Report to the UNC Deans’ Council on Teacher Education

1. Report to the UNC Deans’ Council on Teacher Education Alan J. Reiman, Ed.D. NC State University

2. Professional Context • 10 Years as a Classroom Teacher and Mentor • 10 Years as a Clinical Assistant and Associate Professor • 10 Years Assistant and Associate Professor • Executive Director of Model Clinical Teaching Consortium • Executive Director of SUCCEED

3. Overview • Evidence Sources • Teacher Turnover Challenge • Teacher Retention Levers • Recommendations to Deans

4. Evidence Sources • Focus Groups (3) • Consultations • Total of 69 LEAs provided input • Survey of 450 North Carolina beginning Teachers using Perceptions of Success Inventory for Beginning Teachers (PSI-BT) • Survey • All North Carolina public universities • 8 North Carolina private and independent colleges • 50 North Carolina school districts

5. Evidence Sources (continued) • Review of: • NC Teacher Working Conditions Survey 2005-2006 • NC attrition data and Teacher Turnover Reports 2000-2006 • 14 acclaimed teacher education/school partnership policy documents • Refereed studies of higher education/school system partnerships • Refereed studies and policy documents regarding support to new science and math teachers • Refereed publications of on-line content mentoring • International, national and state research and policy documents

6. Beginning Teacher Turnover Challenge • American schools spend $2.20 billion annually on teacher attrition. • Estimates for North Carolina are slightly over $84.5 million annually. • North Carolina’s new teacher turnover rates for the first 3 years of teaching are slightly higher than national average.

7. North Carolina Beginning Teacher Turnover After Three Years of Teaching North Carolina Department of Public Instruction (2007). [Retention Charts]. Unpublished raw data.

8. Levers Evidence-based strategies which enhance our capacity and effectiveness with new teacher support. • Lever One: New Teacher Salaries • Lever Two: Face-to-Face Time with Administration • Lever Three: Mentoring • Lever Four: Collaborative Time • Lever Five: Beginning Teacher Seminars • Lever Six: Reduced Assignments and Workload • Lever Seven: New Teacher Networking • Lever Eight: Assessment of New Teacher Support

9. Lever One: New Teacher Salaries • Teacher salaries are declining in most countries. • New teachers identify salary as a reason for leaving and an important reason for remaining in teaching. • Statistical relationship between teacher compensation, teacher quality and student outcomes.

10. Source: OECD Education at a Glance, 2001 and 2004.

11. Lever Two: Face-to-Face Time With Administration • Schools that provide new teachers with face-to-face administrative support experience lower levels of new teacher attrition. • Interactions vary from school to school. • 76% of NC LEA respondents noted interactions between administration and new teachers occurring on a consistent basis.

12. Lever Three: Mentoring • Personal support, challenge and guidance provided by a more experienced veteran teacher. • 92% of NC LEA respondents indicated that mentoring was consistently provided for beginning teachers. • 100% of 50 LEA respondents identified mentoring as critical to effective new teachers.

13. Predicted Probabilities of Turnover After 1st Year of Beginning Teaching (2000 – 2001): Comparing Lack of Services with Basic Support Services(Face-to-Face Interaction with Administrators and Access to Mentors) 41 39 Adapted from Ingersoll, R., Smith, T., & Dunn, A. (2007, April). Who gets quality induction? Presented at the American Educational Research Association. Chicago, Illinois.

14. Lever Four: Collaborative Time • New teachers (n=450) in North Carolina perceive collaborative time as an enhancement to their working conditions. • North Carolina LEA experts (N=50) indicate that collaborative time was consistently provided on a daily basis in only 28% of surveyed LEAs. • National data indicates that 73% of beginning teachers have time for collaborative lesson planning and professional learning.

15. Lever Five: Beginning Teacher Seminars • NC LEAs reported (72%) beginning teacher seminars were consistently provided. • National average for beginning teacher seminars was 65%.

16. Predicted Probabilities of Turnover After 1st Year of Beginning Teaching (2000-2001): Comparing Basic Support Services that Include Collaborative Experiences 39 27 Adapted from Ingersoll, R., Smith, T., & Dunn, A. (2007, April). Who gets quality induction? Presented at the American Educational Research Association. Chicago, Illinois.

