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