the status of teaching quality in the u.s
TRANSCRIPT
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Connect, Ready, and Mobilize
CTA THINK TANK
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SUBTITLE PLACEHOLDER GOES RIGHT HERE
Let’s start with 3 teacher education facts
1. Ed school enrollments down, but grads more academically able
2. Many US ed schools expected by their universities to serve as “cash cows”
3. Average student teaching is over 14 weeks – but only 5% of programs require full year internship
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SOURCE: RICHARD M. INGERSOLL. UNIVERSITY OF PENNSYLVANIA, ORIGINAL ANALYSES FOR NCTAF OF SCHOOLS AND STAFFING SURVEY.
The modal year of teaching experience in 2008 was
ONE…NATIONAL SASS DATA 2007-08 -- PUBLIC SCHOOL TEACHER EXPERIENCE DISTRIBUTION
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More preparation – less teacher attritionProbability of Attrition of Beginning Teachers, by Various Pedagogy Packages: 2004-05
0 10 20 30 40 50
24.6
12.3
9.9
9.8
COMPREHENSIVE PEDAGOGY
BASIC PEDAGOGY PLUS
BASIC PEDAGOGY
LITTLE OR NO PEDAGOGY
PERCENTSOURCE: INGERSOLL, R., MERRILL, L., & MAY, H. (2014). WHAT ARE THE EFFECTS OF TEACHER EDUCATION AND PREPARATION ON BEGINNING TEACHER ATTRITION?. RESEARCH REPORT (#RR-82). PHILADELPHIA: CONSORTIUM FOR POLICY RESEARCH IN EDUCATION, UNIVERSITY OF PENNSYLVANIA.
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Teachers Dissatisfied with PD – even PLCsTeachers’ rating of their PD offerings at school/district
-50 -40 -30 -20 -10 0 10 20 30
-45
-26
-10
-9
-6
0
5
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NET SATISFACTION
COURSESCONFERENCES
COACHINGINTENSIVE SUMMER TRAINING
SELF-GUIDED P. D.WORKSHOPS
PROFESSIONAL LEARNING COMMUNITIES
LESSON OBSERVATION
SOURCE: BOSTON CONSULTING GROUP (2014). TEACHERS KNOW BEST: TEACHERS’ VIEWS ON PROFESSIONAL DEVELOPMENT
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Limited time to assesFrom Florida district in Fall 2014, w/ ~2000 teachers, conducted after several years of implementing new curriculum mandates and more rigorous teacher
evaluation system
Series1
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
MY SCHOOL HAS DEDICATED TIME FOR TEACHERS TO ANALYZE INTERIM ASSESSMENTS AND TO RE‐TEACH CONTENT BASED ON STUDENT PERFORMANCE.
38%
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Low quality feedbackFrom Florida district in Fall 2014, w/ ~2000 teachers, conducted after several years of implementing new curriculum mandates and more rigorous teacher
evaluation system
Series1
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
THE PERSON WHO EVALUATES MY
PERFORMANCE KNOWS HOW MUCH GROWTH
AND PROGRESS MY STUDENTS HAVE MADE
THIS YEAR.
55%
35%
THE TEACHER EVALUATION PROCESS
HELPS IDENTIFY MY STRENGTHS AND
WEAKNESSES.
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Leadership limitationsFrom Florida district in Fall 2014, w/ ~2000 teachers, conducted after several years of implementing new curriculum mandates and more rigorous teacher evaluation system
Series1
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
THERE ARE OPPORTUNITIES
FOR ME TO ADVANCE AT MY SCHOOL.
48%
29%
THE TEACHERS WHO DESERVE
LEADERSHIP POSITIONS AT MY SCHOOL ARE THE
MOST LIKELY TO GET THEM.
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Collaboration productiveFrom Florida district in Fall 2014, w/ ~2000 teachers, conducted after several years of implementing new curriculum mandates and more rigorous teacher evaluation system
Series1
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
THE TIME I SPEND COLLABORATING WITH MY COLLEAGUES IS PRODUCTIVE.
75%
Teachers who never observe
other teachers
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2014 TALIS - Teaching and Learning International Survey
US
Singapore
Japan
0 10 20 30 40 50 60
50
20
6
US teacher less likely to get feedback from peers
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US Singapore Average0
15
30
45
60
75
9085
50 54
10
38
1927
43 42
% from principals% from assigned mentors% from other teachers
2014 TALIS - Teaching and Learning International Survey
SUBTITLE PLACEHOLDER GOES RIGHT HERE
Gallup Poll of 70,000 US employees (2012)
Teachers are dead last among 14 occupational groups surveyed in terms of their likelihood to say their opinions seem to count at work.
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Teachers Disengaged Workplace Engagement Levels Among K-12 Teachers in the U.S.,
by Years of Experience
SIX MONTHS TO LESS THAN ONE YEAR
ONE TO LESS THAN
THREE YEARS
THREE TO LESS THAN FIVE YEARS
FIVE TO LESS THAN TEN
YEARS
TEN YEARS
OR MORE
GALLUP POLL (2014).
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Connect, Ready, and Mobilize
CTA THINK TANK
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This is the head of the slide
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4 Lessons on how teacherpreneurs learn to ead
Socialize new recruits for leading
Pre-service preparation
focus on research
Internships in CBOs
Lesson Study & “Reciprocal Mentoring”
Going public with practice and ideas
CTQ teacher leaders global perspectives on professional learning systems
Prepare principals to support teacher leadership
PLCs must be inquiry-based, not data-driven
Create flexible teaching schedules & “white space”
Teacher evaluation must spread teaching expertise
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Lori Nazareno-CTQ Teacherpreneur
“There are at least 1 in 3 teachers in America who can
do what I have done — under the
right the conditions.”
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Get involved...Connect with teacher leaders in the CTQ Collaboratory: www.teachingquality.org
On Twitter:@BarnettCTQ
@teachingquality
#teacherpreneurs
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RENEE MOOREMISSISSIPPI DELTA COMMUNITY COLLEGE, MS