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 Changes in the law, “No Child Left Behind” Preview of what’s to come Brainstorming, sharing ideas Action plans

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

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

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

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

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

America’s Schools Lose About the Same Number of Teachers as They Hire Each Year 85,796 Newly Qualified Entrants 146,436 Re-Entrants, Delayed Entrants, Other Entrants 302,629 Movers From Other Schools 252,408 Movers to Other Schools 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

America’s Schools Lose About the Same Number of Teachers as They Hire Each Year 85,796 Newly Qualified Entrants 146,436 Re-Entrants, Delayed Entrants, Other Entrants 302,629 Movers From Other Schools 252,408 Movers to Other Schools 287,370 Leavers From Teaching 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

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

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

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

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

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

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

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

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

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.

Teacher Preparation Reduces First Year Teacher Attrition ( ) 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 Teacher Follow-up Survey

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

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

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 % 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.

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

Georgia, P-16, BOR Vision: Georgia seeks to have a qualified teacher in every public school classroom by Balance teacher supply & demand in all subject fields, … 2.Decrease teacher attrition during first 3 years 3.End out-of-field teaching in all subjects and grade levels

Georgia Data, PSC, FY 2002 Total mathematics teachers in grades ,245 Teachers certified in assigned fields (Math) 94.5%

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

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

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

A Local Metro System Middle 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)

A Local Metro System When Math teachers are NOT 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”)

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”

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

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?

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

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

Brainstorming

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

Thank you for coming Enjoy the conference