teacher shortages & a qualified teacher in every classroom? marjorie economopoulos georgia...
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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 1987-2000
150,000
200,000
250,000
300,000
1987-88 1990-91 1993-94 1999-2000
Entrants
Leavers
Source: Richard Ingersoll “Teacher Turnover and Teacher Shortages: An Organizational Analysis.” American Educational Research Journal. 38 (Fall 2000): pp. 499-534.
Beginning Teacher Attrition is a Serious Problem
14% 24% 33% 40% 46%0%
10%
20%
30%
40%
50%
1st Year 2nd Year 3rd Year 4th Year 5th Year
Source: Richard Ingersoll, adapted for NCTAF from “The Teacher Shortage: A Case of Wrong Diagnosis and Wrong Prescription.” NASSP Bulletin 86 (June 2002): pp. 16-31.
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
1999-2000
Source: Richard Ingersoll “Teacher Turnover and Teacher Shortages: An Organizational Analysis.” American Educational Research Journal. 38 (Fall 2000): pp. 499-534.
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
1999-2000
Source: Richard Ingersoll “Teacher Turnover and Teacher Shortages: An Organizational Analysis.” American Educational Research Journal. 38 (Fall 2000): pp. 499-534.
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)
1999-2000
Source: Richard Ingersoll “Teacher Turnover and Teacher Shortages: An Organizational Analysis.” American Educational Research Journal. 38 (Fall 2000): pp. 499-534.
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
1999-2000 2000-2001
Source: Richard Ingersoll “Teacher Turnover and Teacher Shortages: An Organizational Analysis.” American Educational Research Journal. 38 (Fall 2000): pp. 499-534.
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)
1999-2000 2000-2001
Source: Richard Ingersoll “Teacher Turnover and Teacher Shortages: An Organizational Analysis.” American Educational Research Journal. 38 (Fall 2000): pp. 499-534.
69%
Teacher Turnover: A Revolving Door
Not In Transition
Total Teaching Force, 1999-2000: 3,451,316Source: Richard Ingersoll “Teacher Turnover and Teacher Shortages: An Organizational Analysis.” American Educational Research Journal. 38 (Fall 2000): pp. 499-534.
15%
69%
Teacher Turnover: A Revolving Door
Incoming
Not In Transition
Total Teaching Force, 1999-2000: 3,451,316Source: Richard Ingersoll “Teacher Turnover and Teacher Shortages: An Organizational Analysis.” American Educational Research Journal. 38 (Fall 2000): pp. 499-534.
69%
15%16%
Leaving
Teacher Turnover: A Revolving Door
Incoming
Not In Transition
Total Teaching Force, 1999-2000: 3,451,316Source: Richard Ingersoll “Teacher Turnover and Teacher Shortages: An Organizational Analysis.” American Educational Research Journal. 38 (Fall 2000): pp. 499-534.
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
26.1%
19.3%
28.2%
20.2%
35.0%
13.8%
18.7%
22.5%
36.0%
40.3%
0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0%Low Poverty Public (Suburban) High Poverty Public (Urban)
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. 499-534.
School Conditions & Pay Are the Greatest Factors in Dissatisfaction-
Related Teacher Turnover
2.2%
20.0%
16.3%
51.1%
6.5%
7.6%
14.3%
30.1%
7.6%
9.2%
25.6%
26.9%
31.3%
39.4%
42.5%
50.1%
0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0%Low Poverty (Suburban) High Poverty (Urban)
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. 499-534.
7.9%
5.8%
8.0%
7.1%
7.1%
7.5%
7.4%
9.4%
6.1%
7.4%
7.3%
11.2%
16.3%
9.7%
12.6%
8.8%
7.4%
7.1%
10.6%
6.8%
7.7%
8.4%
0% 5% 10% 15% 20% 25%
Non-Secular
Other Religious
Catholic
Private Average
Urban
Suburban
Rural
High Poverty
Low Poverty
Public Average
All Teachers
MoversLeavers
Annual Teacher Turnover 2000-01
22.1%
19.1%
17.7%
19.7%
15.9%
14.9%
14.5%
20%
12.9%
15.7%
PRIVATE
PUBLIC
15.1%
Source: Richard Ingersoll “Teacher Turnover and Teacher Shortages: An Organizational Analysis.” American Educational Research Journal. 38 (Fall 2000): pp. 499-534.
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 (2000-01)
25.0%
25.7%
27.3%
28.1%
20.7%
11.6%
13.0%
12.8%
12.0%
12.6%
0% 10% 20% 30% 40%
With Training
No Training
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 2000-01 Teacher Follow-up Survey
Number of National Board Certified Teachers
23930
4803
16044
9532
18369125100
2000
4000
6000
8000
10000
12000
14000
16000
18000
20000
22000
24000
26000
1996 1997 1998 1999 2000 2001 2002
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
www.nctaf.org
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 2006.
• 22% 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.
http://www.ctf-fce.ca/E/WHAT/OTHER/short-glob.htm
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
http://www.sreb.org/
Georgia, P-16, BOR
Vision: Georgia seeks to have a qualified teacher in every public school classroom by 2006
1. Balance teacher supply & demand in all subject fields, …
2. Decrease teacher attrition during first3 years
3. End out-of-field teaching in all subjects and grade levels
http://www.teachingquality.org/policy/states/georgia.htmhttp://www.usg.edu/p16/tq/tqap/vision.phtml
Georgia Data, PSC, FY 2002
Total mathematics
teachers in grades 9-12
3,245
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 2002-03, hired 1,203 teachers
• SY 2003-04, hired 872 teachers
• Retention rate for last year = 81%
• Attrition, therefore = 19% (compare with 14% national average)
A Local Metro SystemMiddle 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 areNOT 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
$5,000
$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 comingEnjoy the conference
http://ksuweb.kennesaw.edu/~meconomo