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Teacher Shortages & a Qualified Teacher in Every Classroom ?

Teacher Shortages & a Qualified Teacher in Every Classroom ?. Marjorie Economopoulos Georgia Mathematics Conference Rock Eagle, GA, October 16, 2003. Overview. National Commission on Teaching and America’s Future, NCTAF National & Southern trends Georgia and local data

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Teacher Shortages & a Qualified Teacher in Every Classroom ?

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  1. Teacher Shortages & a Qualified Teacher in Every Classroom? Marjorie Economopoulos Georgia Mathematics Conference Rock Eagle, GA, October 16, 2003

  2. Overview • National Commission on Teaching and America’s Future, NCTAF • National & Southern trends • Georgia and local data • Changes in the law, “No Child Left Behind” • Preview of what’s to come • Brainstorming, sharing ideas • Action plans

  3. Teacher Employment and Turnover 1987-2000 Source: Richard Ingersoll “Teacher Turnover and Teacher Shortages: An Organizational Analysis.” American Educational Research Journal. 38 (Fall 2000): pp. 499-534.

  4. Beginning Teacher Attrition is a Serious Problem Source: Richard Ingersoll, adapted for NCTAF from “The Teacher Shortage: A Case of Wrong Diagnosis and Wrong Prescription.” NASSP Bulletin 86 (June 2002): pp. 16-31.

  5. America’s Schools Lose About the Same Number of Teachers as They Hire Each Year 1999-2000 302,629 Movers From Other Schools 252,408 Movers to Other Schools 85,796 Newly Qualified Entrants Total Teacher Hires Source: Richard Ingersoll “Teacher Turnover and Teacher Shortages: An Organizational Analysis.” American Educational Research Journal. 38 (Fall 2000): pp. 499-534.

  6. America’s Schools Lose About the Same Number of Teachers as They Hire Each Year 1999-2000 302,629 Movers From Other Schools 252,408 Movers to Other Schools 146,436 Re-Entrants, Delayed Entrants, Other Entrants 85,796 Newly Qualified Entrants Total Teacher Hires Source: Richard Ingersoll “Teacher Turnover and Teacher Shortages: An Organizational Analysis.” American Educational Research Journal. 38 (Fall 2000): pp. 499-534.

  7. America’s Schools Lose About the Same Number of Teachers as They Hire Each Year 1999-2000 302,629 Movers From Other Schools 252,408 Movers to Other Schools 146,436 Re-Entrants, Delayed Entrants, Other Entrants 85,796 Newly Qualified Entrants Total Teacher Hires (534,861) Source: Richard Ingersoll “Teacher Turnover and Teacher Shortages: An Organizational Analysis.” American Educational Research Journal. 38 (Fall 2000): pp. 499-534.

  8. America’s Schools Lose About the Same Number of Teachers as They Hire Each Year 2000-2001 1999-2000 302,629 Movers From Other Schools 252,408 Movers to Other Schools 146,436 Re-Entrants, Delayed Entrants, Other Entrants 85,796 Newly Qualified Entrants Total Teacher Hires (534,861) Total Departures Source: Richard Ingersoll “Teacher Turnover and Teacher Shortages: An Organizational Analysis.” American Educational Research Journal. 38 (Fall 2000): pp. 499-534.

  9. America’s Schools Lose About the Same Number of Teachers as They Hire Each Year 2000-2001 1999-2000 302,629 Movers From Other Schools 287,370 Leavers From Teaching 252,408 Movers to Other Schools 146,436 Re-Entrants, Delayed Entrants, Other Entrants 85,796 Newly Qualified Entrants Total Teacher Hires (534,861) Total Departures (539,778) Source: Richard Ingersoll “Teacher Turnover and Teacher Shortages: An Organizational Analysis.” American Educational Research Journal. 38 (Fall 2000): pp. 499-534.

  10. Teacher Turnover: A Revolving Door Not In Transition Total Teaching Force, 1999-2000: 3,451,316 Source: Richard Ingersoll “Teacher Turnover and Teacher Shortages: An Organizational Analysis.” American Educational Research Journal. 38 (Fall 2000): pp. 499-534.

  11. Teacher Turnover: A Revolving Door Not In Transition Incoming Total Teaching Force, 1999-2000: 3,451,316 Source: Richard Ingersoll “Teacher Turnover and Teacher Shortages: An Organizational Analysis.” American Educational Research Journal. 38 (Fall 2000): pp. 499-534.

  12. Teacher Turnover: A Revolving Door Not In Transition Leaving Incoming Total Teaching Force, 1999-2000: 3,451,316 Source: Richard Ingersoll “Teacher Turnover and Teacher Shortages: An Organizational Analysis.” American Educational Research Journal. 38 (Fall 2000): pp. 499-534.

  13. Turnover & Attrition Have High Costs • Schools • Loss of Public Teacher Preparation Investment • Cost of Hiring, Preparation & Replacement • Churning Loss of Continuity and Coherence • Lost Professional Development Investments • School Reforms are Undercut • Low Income Students Lose the Most • Highest Turnover • Highest Number of First Year Teachers • Highest Number of Out-of-Field Teachers • Fewest Accomplished Teachers

  14. Retirement is Not the Most Significant Factor Driving Teacher Turnover School Staffing Action Family or Personal Dissatisfaction To Pursue Other Job Retirement Source: Richard Ingersoll “Teacher Turnover and Teacher Shortages: An Organizational Analysis.” American Educational Research Journal. 38 (Fall 2000): pp. 499-534.

