Why High School English Language Programs Fail: From Revolving Door to Lasting Impact

I have been part of the problem.

Over the years, I have taught in multiple high schools across different countries and, in doing so, contributed to the instability of English language programs. I didn’t set out to be part of this revolving door, but in retrospect, my reasons for moving align with those of many EL teachers I’ve met. My desire to teach stemmed from a passion for seeing the world and immersing myself in new experiences. That same wanderlust made it easy to pack up every few years and head to a new school district. However, beyond my personal motivations, there were deeper structural issues that pushed me—and many others—toward the exit.

Another major factor contributing to teacher turnover is pay. EL teachers, like many educators, are often underpaid despite the immense workload they carry. Low salaries make it difficult for teachers to justify staying in a profession that demands so much of them, leading many to seek opportunities elsewhere.

One of the most significant challenges was isolation. As an EL specialist, I often felt like an island in my school. I was deeply dedicated to my students, yet disconnected from the larger learning community. While other educators found support in their subject-area departments, I was expected to be in multiple Professional Learning Communities (PLCs) at once while simultaneously crafting my own approach to instruction. Unlike math or science teachers who could collaborate with peers teaching the same subject, I was usually the only one teaching my classes, with no roadmap or shared resources to rely on.

Then there was the sheer weight of responsibility. EL teachers are expected to do it all—onboarding and scheduling new students, mentoring peers, training teachers, tutoring, co-teaching, grading, programming, ensuring compliance, administering tests, engaging in school leadership, and even influencing the master schedule. Each school year brought a point of exhaustion where I questioned how I could continue carrying the load. And to top it all off, much of this work went unrecognized. The impact of our efforts may be monumental for the school, but it often goes unnoticed. I still remember walking out of my first public school job in the U.S. with a deep sense of loneliness, questioning whether my work had truly mattered to anyone but my students.

I share this not to complain, nor to paint myself as a martyr. I believe I was richly rewarded through my students—their progress, the relationships we built, and the privilege of witnessing their success. Teaching English learners also improved my own Spanish proficiency and broadened my cultural perspective in ways I could never have imagined. Despite the hardships, I wouldn’t trade those years for anything.

But teacher turnover in EL programs is not just a personal issue; it’s a systemic problem. Since leaving the classroom, I have spoken with EL teachers across the country who share the same experiences: exhaustion, frustration with stalled progress, and burnout from constantly battling administrative obstacles that seem to work against their core mission—helping students integrate into U.S. culture and thrive academically.

Fixing the Revolving Door for English Language Programs

So, how do we fix this? The truth is, many EL teachers are drawn to the field because they love cultural exchange and new experiences. This often means they are naturally inclined to move from school to school or even country to country. But while we may not be able to completely eliminate movement, we can create systems that mitigate its impact and encourage longer tenure.

1. Build a Knowledge Retention System

Before leaving one of my past schools, I created a handbook detailing everything an incoming teacher would need—important dates, classroom management systems, tech account passwords, student data from the past three years, key student needs, and even advice on which teachers could handle larger class sizes. Whether my successor used it or not, it was a step toward preserving knowledge that otherwise would have disappeared. Every EL department should have a living handbook that is regularly updated after PLCs and department meetings.

One company actively tackling this issue is Edusfere. Edusfere is a school knowledge retention system designed to help institutions maintain continuity even with high teacher turnover. By centralizing essential information and best practices, it ensures that schools don't lose institutional knowledge when teachers leave.

2. Create Peer Mentorship Programs

New ESL teachers should never have to figure everything out alone. Schools should implement structured mentorship programs where experienced EL teachers guide new hires, helping them navigate the unique challenges of the role. Studies, such as those by Ingersoll & Merrill (2017), show that mentorship significantly improves teacher retention rates.

3. Provide Targeted Professional Development

Few like PD, and every teacher’s situation is different. That’s why choice is essential. When teachers have the opportunity to decide what they need to learn and implement—and when they have continual access to administrators to discuss PD during PLCs—professional development becomes much more meaningful and useful in their eyes.

