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The Teacher Retention Crisis: How AI Can Help 

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The conversation around generative AI in K-12 education has mainly centered on teacher and student use cases like grading and personalized learning. However, there’s also significant potential for K-12 administrative staff. How can superintendents, principals, HR professionals, and business leaders use these tools to streamline tasks and optimize efficiency, freeing them up to focus on the most impactful work? This series addresses that question through articles outlining a variety of administrative AI use cases.

The Teacher Retention Challenge 

School districts nationwide are facing critical teacher shortages and turnover rates, jeopardizing the stability of education. Retaining qualified teachers has become essential, and one solution may be surprisingly straightforward: listening to staff. Research consistently shows that when districts actively seek and respond to teacher feedback, educators are more likely to remain engaged and committed to their roles. However, the true effectiveness of staff surveys hinges on how well the data is analyzed and acted upon, which is often easier said than done. 

The Role of AI in Streamlining Survey Analysis 

AI tools like ChatGPT can significantly streamline this process, transforming how administrators collect, analyze, and act on staff feedback. By automating the analysis of open-ended survey responses, AI extracts meaningful insights from qualitative data, helping administrators better understand staff needs and enabling them to respond faster and more effectively. This enhanced analysis ultimately supports teacher retention by addressing concerns more quickly and comprehensively.  

Learning from Successful Districts 

The power of listening to staff is evident in success stories from districts like Freeman, Gorham, and Calhoun City Schools, where survey feedback led to transformative changes. These districts took staff input seriously and implemented impactful changes like diversifying classroom literature and creating new leadership roles for teachers. These efforts sent a strong message to staff: their voices matter. Research confirms that empowering teachers by giving them a say in decision-making not only boosts retention but also contributes to stronger school communities and improved student outcomes.  

ChatGPT: Identifying Science of Reading Knowledge Gaps  

Nearly every state has passed legislation mandating that school districts align reading curricula with the Science of Reading (SOR)—a collection of research rooted in cognitive psychology and neuroscience that aims to understand how students learn to read and which instructional practices are most effective. However, for a variety of reasons, few teachers have been exposed to evidence-based reading instruction in their teacher preparation programs, leaving districts to identify and fill these knowledge gaps. 

One district surveyed its K-3 teachers to assess their perceived knowledge before launching professional development initiatives. The survey included questions like:

  1. Rate your knowledge of the Science of Reading (1 = lowest, 5 = highest.) 
  2. Explain your selection. Write as much as you can about what you know about the Science of Reading. 

While open-ended survey responses provide richer, more nuanced insights, they are often time-consuming to analyze. The real challenge for school administrators lies in processing the large volume of qualitative data surveys generate—especially for questions like number 2. However, these responses offer valuable context that numeric data alone cannot capture, such as highlighting specific professional development needs. Planning PD around these insights can increase teacher engagement and retention by showing staff their voices are being heard and acted upon.  

Here, ChatGPT offers a powerful solution by rapidly analyzing hundreds or even thousands of responses, identifying trends and themes within minutes–work that would otherwise take days. See the prompt below.  

1. What teachers know; 2. What they don’t know yet

[Paste all 145 survey responses.] 

  • “I’ve attended several workshops on the science of reading and incorporate structured literacy practices into my daily lessons. I focus heavily on phonemic awareness and systematic phonics instruction.” 
  • “I’ve heard the term but haven’t really explored it in depth. My approach has mostly been traditional, and I feel like there’s a lot more I need to learn.” 
  • “The science of reading emphasizes phonics as a key to unlocking literacy. I’m familiar with teaching decoding and blending, but I could use more practice in applying these strategies with students who are struggling.” 
  • “I know that the science of reading is rooted in cognitive research and focuses on the essential components like phonemic awareness, decoding, fluency, vocabulary, and comprehension. I’ve implemented a lot of these practices in my classroom.” 
  • “I don’t know much about it. I’ve relied mostly on guided reading and leveled readers, and I haven’t really studied structured literacy approaches.” 

Seconds after submitting the prompt and survey responses for analysis, ChatGPT generated a trend analysis, revealing what teachers know and where gaps remain. 

Trend Analysis:

1. What Teachers Know:

  • Strong Understanding of Phonemic Awareness and Phonics: Many teachers have a solid understanding of the foundational elements of The Science of Reading, specifically phonemic awareness and systemic phonics instruction. They feel confident implementing structured literacy practices and recognize the importance of these components in helping students, especially struggling readers. Phrases like “I focus heavily on phonemic awareness and systematic phonics instruction” and “I’ve seen positive results” suggest that teachers are comfortable applying these strategies in their classrooms. 
  • Familiarity with Research-Backed Practices: Some teachers have engaged with the cognitive research behind the science of reading. They understand that it is evidence-based and emphasizes explicit, systematic instruction in reading. For example, “I know that the science of reading is rooted in cognitive research” reflects teachers’ awareness of the research foundation. 
  • Application in Classroom: Several teachers have already integrated components of The Science of Reading into their daily lessons, indicating that they have attended workshops or undergone professional development on the topic. Teachers frequently mention the use of decoding and blending strategies in their classrooms. 

2. What Teachers Do Not Know Yet:

  • Comprehension and Vocabulary Instruction Gaps: While teachers are confident in teaching phonics and decoding, they often express uncertainty about teaching comprehension and vocabulary. This is a recurring theme, with phrases like “I could use more practice in applying these strategies with students who are struggling” and “I feel less confident when it comes to teaching comprehension.” Teachers indicate that they are still figuring out how to support students in these areas. 
  • Fluency Instruction as a Weak Area: Many responses reveal that teachers feel less confident teaching fluency. This is highlighted by comments such as “I’m confident in teaching phonics and decoding but less so when it comes to fluency and comprehension strategies,” indicating that fluency remains a challenging area for many teachers. 
  • Incomplete Understanding of the Science of Reading: Some teachers are still unfamiliar with key concepts of the Science of Reading or have not fully explored them. Responses like “I’ve heard the term but haven’t really explored it in depth” and “I’m still getting familiar with the terminology and approach” show that some teachers have limited exposure to structured literacy approaches or have relied on traditional methods, such as guided reading, that may not align with the Science of Reading. 

Teachers possess a strong foundational understanding of phonemic awareness and phonics, which they regularly apply in their classrooms. However, there are notable gaps in their knowledge of fluency, comprehension, and vocabulary instruction, areas where they seek more professional development. Teachers are eager to deepen their understanding of the Science of Reading, particularly as it relates to supporting struggling readers and implementing research-based practices consistently.  

As the teacher retention crisis continues to challenge school districts across the country, finding ways to effectively gather and act on staff feedback is more important than ever. AI-driven tools like ChatGPT offer a powerful solution for analyzing the complex data generated by staff surveys. By leveraging AI, districts can ensure they respond to teacher needs with targeted professional development and support, fostering a culture of engagement and retention. Ultimately, embracing these technologies will help districts not only improve retention rates but also create more supportive environments where both teachers and student thrive. 

Ellen Agnello

Ellen Agnello is a former teacher, educational researcher, and university instructor in teacher preparation. She critically examines key issues impacting K-12 teachers and administrators. Through a research-driven lens, she explores and writes about the evolving challenges in education, offering insights to help both educators and school leaders thrive.

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