  15. School Conditions & Pay Are the Greatest Factors in Dissatisfaction-Related Teacher Turnover Poor Administrative Support Lack of Faculty Influence Classroom Intrusions Inadequate Time Poor Salary Student Discipline Problems Poor Student Motivation Class Size too Large Source: Richard Ingersoll “Teacher Turnover and Teacher Shortages: An Organizational Analysis.” American Educational Research Journal. 38 (Fall 2000): pp. 499-534.

  16. Annual Teacher Turnover 2000-01 15.7% 15.1% 12.9% 20% PUBLIC 14.5% 14.9% 15.9% 19.7% 17.7% PRIVATE 22.1% 19.1% Source: Richard Ingersoll “Teacher Turnover and Teacher Shortages: An Organizational Analysis.” American Educational Research Journal. 38 (Fall 2000): pp. 499-534.

  17. Focus on Teacher Retention NCTAF Challenges the Nation to Improve Teacher Retention by 50% by 2006

  18. Focus on Teacher Retention • Organize every school for teaching and learning success. • Insist on quality teacher preparation, program accreditation, and licensure. • Develop and sustain professionally rewarding career paths from mentored induction through accomplished teaching.

  19. Teacher Preparation Reduces First Year Teacher Attrition (2000-01) Training in Selection/Use of Instruction Materials Training in Child Psychology / Learning Theory Observation of Other Classes Feedback on Teaching Practice Teaching Source: Richard Ingersoll University of Pennsylvania, original analysis for NCTAF 2000-01 Teacher Follow-up Survey

  20. Number of National Board Certified Teachers Source: National Board for Professional Teaching Standards

  21. Moving Forward: 3 NCTAF Summits • The First 3 Years of Teaching: Mentored Induction • Schools That Work: Small Professional Learning Communities • High Quality Teacher Preparation

  22. www.nctaf.org

  23. More National Trends • Teacher shortages: a global phenomenon • U.S. facing largest teacher shortage in history • Growth in demand for secondary teachers, primarily in math & science, projected to be 22% from 1996 to 2006. • 22% of newly hired teachers are typically gone from the classroom within 3 years • Half of newly hired teachers in urban areas are gone within same time period. http://www.ctf-fce.ca/E/WHAT/OTHER/short-glob.htm

  24. Southern Regional Education Board (SREB) • “in field” for every class and deemed highly qualified in each subject • “a qualified teacher in every classroom” • “assigning teachers out-of-field should end” • States are moving to eliminate waivers, permits &emergency certification http://www.sreb.org/

  25. Georgia, P-16, BOR Vision: Georgia seeks to have a qualified teacher in every public school classroom by 2006 • Balance teacher supply & demand in all subject fields, … • Decrease teacher attrition during first3 years • End out-of-field teaching in all subjects and grade levels http://www.teachingquality.org/policy/states/georgia.htmhttp://www.usg.edu/p16/tq/tqap/vision.phtml

  26. Total mathematics teachers in grades 9-12 3,245 Teachers certified in assigned fields (Math) 94.5% Georgia Data, PSC, FY 2002

  27. Georgia Data, PSC, FY 2002 Teachers certified in assigned fields (Math) = 94.5% Includes Provisional Certificates PLUS Probationary Certificates (as well as clear renewable)

  28. Georgia Data Teachers certified in assigned fields (General Definitions) Includes teaching majority of day (teachers who have 2 or fewer math classes are not considered out-of-field if teaching majority of day in their certificate area) Example: PE teacher, 3 classes PE, 2 classes mathematics, considered “in-field” for day

  29. A Local Metro System • Teacher shortages and attrition similar to national figures • SY 2002-03, hired 1,203 teachers • SY 2003-04, hired 872 teachers • Retention rate for last year = 81% • Attrition, therefore = 19% (compare with 14% national average)

  30. A Local Metro SystemMiddle Schools • Most are certified P-8 or 4-8, BUT changes are coming • Content area must be reported NEXT year • New certificates already carry content areas • Pass Praxis II = Adding-on field • Shortages in areas such as Math, Science will show up soon • Out of 80 current MS teachers, 30 are questionably placed (content issues)

  31. A Local Metro System • When Math teachers areNOT available • Try to hire math major and provide mentor • Mixed results, flounder with pedagogy • Cost of “firing a teacher” is between $50 – $100K (from Kenneth Peterson, “Effective Teacher Hiring: A Guide to Getting the Best”)

  32. No Child Left Behind Reporting procedures are changing “Includes teaching majority of day” will no longer be the rule for “in-field” Teachers will need to pass Praxis II to teach content and be “in-field”

  33. What’s to Come?Shortages Will Increase • More accurate reporting methods • As economy improves teachers leave in greater numbers • Graying of teachers (retirements will increase=>baby boomers) • Currently in GA, need 12,000 new teachers per year • Georgia colleges produce about 4,000

  34. The Professions • Teaching is the ONLY profession where the NOVICE is expected to do the same job as the VETERAN • Can you think of others? • Doctor, nurse, medical technician? • Lawyer, judge? • Dentist, dental hygienist? • Carpenter? • Plumber?

  35. Reduce Attrition • KEY is keeping the good ones teaching • Change the job requirements for first year teachers (apprenticeship model) • Provide mentoring and induction programs • Quality teacher preparation programs • Increase respect • Maybe $ differentiation for shortage areas

  36. 3 year 6 year 9 year 15 year 22 year $2,500 $3,500 $5,000 $5,000 $5,000 One Idea for BonusesStaying in “high priority” schools

  37. Brainstorming

  38. NCTAF Challenges the Nation to Improve Teacher Retention by 50% by 2006 Working at local systems and state level, GA MUST meet this goal

  39. Thank you for coming Enjoy the conference http://ksuweb.kennesaw.edu/~meconomo

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