1. Governor Easley’s Teacher Working Conditions Initiative Presentation by Eric Hirsch, Director of Special Projects, New Teacher Center UNC-Wilmington - 3/11/08

2. Teacher Retention: An Essential Issue Statewide teacher turnover in NC is 12.31% for 2006-2007 school year. –22.2% leave to teach elsewhere –16.5% retire –13.4% resign due to family relocation –12.9% resign for unknown reasons School level turnover rate is much higher Prepare roughly 3,200 in NC for roughly 11,000 positions in the state annually. 1 of 10 states that get more than 40% of teachers from out of state and exponential growth in lateral entry teachers

3. Factors Influencing Dissatisfaction of Teachers Who Move to a New School Source: Ingersoll R. (2001). “Teacher Turnover and Teacher Shortages: An Organizational Analysis.” American Educational Research Journal. 38, no. 3, 499-534.

4. Need for TWC Initiative NCES data from a random sample of teachers across country Each school and community is different – with different resources, having embraced different reforms, and different concerns and priorities Need customized data from the voice of those who matter most to that particular community Build the profession and change the notion of what is meant by working conditions

5. Surveys in 2008 Maine: survey in December and January at www.tellmaine.orgwww.tellmaine.org Kansas: survey in January at www.kantell.orgwww.kantell.org Alabama: survey in January at www.take20alabama.orgwww.take20alabama.org West Virginia: survey in February at www.westvirginiavital.orgwww.westvirginiavital.org Massachusetts: survey in February at www.masstells.orgwww.masstells.org Fairfax County, VA survey in February at www.fcpstwcs.orgwww.fcpstwcs.org North Carolina: survey in March and April at www.ncteachingconditions.orgwww.ncteachingconditions.org Illinois: voluntary survey in April at www.tellillinois.orgwww.tellillinois.org NTC will survey approximately 400,000 educators in 2007-2008

6. Teacher Working Conditions are Student Learning Conditions

7. Teachers on Which Working Condition is Most Necessary to Improve Student Learning

8. “If I am allowed to utilize my teaching expertise—to draw from what I know will engage and stimulate my students—then students will achieve at levels no one could dream of. If I am hampered…then I can’t do what I do best.” - Teacher, Published in Threshold Magazine article on teacher working conditions

9. Domain/Question (percent that agree or strongly agree) Lowest Quartile 2 nd Quartile 3 rd Quartile Highest Quartile Difference Between Highest and Lowest The school environment is safe 71.3%81.0%85.8%90.9%19.6% There is an atmosphere of trust and mutual respect 53.1%60.1%62.8%70.5%17.4% School leadership shields teachers from interruptions 51.4%56.2%59.7%67.3%15.9% Teachers have sufficient access to appropriate instructional materials 63.6%71.0%72.5%78.7%15.1% The faculty has a common vision 60.2%64.9%68.2%74.4%14.2% TWC Questions by High School by Performance

10. Teacher Working Conditions are Student Learning Conditions Six studies from five states demonstrate clear and significant connections between teaching conditions and student achievement and academic growth –In North Carolina the models explained between 68-71 percent of the difference in school achievement on the performance composite, up to 20 – 25 percent of the differences in school achievement could be attributed to teaching conditions (particularly empowerment and leadership questions) at all levels –Trusting environments with sufficient supports and materials were important to school success

11. Teacher Working Conditions Survey Questions Statistically Significant in at Least One of the Achievement Models Faculty is committed to helping every student learn Sufficient access to appropriate instructional materials Class sizes are reasonable There is an atmosphere of trust and mutual respect School leadership shields educators from interruptions The school is safe or clean and well maintained School leadership clearly communicates expectations to parents and students Effective process for making collaborative decisions Teachers role in devising instructional techniques

12. A 0.5 estimated increase in the high school performance composite was found for every 10 percent of educators who agree that the faculty is committed to helping every student learn, that school leadership clearly communicates expectations to parents and that teachers’ play a large role in devising instructional techniques High schools with positive responses to the set of leadership questions (3.90 domain average or above) were 2.2 times more likely to meet or exceed growth expectations Examples of the Impact of TWC on Student Learning for NC High Schools

13. Teacher Working Conditions Affect Teacher Retention

14. Teachers on Which Working Condition is Most Important to Future Employment Plans

15. “ Without a doubt, the principal is the number one factor in determining the desirability of being a part of a particular school community. Being respected and valued personally and professionally is something I have to have in order to stay in a school.” - Teacher, published in Threshold Magazine article on teacher working conditions

16. Teacher Working Conditions Survey Question Percent of Teachers Who Agree StayersMoversLeavers Opportunities are available for members of the community to contribute actively to this school’s success. 71%26%48% There is an atmosphere of trust and mutual respect within the school. 66%22%44% The school improvement team provides effective leadership at this school. 60%23%39% The school leadership support teachers’ efforts to maintain discipline in the classroom. 70%31%48% In this school we take steps to solve problems. 67%28%47% The school leadership shields teachers from disruptions, allowing teachers to focus on educating students 62%25%41% Working Conditions Influence Future Employment Plans

17. Working Conditions by Performance Composite Quartile Domain Question (percent that agree or strongly agree) Lowest Turnover 2 nd Quartile 3 rd Quartile Highest Turnover There is an atmosphere of trust and mutual respect 67.4%63.3%60.2%55.4% School leadership shields teachers from interruptions 64.6%59.3%56.8%53.5% School leadership consistently supports teachers 72.0%67.8%64.4%60.9% Overall the school leadership in my school is effective 67.8%65.3%61.8%57.2% The School Improvement Team provides effective leadership 61.4%58.1%55.5%51.1% Working Conditions by High School Turnover

