The same is true in New York. The most challenging schools that still retain teachers have principals with clear goals who establish order and inspire teachers to accept difficult challenges. When good teachers bail out, it may indicate a lack of leadership. Choosing principals who can build high-performing teams is the most important task of district leaders. Then, with pay differentials for difficult schools in place, principals, perhaps in consultation with other staff members, should be able to select compatible teachers without seniority as a deciding factor.
Unions typically say experienced teachers can work anywhere.
But just as some principals are more effective, teachers also vary. A few districts have changed the way seniority works. In St. Paul, senior teachers once claimed openings, but now principals can reject applicants who do not seem to fit. Seattle, Columbus and Milwaukee have made similar changes. To get the best teachers for difficult schools, limiting seniority is only a partial solution.