oerc fall 2014 conference
DESCRIPTION
Using Data to Inform Policy, Practice, and Teacher SuccessTRANSCRIPT
OERC FALL 2014 CONFERENCE
USING DATA TO INFORM POLICY, PRACTICE, AND TEACHER SUCCESS
U s i n g D a t a t o I n f o rm Po l i c y , P r a c t i c e , a n d Te a c h e r S u c c e s s I C o l u m b u s , O H I O c t o b e r 1 , 2 0 1 4
Josh Hawley, Ed.D., Director, Ohio Education Research Center, The Ohio State University
Emcee for the day: Sam Stringfield, Ph.D., Professor & Educational Leadership Program
Coordinator, School of EducationUniversity of Cincinnati
WELCOME & OVERVIEW
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Facilitator: Rebecca Watts, Ph.D. Associate Vice Chancellor of P–16 Initiatives Ohio Board of Regents
Panelists: Lawrence J. Johnson, Ph.D., University of Cincinnati Christopher J. Burrows, Superintendent,
Georgetown Exempted Village Schools Belinda Gimbert, Ph.D., The Ohio State University
PANEL DISCUSSION: PREPARING TEACHERS FOR
SUCCESS
Characteristics of EffectiveTeacher Preparation Programs
Lawrence J. Johnson Ph.D.Dean and Full Professor
College of Education, Criminal Justice, and Human Services
University of Cincinnati
Teaching is a Professional Practice
Teaching as Professional Practice
• It has a research base that establishes best practices• It has an ethical set of expectations• It has an artistic base that enhances best practices• Requires specialized training• Teachers get better as they practice• Preparation programs prepare novices
What the Research Tells Us
• Solid Content in Academics and Learner Contexts• Practical Experiences with Strong Mentors• Pedagogical Ability to Translate Content to Students• Ability to Differentiate Instruction• Facile with State Standards• Ability to use Data for Decision Making• Ability to Give students Feedback they can Hear• Strong Induction Year Support
Dispositions and Traits• Bright• Verbal – Effective Communicators• Reflective• Collaborative• Embraces Diversity and Equity• Empathetic• High Expectations and Motivating• Positive View of Others• Self-efficacy
Future Challenges• Proactive vs Punitive Accountability• Data for Decision Making vs Data to Support Decisions• Bashing for Pleasure• Increasing Diversity• Increasing Urban Concentrations• More Rural Isolation• Greater Income Disparity• Technology and E-learning • Who Knows?
Bridge The Opportunity GapChristopher J. Burrows, Superintendent Georgetown Exempted Village Schoolshttps://www.polleverywhere.com
High Stakes Accountability
2011 2012 2013 2014 20150%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Without Accountability
With Accountabilty
Teacher Turnover
2011 2012 2013 2014 20150
5
10
15
20
25
30
35
40
With AccountabilityTeacher Turnover
WHERE ARE THEY GOING?
PERCENTAGE
RETIREMENTLEAVE EDUCATIONHIGHER PAYCHANGE OF CAREER
WHAT DO WE NEED?• MORE FLEXIBILITY FOR CERTIFICATION REQUREMENTS• ABILITY TO IMPLEMENT ALTERNATIVE COMPENSATION
SYSTEMS TO ATTRACT, RETAIN, AND REWARD EXEMPLARY EDUCATORS
• PARTNERSHIPS WITH IHE’S FOR LONG-TERM INTERNSHIPS SPECIFICALLY DESIGNED FOR DISADVANTAGED SCHOOLS (SIMILAR TO THE MEDICAL PROFESSION)
• PARTNERSHIPS WITH IHE’S FOR TEACHER ACADEMIES EMBEDDED IN OUR HIGH SCHOOLS
• PARTNERSHIPS WITH IHE’S FOR CREDENTIALING HS TEACHERS TO OFFER DUAL ENROLLMENT ON LOCAL CAMPUS
HOW DOES IT HAPPEN?
• WHAT GETS MEASURED GETS ACCOMPLISHED• REWARD LOCAL SCHOOLS AND IHE’S FOR MOU’S THAT SUPPORT
THE DEVELOPMENT OF TEACHERS TO SERVE UNDERPRIVILEGED STUDENTS
• CREATE INCENTIVES FOR TEACHERS TO SERVE IN UNDERPRIVILEGED SCHOOL DISTIRCTS.
