1. The Need for Certified Teachers in New York State The New York State Education Department Office of Higher Education May 2006 051906

2. 2 Federal law requires virtually 100% of public school classes in core academic subjects to be taught by certified and “highly qualified” teachers by the end of 2005-2006. New York State approached the goal in 2004-2005 but not in high-poverty schools.

3. 3 The Regents Statewide Plan for Higher Education: 2004-2012 asks colleges and universities to help address the State’s need for teachers. Difficulty of Recruiting Certified Teachers Subject AreaSomewhat Difficult or Very Difficult Foreign Languages96.0% Science89.7% Mathematics89.3% Vocational81.3% English as a Second Language73.1% Computer Science63.7% Music or Art52.9% Special Education45.3% Source: Dana Balter and William Duncombe, Staffing Classrooms: How New York’s School Districts Find Their Teachers, Syracuse University, 2004.

4. 4 Meeting the Need for Teachers: Shared Responsibility State & federal government Local schools & districts Colleges & universities GOAL Private sector

5. 5 Three Indicators of the Need for Teachers WORKFORCE 1. Percent of classes in core academic subjects not taught by highly qualified teachers (NCLB required indicator) 2. Percent of full-time equivalent (FTE) assignments in public schools held by individuals without appropriate certification for the assignments (standard federal indicator for identifying teacher shortage areas) SUPPLY & DEMAND 3. Number of certificates issued to new teachers per vacancy for a new teacher (new) DATA SOURCES: NYSED Personnel Master File & Teacher Certification Records

6. 6 Workforce: New York State

7. 7 Workforce: New York City

8. 8

9. 9 Workforce: New York City 2005-2006 Preliminary Data

10. 10 Workforce: Big Four Cities

11. 11 Workforce: Big Four Cities

12. 12 Workforce: Rest of State Excluding Big Four Cities

13. 13 Workforce: Rest of State Excluding Big Four Cities

14. 14 Regions with Big Five Cities (shaded) had over 85% of all FTE assignments held by individuals without appropriate certification. Workforce: Regions

15. 15 Potential Supply: Teacher Education Program Completers Colleges and universities have been preparing more teachers, but not necessarily enough in the regions and subjects where teachers are needed, as shown in the next slides.

16. 16 Supply & Demand: New York City

17. 17 Supply & Demand: Rest of State

18. 18 Average Annual Demand: Regions Vacancies for newly certified teachers are defined as FTE assignments held by teachers in their first year of experience with their current district and any district.

19. 19 Supply & Demand by Region: All Pathways to Certification

20. 20 Supply & Demand by Region: College Recommended Pathway to Certification

21. 21 Supply & Demand Alignment: Special Education Starting in 2004, special education certificates were issued for four levels: Birth-Grade 2, Grades 1-6, Grades 5-9 and Grades 7-12. Supply does not match demand for grades 7-12.

22. 22 Supply & Demand Alignment: General Education Supply does not match demand in general education. The ROS had 5.7 Elementary and Early Childhood certificates per vacancy from all pathways and 4.5 from the College Recommended pathway.

23. 23 Some next steps LEGISLATION & RESOURCES Financial incentives for retired and new teachers REGULATORY REVIEW Certification requirements DATA AND TECHNICAL ASSISTANCE Promote collaborative, regional workforce planning, recruitment and retention initiatives Focus on high poverty schools INNOVATION Industry partnerships Public broadcasting Online certification