Why Teachers Are Leaving

Workload pressure is one of the leading drivers of teacher attrition. Many educators report managing oversized classes, administrative tasks, and limited planning time. Burnout is another major factor, compounded by rising behavioral challenges and stagnant wages. Surveys show that younger teachers, in particular, often leave the profession within five years, citing the lack of support and professional growth opportunities.

How Schools and Parents Can Respond

Addressing turnover requires both systemic changes and community involvement. Schools that invest in mentorship programs and collaborative planning time help teachers feel valued and supported. Competitive pay, health benefits, and professional development also play a role in retaining staff. Parents can contribute by advocating for better funding and offering volunteer support to ease teacher workloads. Open communication between families and schools strengthens morale and reinforces a sense of partnership.

If turnover continues unchecked, students may face learning disruptions and limited access to experienced educators. Exploring innovative staffing models, including partnerships with private schools, could provide additional solutions. Retaining skilled teachers is essential to creating stable, thriving classrooms where students can succeed long term. For more information, feel free to look over the accompanying infographic below.

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Practical Skills with Immediate Impact

Trade schools emphasize hands-on learning in fields such as construction, healthcare, automotive repair, and information technology. Programs are often shorter than university degrees, which reduces tuition costs and student debt. Students can begin earning a steady income much sooner, breaking cycles of financial strain that often limit higher education options. Many of these programs incorporate advanced tools and methods, such as digital modeling, to ensure students are ready for modern workplace demands.

Accessible Education for Diverse Needs

One of the most significant advantages of trade schools is their flexibility. Evening and weekend classes make it possible for students to work while studying, and many programs cater to adult learners seeking a career change. This adaptability removes barriers for those who might otherwise be excluded from traditional academic routes. In addition, trade schools often maintain partnerships with local businesses, creating clear employment pipelines for graduates.

Encouraging enrollment in trade schools can help close gaps in economic opportunity across communities. When students from different backgrounds gain access to well-paying, skill-based careers, the benefits ripple outward, strengthening local economies and creating more diverse industries. For parents, supporting this educational path can mean giving their children a quicker, more affordable route to a stable and fulfilling future. Check out the infographic below to learn more.

The post Breaking Barriers: How Trade Schools Offer A Path To Equity In Education appeared first on Dayton Parent Magazine.

How Speech Disorders Affect Learning

Language skills form the foundation for almost every subject. A student who has trouble expressing thoughts or following verbal instructions may find group discussions, oral presentations, and even written assignments more challenging. Reading fluency and spelling can also be impacted since speech and literacy skills are closely linked. Over time, these struggles can lead to lower confidence, reduced participation, and a reluctance to seek help, which may further slow academic growth.

The Social and Emotional Connection

Peer relationships often hinge on effective communication. Students with speech disorders may avoid speaking up, leading to fewer social interactions. This can limit opportunities to practice language skills in natural settings, which in turn can affect emotional well-being. A lack of social confidence can contribute to isolation, making school a more stressful environment.

Support Systems that Make a Difference

Early intervention is key to minimizing the long-term effects of speech disorders. Speech therapy, both in and out of school, can help students improve communication skills and regain confidence in their abilities. Schools can also provide targeted support through IEP services, ensuring that educational goals and classroom strategies align with a student’s unique needs. Family involvement and open communication with educators are equally important for reinforcing progress and promoting a positive learning experience.

When addressed proactively, speech disorders do not have to limit academic success. With the right support, students can strengthen communication skills, improve self-esteem, and thrive in both their studies and social relationships. To learn more, look over the infographic below.

The post The Hidden Impact Of Speech Disorders On Academic Success appeared first on Dayton Parent Magazine.

When I attended Parent Night for my third grade son, I was surprised when the teacher said that she would not be emphasizing math facts during third grade. She said it was not a priority of the math program they use. Why would this not be considered important?

Some math programs place a heavier emphasis on mathematical concepts and abstract thinking than on the skill and drill that has been typically emphasized in math instruction. There is a great deal of research that indicates that development of algebraic reasoning lays a stronger foundation for the in-depth math that is taught later.

Common sense still indicates that the better a child masters basic facts in addition, subtraction, multiplication and division, the more adept he will be when computation becomes more complex. Adding, subtracting and multiplying multi-digit numbers will be done more successfully when a child knows basic math facts. Applying those three mastered skills to solving long division problems will minimize the frustrations of learning that very challenging concept.

You can provide the opportunity for math fact mastery using flashcards or by using a free website for practice and games such as www.factmonster.com/math/flashcards.html or www.playkidsgames.com/games/mathfact/mathFact.htm. Five to ten minutes of practice several times a week will provide a great foundation for confident math computation.

Ask the Teacher is written by Deb Krupowicz, a mother of four who holds a Master’s degree in Curriculum and Instruction. Deb has over twenty years of experience teaching preschool, elementary and middle school students. Please send your questions to her at [email protected]

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Can you explain what “PBL” means? My daughter’s new teacher has this term listed on her classroom webpage but I’m not sure what it refers to.

