| Summary: | Teacher retention continues to be one of the most significant challenges in American Public Education. High poverty schools lose over half of their teaching staff every 5 years (Gray & Taie, 2015; Hemphill, Nauer, Zelon, & Jacobs, 2009; Pedota, 2015; Wronowski, 2017). Students in high-poverty schools are more likely than their peers at wealthier schools to be taught by teachers who are new to the profession (Hemphill et al., 2009, Simon & Johnson, 2013). Retaining teachers in urban middle schools, where the most at-risk students need more stability and effective teachers is especially problematic. This case study examined teacher retention at Broom Middle School (BMS), a high-poverty urban middle school situated in upstate New York. The following research question guided the study: How do veteran educators in an urban middle school perceive the challenges and opportunities associated with teacher retention? Forty-four middle school teachers with five years or more experience participated. The study consisted of an anonymous questionnaire, one-to-one interviews, focus group interviews and document review. Major findings indicated that a principals ability to develop relationships, build trust, share decision making, and assist with conflict management were important facets of teacher retention. Additionally, the school setting, specifically the ways in which teachers new to the profession are socialized, can have a powerful impact on a teachers sense of efficacy and, in turn, increase retention. The recommendations for practice include strengthening building leadership, developing teacher leaders, revamping mentor programs and supporting all teachers with reflective processes in understanding the needs of students in poverty.
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