And in order to maintain teacher retention, the PD needs to be ongoing and specialized—not generic. Research from the Economic Policy Institute indicates that continuous learning opportunities improve teacher performance, increase job satisfaction, and enhance retention rates. Schools should invest in professional development that supports teachers in addressing compliance requirements, navigating co-teaching models, and implementing innovative instructional strategies. When teachers feel equipped and valued, they are more likely to stay.

4. Adjust Teaching Loads to Accommodate Additional Responsibilities

Rather than simply reducing non-teaching responsibilities, schools should reconsider the teaching load for EL teachers to allow them the necessary time to fulfill these essential duties. In many schools, EL teachers are expected to take on a full teaching schedule while also managing onboarding, compliance, testing, peer training, and student support.

However, in districts where EL teachers have been given a reduced teaching load to accommodate these responsibilities, teachers have reported feeling more effective and less overwhelmed. A recent survey by the Texas American Federation of Teachers (AFT) revealed that 75% of over 3,000 K-12 educators reported burnout, with 68% considering leaving their positions due to high workloads and lack of support. Providing EL teachers with a half-teaching load, for example, can ensure they have the capacity to focus on both instruction and the additional tasks necessary to support multilingual students in their academic success.

5. Establish Career Growth Opportunities for EL Teachers

One of the most overlooked factors in EL teacher retention is the lack of career mobility. In many schools, teachers take on increasing responsibilities without any corresponding increase in pay, recognition, or career advancement opportunities. Without clear pathways for growth, many talented educators leave the profession or seek roles outside of EL instruction.

Research has shown that limited career progression negatively impacts teacher job satisfaction and commitment to the profession. A study by the National Council on Teacher Quality found that providing career advancement opportunities can significantly improve teacher retention. Additionally, findings from a study on Qatari public school teachers published in MDPI indicate that structured career pathways help teachers feel more secure and valued in their roles.

• Schools must create structured incentive systems that reward professional development, leadership roles, and expertise. This could include:

• Tiered career pathways that allow EL teachers to advance into senior specialist roles, instructional coaching, or curriculum development.

• Financial incentives or stipends for teachers who take on mentorship, compliance oversight, or community outreach roles.

• Ongoing leadership training programs that help teachers develop the skills necessary to influence EL policies and programs at the district or state level.

  
  

By recognizing and investing in EL teachers as long-term assets to their schools, administrators can create an environment where teachers feel valued, motivated, and committed to growing within the profession.

6. Create Systems That Run on Their Own

One of the biggest challenges for EL teachers is managing the extensive responsibilities that come with the role. Rather than expecting teachers to single-handedly juggle compliance, parent communication, and student progress tracking, schools should implement automated systems that make these tasks more manageable.

Edusfere helps schools retain institutional knowledge by centralizing essential documents, procedures, and best practices. This ensures continuity when a teacher leaves and allows new teachers to quickly get up to speed without having to reinvent the wheel.

Ellevation streamlines compliance by tracking student progress and automating reporting, significantly reducing the number of work hours spent on paperwork and ensuring that teachers can focus on instruction instead of bureaucratic tasks.

CRM Systems (Constituent Relationship Management systems) function as stakeholder relationship managers in schools. These tools help teachers track and manage conversations with parents, students, and administrators, ensuring that no communication falls through the cracks. Many teachers struggle to keep track of which parents they have contacted and which students need additional support. A CRM ensures that all conversations are logged in one place, eliminates the hassle of searching for email addresses, and helps maintain consistent engagement with families—bringing parents and teachers closer together and making students' educational experiences more cohesive.

AIRLanguagelearning.com provides structured progress tracking, allowing teachers, students, and parents to see measurable language development. This helps prevent stagnation, one of the major contributors to teacher burnout, by ensuring that student growth remains visible and celebrated.

By implementing these systems, schools can reduce teacher workload, enhance communication, and create a more sustainable work environment—helping to address one of the biggest reasons for EL teacher turnover.

A Call for Change

Teacher retention in EL programs isn’t just about keeping educators in one place for the sake of stability; it’s about preserving institutional knowledge and ensuring that students don’t have to start from scratch with a new teacher every year. It’s about valuing the expertise of EL educators and acknowledging the critical role they play in schools.

If we want to stop the revolving door, we need to rethink how we support, retain, and set up EL teachers for long-term success. And a bit more money might help.