17. Lever Six: Reduced Assignments and Workload • Reduced assignment and workload includes: • a reduced teaching schedule • a reduced number of instructional preparations • extra classroom assistance (e.g., teacher aides) • Nationally in 2003-2004: • 28% of beginning teachers received a teaching aide • 13% received reduced teaching workloads • In North Carolina: • 24% of respondents consistently provide a reduced workload for new teachers • 6% consistently provide a teaching assistant for new teachers

18. Lever Seven: New Teacher Networking • Build upon: • research on teacher learning and development • communities of practice • access to high quality teaching and curricular resources • on-line support, where feasible • New teachers use networks to exchange information

19. Predicted Probabilities of Turnover After 1st Year of Beginning Teaching (2000 – 2001): Comparing Varied New Teacher Support Services 41 39 27 18 Adapted from Ingersoll, R., Smith, T., & Dunn, A. (2007, April). Who gets quality induction? Presented at the American Educational Research Association. Chicago, Illinois.

20. Induction Packages and Percentage of North Carolina LEAs Indicating They Consistently Provide Selected Levers of Support Reiman, A., Thomas, E., Corbell, K., Smith, M. (2007). Summary of North Carolina LEA survey data regarding new teacher support. (Available from SUCCEED, Box 7801, NC State University, Raleigh, NC, 27695-7801)

21. Induction Packages and Percentage of North Carolina IHEs Indicating They Consistently Provide Coordinated Support to LEAs Reiman, A., Thomas, E., Corbell, K., Smith, M., (2007). Summary of North Carolina IHE survey data regarding new teacher support. (Available from SUCCEED, Box 7801, NC State University, Raleigh, NC, 27695-7801)

22. Lever Eight: Assessment of New Teacher Support • Review of 14 Teacher Education Policy documents (1920-2006) finds: • 86% recommend strengthening clinical education • 86% recommend extending clinical experience with more seamless connections to teacher induction via internships • 71% recommend introducing monitoring of candidates and other form of quality control Reiman, A. (2007). Preservice Teacher Educations’ Role in New Teacher Support: Lessons frompolicymakers. (Available from SUCCEED, Box 7801, NC State University, Raleigh, NC, 27695-7801)

23. IHEs Reporting That They Currently Assess Candidates’ Success During Induction Years Reiman, A., Thomas, E., Corbell, K., Smith, M. (2007). Summary of North Carolina IHE survey data regarding new teacher support. (Available from SUCCEED, Box 7801, NC State University, Raleigh, NC, 27695-7801)

24. Assumptions for Recommendations • A portfolio of levers must be enacted to have a significant impact on new teacher retention. • Enacting all or most of the levers requires major new funding sources. • Enactment of a majority of levers will require a coordinated effort. • Some retention levers require shared responsibility for enactment. • Some retention levers play to strengths of particular institutions.

25. Recommendation One:Current Promising Practices • Develop report of present promising practices associated with “retention levers” • Leading, Research-Based, Transformative practices • Implemented over at least 5-7 years • Supported by careful and ongoing evidence (self-report data should be considered insufficient evidence) • Could be scaled up in NC in 5-7 years

26. Recommendation Two:Mentoring and Higher Education • Develop graduate program aimed at developing cohorts of teacher leaders • Align mentor training across the state • M.Ed. would include a license in instructional coaching and supervision • Outline a “turn-key plan” for professional development of mentors for school systems

27. Recommendation Three:Mentoring and Local Education Agencies • Using retired master teachers to support new teachers – would not replace mentors • Provide 8-14 days of service to each beginning teacher on a full-time basis • Second layer of support • Franklin County has an exemplary model of this effort

28. Recommendation Four:Monitoring and New Teacher Support • Differentiate NCDPI monitoring of first, second, and third-year teachers • NCDPI needs to consider how to monitor school systems on off years – current system requires visit once every five years

29. Recommendation Five:Assessment of Retention Levers • Design psychometrically robust assessments that gather evidence pertaining to new teacher support levers • Perceptions of Success Inventory for Beginning Teachers (PSI-BT) developed at NC State is one example • More intensive assessment of teacher candidates as they move into schools

30. Recommendation Six:Financial Support • There are costs associated with enacting all of the levers • New funding needs to be found for all of the new teacher retention levers • Once fully implemented, it is likely that school systems and the state will be saving money.

31. Recommendation Seven:Provide Additional Resources for High Need Schools • Effects of constant turnover of teachers in high poverty, high minority schools: • Costs enormous amounts of money • Disrupts school morale • Undermines student learning • Special attention should be paid to funding retention levers in schools that have a potential for a return on the investment

32. Questions?

33. Alan J. Reiman, Ed.D. Alan_Reiman@ncsu.edu 515-1785