• CREATE AND SUPPORT CONTINUING EDUCATION TRAINNING FOR SERVING UNDERPRIVILEGED STUDENTS
• REQUIRE ROUNDTABLE DISCUSSIONS BETWEEN IHE’S AND LOCAL SUPERINTENDENTS SERVING UNDERPRIVILEGED CHILDREN AND THEIR NEEDS.
• FIND A WAY TO PROVIDE TRAINING AND SUPPORT FOR BLEEDING- EDGE TECHNOLOGY IN THE CLASSROOM
SO WHAT IF….?• SO WHAT IF….LOCAL BOARDS OF EDUCATION HAD THE ABILITY TO HIRE AND
ASSIGN EMPLOYEES BASED ON THEIR ABILITY TO PERFORM IN THE CLASSROOM INSTEAD OF A LIMITED CERTIFICATION
• SO WHAT IF…..LOCAL BOARDS OF EDUCATION HAD THE ABILITY TO DESIGN AND IMPLEMENT AN ALTERNATIVE COMPENSATION SYSTEM THAT COULD ATTRACT, RETAIN, AND REWARD STELLAR EMPLOYEES
• SO WHAT IF…..LOCAL DISTRICTS AND IHE’S COLLABORATIVELY DESIGNED TEACHER ACADEMIES ON THE CAMPUSES OF HIGH SCHOOLS IN UNDERSERVED DISTRICTS
• SO WHAT IF…..TEACHER TRAINING PROGRAMS ALLOWED STUDENTS TO HAVE A 2-YEAR INTERNSHIP IN UNDERPRIVILEGED SCHOOLS IN LIEU OF TAKING TRADITIONAL COURSES ON THEIR CAMPUSES
• SO WHAT IF……LOCAL DISTRICTS AND IHE’S WERE REWARDED FOR CREATING COLLABORATIVE RELATIONSHIPS FOR TRAINNING AND RETAINING STUDENTS
• SO WHAT IF……COLLEGE GRADUATES HAD THEIR LOANS FORGIVEN FOR SERVING IN UNDERPRIVILEGED SCHOOLS
• SO WHAT IF……ALL CHILDREN HAD ACCESS TO HIGH-QUALITY TEACHERS
COLLABORATION!!!!
“I CAN DO THINGS YOU CAN’T, YOU CAN DO THINGS I CAN’T, BUT TOGETHER WE CAN MOVE MOUNTAINS.”
— MOTHER THERESA
Belinda Gimbert, Ph.D. The Ohio State University
Associate Professor, Educational Administration
Principal Investigator, Mobilizing National Educator Talent
(funded by the U.S Department of Education, Office of Innovation and Improvement)
College of Education and Human Ecology
Project mNET (Mobilizing National Educator Talent)
National Staffing P–12 Staffing needs — Outside of
OhioClark County School District, Las Vegas, (NV) – about 320,000 K–12 students; 54,000 students (16%) are in poverty (by census data); effective September 22, 2014, 630 vacancies (mostly math, since, special education, elementary education, English/language arts); operates a ‘grow-your-own’ teacher preparation program that trains adults who do not hold full state certification
Dallas ISD, TX –about 160,000 K-12 students; 64,000 students (32%) are in poverty (by census data); employed about 2,000 teachers for the 2014-2015 school year - Effective September 23, 2014, over 500 ACP interns for 2014-2015.52 vacancies Elementary = 23 (18 bilingual/ESL classroom); Secondary = 29 vacancies: English Language Arts, Foreign Language, Career/Technology, Math Business Education, SPED, Social Studies, Fine Arts, PE , Science
Jefferson County Public Schools, Louisville, Kentucky: about 118,000 K-12 students; 23 ,000 students (20%) are in poverty; 26 vacancies (effective 9/19/2014): 6 English as a Second Language; 4 Elementary; 5 Special Education (K-12); 3 HS Math; 1 HS Science; 2 HS English; 3 MS Math; 2 MS EnglishRural Ohio and rural Kansas – similar staffing challenges on a smaller scale. CORAS schools in southern Ohio; Selina, KS & Hays, KS; math, science and special educationDayton City Schools, Dayton OH: about 27,000 K-12 students; 8,000 students (31%)in poverty; at least 5 vacancies in late August 2014.
