various factors, including the pandemic. The tax dollars follow the child. Child Care and Development Fund (CCDF) which is managed by the Office of Child Care (OCC), CCDF subsidizes early care and afterschool programs for economically disadvantaged families. It also focuses on improving care quality by paying for teacher professional development. The Preschool Development Grants Birth Through Five (PDG B-5) enhance program quality, increase access, and support parental engagement3. Each state has its own early learning guidelines, program standards, and resources. You can explore your state’s offerings through the CEELO State-By-State map, which provides links to state offices of early learning and related documents.9 Additionally, check with your state’s Parent Training Information Center (PTI) for information on local benefit programs, including early childhood education services.5, 10 Parents, school personnel, school district staff, or other persons with knowledge about a student may make a referral requesting that the student be evaluated to determine eligibility for early intervention assessment and services.  

Remember that accessing early childhood education services involves collaboration between families, school administration, early educators, and local agencies. Our team of early education experts are here to help you navigate this new territory. Whether you’re a homeschooling parent, educator, or administrator, these resources can help create a firm foundation for faith development in young learners. All Christian educators and schools have an affirmative duty to locate, identify and provide services to children who may be disabled or may need early intervention and related services.11 If we know or have reason to suspect that a child has a developmental delay we must steward this opportunity well. If we fail to do so, we have defaulted in our obligation to nurture and feed the lambs of the flock. Remember, fostering an inclusive environment and providing early intervention services enable our mandate to serve the least of these.