“PBL” is an acronym for Problem Based Learning. It is an approach to education that is hands-on and student-centered. Typically, students work in groups to solve real world problems. Children are actively involved in selecting the problems, so they have a high level of interest and enthusiasm for their work. The teacher acts as a facilitator, helping students to develop strategies that result in actual solutions. Kids learn and apply the necessary content knowledge and curriculum standards are incorporated naturally.

With PBL, students are developing reasoning, cooperation and communication skills in addition to learning academic content. An emphasis is placed on students thinking about their own progress and learning to identify possible next steps, recognizing when outcomes have a low likelihood of success and altering their direction.

In short, students are developing skills and strategies that are employed in the work force.

My son’s school is changing their report cards to be “standards based” instead of using grades. How will I know how well he is doing and if he is learning what he should be?

Many school corporations have moved from using the letter grades of A,B,C,D,F to standards based reporting so that students and parents have a clearer understanding of what kids are actually learning.

For example, consider the traditional grading system in which one overall reading grade would include assessments on how fluidly a child reads, how well he comprehends both fiction and non-fiction material, how effectively he can write about the material and how well he can speak about the reading in front of the class. Because such a wide variety of skills is averaged to get a grade, a weakness in a specific skill can be masked. It may appear that the student has mastered all skills when, in actuality, there are areas that require more attention and practice.

In standards based report cards, teachers and administrators develop a list of very specific learning skills based upon those the state and the school corporation have identified as appropriate and necessary for each grade level. They select levels of mastery which are clearly explained to communicate how effectively the student has learned the content. Rather than point to a general grade that a student received on tests or assignments, the teacher should be able to provide specific evidence to show where gaps in understanding are occurring so those deficits can be filled.

When my son starts school this year, he will be doing most of his work on a computer. Are all those hours of screen time really good for him?

Education experts debate how much technology should be used by children and at what age it should play a dominant role in academic life. We cannot deny that we live in a technology saturated world and that being tech savvy is expected in personal as well as professional pursuits. Your son’s school corporation has obviously determined to emphasize the educational benefits of using computers. You are right to be sensitive to how beneficial the hours in front of a computer screen are for your son’s overall well-being.

One concern of having a great deal of screen time is the lack of physical movement this often means for a student. You can easily compensate for this potential problem by encouraging your son to play outside and restricting the time he spends watching TV and playing video games. Whether that outside play comes in the form of organized sports, playground play or a bike ride, the more opportunities for physical activity your son has, the healthier he will be.

Technology can also infringe upon time when children should be sleeping. It is easy to get caught up in research, reading, gaming or social media and lose track of time. Be sure that your son’s computer and phone are off and inaccessible for 30 minutes or more prior to bedtime. This will help your son “disconnect” and prepare to rest. Monitoring this behavior is critical to ensure that your son is actually sleeping when you believe he is. Having portable equipment that is left in another room is the easiest way to accomplish this.

Another area of concern is how technology affects children’s abilities to develop appropriate social behavior. Encourage your son to spend time with friends in a way that doesn’t involve screens. Learning to read facial expressions, pick up on non-verbal body language and  understand inflection and tone of voice are skills necessary to building good human relationships that can only be developed by spending quality time with people.

Ask the Teacher is written by Deb Krupowicz, a mother of four who holds a Master’s degree in Curriculum and Instruction. Deb has over twenty years of experience teaching preschool, elementary and middle school students. Please send your questions to her at [email protected]

The post Ask the Teacher appeared first on Dayton Parent Magazine.

My daughter is so disorganized. When she heads to middle school next year and has a locker, I don’t know how she will manage. What can I do to help her? 

One of the keys to organization is planning, and that requires a routine. Developing a routine is very tough for many kids. Without planning and a routine, frustration results over finding lost items, missing deadlines and forgetting materials. However, children can learn that they have more time for fun when they are better organized and follow a routine.

Keep the plan simple. Have your daughter start by taping a list to her mirror of what she needs to do before school to be ready for the day. Many of these tasks can be done the night before. She should also have a checklist for what she needs to do at the end of the day. She can create an electronic list on her phone or computer or staple one inside a planner cover. Go over the lists with her frequently so that she understands that she is accountable for using them.

Once the routine for before and after school has been implemented, it is time to tackle “stuff management.” This is a huge challenge! Do not assume your daughter knows how to get her backpack, her locker and her room organized. Help her label folders or folder pockets, put shelves in lockers, and establish places for her personal belongings.

Learning how to become responsible for her personal belongings and her time is an essential skill to learn now that will benefit her the rest of her life.

Ask the Teacher is written by Deb Krupowicz, a mother of four who holds a Master’s degree in Curriculum and Instruction. Deb has over twenty years of experience teaching preschool, elementary and middle school students. Please send your questions to her at [email protected]

The post Ask the Teacher appeared first on Dayton Parent Magazine.