18. *** = Could not be modeled due to multicolinearity with other statistically significant leadership variables Teacher Working Conditions Survey Question Level Where Modeling Demonstrated a Statistically Significant Connection Teacher performance evaluation process is consistent Elementary Role in selection of instructional materialsElementary The non-instructional time received is sufficient Middle, High School Leadership addresses concerns about new teacher support Middle School leadership is effectiveHigh School There is an atmosphere of trust and mutual respect ***

19. Teachers and Administrators View Working Conditions Differently

20. Agreement on Select Working Conditions Questions Teachers Agreeing Principals Agreeing The non-instructional time provided for teachers in my school is sufficient 45%76% Teachers and staff work in a school environment that is safe 65%79% Teachers are centrally involved in decision-making about educational issues 51%96% There is an atmosphere of trust and mutual respect within the school 62%95% The faculty has an effective process for making group decisions and solving problems 56%95% Professional development provides teachers with the knowledge and skills most needed to teach effectively 63%91% Overall this school is a good place to work and learn 77%92%

21. School leadership makes a sustained effort to address teacher concerns about: Teachers Agreeing Principals Agreeing The use of time in my school 60%98% Facilities and resources 68%99% Empowering teachers 58%98% Leadership issues 57%97% Professional development 69%98% New Teacher Support 62%97%

22. Other Findings from the NC Report In North Carolina, schools that used working conditions results as a tool for school improvement showed improvements in critical areas. For example, low TWC data use schools dropped from 63 percent to 42 percent agreement that there is an atmosphere of trust versus high use schools improved 2.2 percent (from 76 to 79 percent) between 2004 and 2006 Little variation in how individual educators viewed working conditions was found. But big differences existed across states in whether or not there was a teacher working conditions gap present in schools serving high poverty and high minority student populations. In North Carolina there were differences in leadership, empowerment and facilities and resources, but not professional development and time

23. Working Conditions Domain Elementary School Middle School High School Time Domain3.093.19 Facilities and Resources Domain 3.713.643.53 Empowerment Domain3.523.383.36 Leadership Domain3.683.473.50 Professional Development Domain 3.463.393.33 High Schools Are Less Likely to Report That Working Conditions are in Place

24. Less than half of NC teachers agree that the non-instructional time they receive during the school day is sufficient (but 59.5 percent of HS do vs. 37.2 percent of elementary) High Schools Report More Non-Instructional Time

25. Almost half of high school teachers (44.6 percent) report having no collaborative planning time and 88 percent had 3 hours or less in an average week, despite receiving significantly more non-instructional time than educators at other levels One-quarter of elementary educators in North Carolina report having, on average, no time available to them to plan with colleagues (compared with 14 percent at the middle school level) and 92 percent report having less than 3 hours But It is Time Spent Alone

26. Changes in State Policy to Improve Teacher Working Conditions

27. Established TWC Survey as permanent part of budget TWC every 2 years as part of the budget Associated research and findings at both the statewide and school levels Established NC TWC Advisory Board to oversee implementation and dissemination of survey and the findings to school level as well as policy development Provides funding for SIT integration of working conditions data and the Real DEAL conference Evaluation of school principals SBE required to revise evaluation instrument for principal evaluation to include accountability of teacher retention, teacher support, and school climate State TWC Policies Passed in North Carolina

28. Revision of MSA standards (Masters in School Administration) SBE required to revise MSA program standards to focus on providing positive school climate, teacher support, and teacher retention Requires all new principals To complete the Principals Executive Program (PEP) - focusing on TWC; provides $125K Creating 100 school-based family support teams - including school nurse and social worker at 100 schools in need State TWC Policies Passed in North Carolina

29. Planning time for teachers- HB 1151 passed- requiring all SIT to document a plan to provide planning time for every teacher (goal of 5 hours per week), and a duty-free lunch Expansion of Learn and Earn and New Schools Project (Gov.'s 21st Century High Schools) - at the core of the design of these new high schools is the foundation of planning time for teachers to be able to do their work Unprecedented funding to support disadvantaged students and districts: $112 Million in new dollars This includes the Low Wealth fund, DSSF monies to all 115 districts, and return of the discretionary reduction- new focus on teacher recruitment, retention, and support State TWC Policies Passed in North Carolina

30. Leandro districts: provides continuation $2M of custom professional development to DSSF schools/ districts based on TWC survey and ABC scores. $6M in 2006 for literacy coaches in middle schools with lowest reading scores Customized analysis for original DSSF districts high schools in Turnaround High Schools All high schools under 70% proficiency for last two years Best Practices highlighted and shared through the Real D.E.A.L. Award winning schools State TWC Policies Passed in North Carolina

31. This is bigger than any individual and it will take more than any one individual to address these conditions This is about schools and school improvement planning, not accountability Works best when done as a faculty together given some of the disparities in perceptions identified between teachers and principals Not an event, it’s a process and needs to be a part of ongoing faculty conversations, not a one-time glance at the report

32. First Word/Last Word What is one area of working conditions that you identified in looking at your data that you believe should be prioritized? (2 minutes) Go around the small group and offer an insight based on what is working in your school or other ideas you may have (2 minutes) Presenter end with ideas he/she thinks may work or clarifying questions (1 minute)

33. To take the survey, learn more about the initiative, access data and more! www.ncteachingconditions.org