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Teacher Workforce Initiative: What We Know About Monterey Bay Area Teachers

Teacher Workforce Initiative: What We Know About Monterey Bay Area Teachers. Monterey Bay Educational Consortium and the Center for the Future of Teaching and Learning May 11, 2004. Teacher Workforce Initiative (TWI) Goal.

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Teacher Workforce Initiative: What We Know About Monterey Bay Area Teachers

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  1. Teacher Workforce Initiative: What We Know About Monterey Bay Area Teachers Monterey Bay Educational Consortium and the Center for the Future of Teaching and Learning May 11, 2004

  2. Teacher Workforce Initiative (TWI) Goal To strengthen the teacher workforce in Monterey, San Benito, and Santa Cruz Counties through a regional, data-driven collaborative among K-18 educational institutions

  3. TWI Primary Objective To build and maintain a regional teacher workforce decision-making system that • illuminates teacher workforce issues: • supply and demand • quality • maintains an ongoing capacity to address these issues; and • facilitates the collection and analysis of current-year data

  4. Question #1. What can we learn about the region’s teacher workforce with 2002-03 data? • Strategy: Replicate SRI analyses to compare region with state • Data • California Basic Educational Data System (CBEDS) • Collected annually from all K-12 teachers, schools, and districts in October • Available for analysis in late summer

  5. Professional Assignment Information Form (PAIF) • Teacher Preparation • Full Credential: completed teacher preparation program and hold a preliminary, clear, professional clear, or life credential • Not Full Credential: university or district intern; pre-intern; or emergency permit or waiver if used in current assignment • Authorized Teaching Area: all areas authorized, regardless of current assignment

  6. Summary of 2002-03 Findings • Teacher certification varies across • subject area • students’ socioeconomic status • Many regional teachers near retirement age • These results parallel California state patterns

  7. Full-Time Teachers’ Credentials by Subject Area (MBEC, 2002-03) Source: CBEDS Data 2002-03, SRI International Analysis

  8. Comparison of California State and MBEC Credential Patterns, 2002-03 Both for the state and the region, special education, mathematics, and science had the highest levels of teachers without full credentials. Source: CBEDS Data 2002-03, SRI International Analysis

  9. Relationship Between Teacher Certification and Student Poverty Levels: MBEC 2002-03 Source: CBEDS Data 2002-03, SRI International Analysis

  10. Relationship Between Teacher Certification and Proportion of Ethnic Minority Students: MBEC 2002-03 Source: CBEDS Data 2002-03, SRI International Analysis

  11. Relationship Between Special Education Teacher Certification and Proportion of Ethnic Minority Students: MBEC 2002-03 Source: CBEDS Data 2002-03, SRI International Analysis

  12. Relationship Between Teacher Certification and Proportion of English Learners: MBEC 2002-03 Source: CBEDS Data 2002-03, SRI International Analysis

  13. Relationship Between Teacher Certification and School API Performance: MBEC 2002-03 Source: CBEDS Data 2002-03, SRI International Analysis

  14. Age Distribution of MBEC Region’s Full-Time Teachers: 2002-03 • The statewide median age was 44.5 years • In the Tri-County region, teachers’ median age was 48 • Regionally, more teachers were nearing retirement age in special ed and social sciences (median = 51)

  15. Question #2. Do Current-Year Data Reflect 2002-03 Patterns? • Strategy: Collect PAIF data from districts at the same time that it goes to the state • From November 2003 through March 2004, districts worked to be included • Data include 4982 full-time teachers • Traditional and charter schools • 28 districts • 84% of schools • 90% of the teacher population

  16. Full-time Teachers: Monterey, San Benito,and Santa Cruz Counties (2003-04) Age Source: Tri-County Districts, TWI Analysis

  17. Full-Time Teachers’ Credentials By Subject Area (MBEC, 2003-04) Source: CBEDS Data 2003-04, TWI Analysis

  18. Relationship Between Teacher Certification and Student Poverty Levels: MBEC 2003-04 Source: Tri-County Districts, TWI Analysis

  19. Relationship Between Teacher Certification and Proportion of Ethnic Minority Students: MBEC 2003-04 Source: Tri-County Districts, TWI Analysis

  20. Relationship Between Teacher Certification and Proportion of English Learners: MBEC 2003-04 Source: Tri-County Districts, TWI Analysis

  21. Relationship Between Teacher Certification and School API Performance: MBEC 2003-04 Source: Tri-County Districts, TWI Analysis

  22. Question #3: What Else Can We Learn About Teacher Supply and Demand? • Housing costs compared with salaries • New teacher preparation in the region • Public and private teacher preparation programs • Community college and high school pipeline resources

  23. Gap Between Teachers’ Salaries and Housing Prices a Source: CDE “Selected Certificated Salaries and Related Statistics 2002-03” b Source: Santa Cruz Association of Realtors, Multiple Listings Service Statistics

  24. Ethnic Background of MBEC Region’s Students and Teachers, 2002-03 Source: California Department of Education, Educational Demographics Unit, 2002-03

  25. Tri-County Region Teacher Supply:Number of Credential Recommendations, 7/1/02 – 6/30/03 Source: Institutions of Higher Education Teacher Preparation Programs; Chapman data not available

  26. Tri-County Region Teacher Demand & Supply 2002-03 Source: Institutions of Higher Education Teacher Preparation Programs; Chapman data not available

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