I hear comments all the time about restricting screen time for my young kids. They love playing video games so much that I just don’t understand what the big deal is. How can playing video games have such a negative impact on their academics?

Playing video games is not in and of itself problematic. It becomes so when it is the main activity your children want to do with their time.

For kids to be successful in school, many aspects of their development must be considered. At the top of that list is physical health. Children must have healthy diets, engage in physical exercise and play daily, and get a good night’s sleep every night. Playing video games excessively cuts into the time that kids get the exercise they need. Many children get so wrapped up in video games that bed time gets pushed later and later.

Reading ability is tied directly to academic success, and reading progress is tied directly to time spent reading. When children play computer games at the expense of reading, they will struggle to advance in vocabulary and comprehension development. That lack of development will have a detrimental effect both short term and long term.

Help your children keep video game playing in perspective. Establish the parameters for when games can be played, prioritizing an hour of physical play, following 30 minutes or more of reading, and ending 30 minutes or more prior to bed time. Also, encourage using some of their computer time for academic games to reinforce educational skills and concepts.

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There is so much debate in the news about testing in schools – the “need” for testing, the perspective that there is too much testing, and that all teachers can do now is to “teach to the test.” What, exactly, does all of this testing mean to my fourth grader?

Our educational world is driven more and more by data, heightening the need for testing. A generation ago, testing-derived data was used to determine if a student was learning what was expected. Now, the data provides numbers that not only offer an indicator of a student’s learning, but also of a school corporation’s effectiveness and of an individual teacher’s ability. To your child that means that as long as there is a perception that this data is meaningful in determining those things, the testing will continue.

When the testing becomes an objective in and of itself, and interrupts the flow of classroom instruction and content, we have to reconsider its role and the time being dedicated to it. It is prudent that all parents are keenly aware of the educational costs of testing, that is, how much time is spent discussing testing strategies, learning the vocabulary associated with testing and practicing various testing formats – as well as the actual testing itself. Seek to understand if this comes in the context of mastery of curricular content or as a skill set independent of new content.

If the testing being done is based on a state’s standards, by definition teachers are always “teaching to the test.” However, we must recognize that the standardized test is only one indicator of mastery. Other valid assessments – assignments, essays, projects and classroom tests – completed over time and in a variety of formats are much better indicators of student mastery of content.

When my son’s teacher explained her policy about allowing kids to re-do any assignment that they wanted to for full credit, I thought it seemed like a good way to instill the value of a strong work ethic. Now, I think my son opts to hurry through his work because he knows he does not have to give it his best at the start. What do I do if I disagree with the teacher’s classroom policy?

Face-to-face communication is always the best way to share concerns about classroom policies and teacher strategies. Share honestly with your son’s teacher how you felt about her announcement of the policy and your very specific observations since then.

The teacher will likely suggest that as your son matures he will prefer to do the work correctly the first time rather than spend additional time completing the work again. Each of you might consider tracking your son’s assignments, noting when the work meets expectations the first time and when it must be redone. If his work requires re-doing regularly, show your son your “records” and explain that the primary goal is for him to do his best the first time he does an assignment.

Together define a specific goal such as “No more than two assignments per week will need to be redone.” Help your son track his efforts so that he can see the progress he makes. Seeing progress provides great incentive toward improvement. This nudge may help reap the benefits the teacher hoped for with her policy initially.

My first grade daughter is great at the math “challenge” work that her teacher offers when the regular work has been completed. I am grateful that she provides it, but it makes me wonder if she is being challenged consistently. Should I wait for the teacher to initiate a conversation about this?

Teachers have the tough task of determining how much challenge is enough and how much is too much. The younger the student, the tougher this task is. Certainly the teacher wants to feed your daughter’s enthusiasm for math without causing stress for her. The teacher is very conscious of the building blocks provided by the curriculum and necessarily cautious about making sure the foundation for her future math skills is sound.

Let the teacher know how much you appreciate the challenge opportunities she is providing for your daughter. Ask her if this is something that all of her students are doing, or if there are just a few completing the challenge work. If it is something that many of the students are doing, the teacher is working to help all of the students achieve more, and is probably not an indicator of a higher aptitude for mathematics in your daughter. If there are only a few needing this work, ask her if there are indications that your daughter is ready for a higher level of math and how to determine whether such a placement is in your daughter’s best interest.
The reasons for accelerating are obvious – rapid progress and student engagement among them. There are also reasons not to accelerate such as inconsistent indicators of ability, a high stress level in an individual student or a student’s need for a confidence boost. Discussing the situation with your daughter’s teacher can give you a better sense of how to proceed in this situation.

Ask the Teacher is written by Deb Krupowicz, a mother of four and current teacher. Deb holds a Master’s degree in Curriculum and Instruction and has over twenty years of experience teaching preschool, elementary and middle school students. Please send your questions to her at [email protected]