Richard Ingersoll, Lisa Merrill, Daniel Stuckey at The Consortium for Policy Research in
Education (Seven Trends: The Transformation of the Teaching Forces – updated April 2014).
2011-2012 Schools and Staffing Survey data (SASS) from NCES.Trend 1: Larger = U.S. teaching force has ballooned in size. 1987 - 2012 K-12 student enrolment increased by 19.4%. Same period, the teaching force increase at over two times that rate, by 46.4%. Explosion occurred by 2008 before economic downturn.
Trend 2: Grayer = Getting older –The new supply of qualified math and science teachers has been more than sufficient to cover student enrolment increases and teacher retirement increases in math and science. Beginning teachers leaving teaching after their first year – 42% after three years. Trend 3: Greener = teaching force has become almost bi-modal– veteran teachers and beginning teachers. Recent college graduates, however, some are older, but inexperienced teachers (in 2011-2012 almost a 1/3 were >29 years & 1/10 were >40, referred to as mid-career switchers). Not a new trend.
Trend 4: Even More female = # of women entering teaching and the proportion of women who are teachers have both increased (67% in 1981 to 76% in 2012)- soon 8 in 10 teachers in the nation will be female… more homogenous Trend 5: More diverse, by race-ethnicity = our teaching force is becoming more diverse for race/ethnicity. By 2012, 46% of all K-12 students belonged to minority groups – only 17.3% of all teachers belonged to a minority group. Grew from 12.4% in 1988. Since the teaching force has ballooned, # of minority teacher has gown – 325,000 to 660, 000 in 2012 (total teacher # about 3.5 million)
Trend 6: Consistent in academic ability =10% of newly hired teachers form from the top two categories of higher education institutions. 20-25% come from the bottom two categories; leaving about 65-70% of first year teachers from the middle-level institutions- leaving little change since 1980’s.
Trend 7: Less stable = relatively high rates of departures of teachers. 1987-88 – 6,000 teachers left teaching end of
2007-2008, about 25,000 teachers left teaching….4 times as many.
The 2014 PDK/Gallop Poll
Conducted annually – about 1,000 adults – revisits many questions asked in prior years – tracks how American opinion about public education changes or stays the same over time.
William Bushaw, Executive Director PDK: rigorous entrance requirements for adults
enrolling in teacher preparation programs; clinical component commonly known as
student teaching should be a year long or longer; support national board certification for
teachers support teacher evaluation approaches that
emphasize improving professional skills.
The 2014 PDK/Gallop Poll
60% of Americans said entrance requirements into teacher preparation programs should be more rigorous
70% of Americans said new teachers should spend at least a year practice teaching under the guidance of a certified teacher before assuming responsibility for their own classrooms.
80% of Americans said teachers should pass board certification in addition to being licensed to practice, similar to professions like medicine and law.
The 2014 PDK/Gallop Poll
Only 38% of Americans favor using student performance on standardized tests to evaluate teachers, with parents even less supportive (31%).
77% of Americans said helping teachers improve their ability to teach is a very important reason for evaluating them.
Richard Ingersoll, Lisa Merrill, and Henry MayWhat are the effects of Teacher Education and Preparation on Beginning Teacher Attrition?
Mathematics and science teachers tended to have more subject-matter content education and to have less pedagogical preparation than other teachers
Type of college, degree, entry route or certification mattered little.
What mattered – substance and content of new teachers’ pedagogical preparation esp. practice teaching, observation of other classroom teaching and feedback on their own teaching – far less likely to leave the profession after one year.
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PANELIST Q & A
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RESEARCH POSTER SESSION
10:45 a.m. – 11:30 a.m.
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11:30 a.m. – 12 p.m.
Keynote Speaker Begins Promptly at Noon
LUNCH BUFFET
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Keynote Speaker: Eric A. Hanushek, Ph.D., Paul and Jean Hanna Senior Fellow Hoover Institution Stanford University
Moderator: John Richard, Ed.D., Associate Superintendent, Division of Accountability & the Teaching Profession Ohio Department of Education
KEYNOTE: ECONOMIC VALUE OF TEACHER
QUALITY
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1:10 p.m. – 1:55 p.m.
BREAKOUT SESSIONSFIRST ROUND
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2:05 p.m. – 2:50 p.m.
BREAKOUT SESSIONSSECOND ROUND
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Evaluation Form Last page of the agenda Link QR Code
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