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Critical Issues Forum: “Building the Teacher Pipeline”

Critical Issues Forum: “Building the Teacher Pipeline”. Georgia Partnership for Excellence in Education. April 23, 2019. @ GAPartnership # GPEEForum. Resource Materials. Resource Materials. Essential Elements of High Performing States. Foundations for Learning Quality Teaching

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Critical Issues Forum: “Building the Teacher Pipeline”

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  1. Critical Issues Forum: “Building the Teacher Pipeline” Georgia Partnership for Excellence in Education April 23, 2019 @GAPartnership #GPEEForum

  2. Resource Materials

  3. Resource Materials Essential Elements of High Performing States • Foundations for Learning • Quality Teaching • Quality Leadership • Supportive Learning Environments • Advanced Instructional Systems • Clear pathways to Post-secondary Success • Adequate and Equitable Funding

  4. Critical Issues Forum: “Building the Teacher Pipeline” Georgia Partnership for Excellence in Education April 23, 2019 @GAPartnership #GPEEForum

  5. Why Schools Have Difficulty Staffing Their Classrooms with Qualified Teachers? Richard M. IngersollProfessor of Education and SociologyUniversity of Pennsylvania and Consortium for Policy Research in Education

  6. Schools with Serious Teacher Shortages(Percent Public Secondary Schools with Teaching Vacancies and with Serious Difficulties Filling those Vacancies, by Field, 2015-16) Source: Ingersoll, R. original analyses of 2015-16 National Teacher Principal Survey.

  7. The Surprising Sources of Teacher Supply (Percent of Newly Hired Teachers in the Public School System, by Supply Source, 2015-16) Source: Ingersoll, R. original analyses of 2015-16 National Teacher Principal Survey

  8. Attrition in Teaching is Higher Than in Many Occupations/Professions(Among 1993 College Grads Who Entered Selected Occupations by 1997, Percent Gone From Occupation by 2003) Percent Source: Ingersoll, Merrill, Stuckey and Collins 2018. Seven Trends: The Transformation of the Teaching Force .CPRE Research Reports

  9. Schools Suffer from a Revolving Door (Numbers of Public School Teachers in Transition Into and Out of Schools Before and After 2011-12 School Year) Hires 343,955 Teaching Force 3,385,171 Turnover 531,340 At Beginning of School Year During School Year After End of School Year Source: Ingersoll, R., original analyses of 2011-13 Schools and Staffing Survey /Teacher Followup Survey

  10. Some Costs and Consequences of High Teacher Turnover • Leads to Teacher Shortages • Harms Student Achievement • Undermines School Cohesion • Costly in Time and Money

  11. Beginning Teachers Leave Teaching at Highest Rates (Cumulative Percent Teacher Attrition, by Years of Experience: 1993-2003 Percent Source: Ingersoll, Merrill, Stuckey and Collins 2018. Seven Trends: The Transformation of the Teaching Force .CPRE Research Reports

  12. Schools Vary in Teacher Turnover (Percent Annual Public School Teacher Turnover, by Type of School, 2012-13) • Source: Ingersoll, R., original analyses of 2012-13 Teacher Followup Survey

  13. Job Dissatisfaction a Leading Factor Behind Teacher Turnover (Percent Public School Teachers Reporting that Various Reasons Were Important for their Turnover, 2012-13) Percent Source: Ingersoll, R., original analyses of 2012-13 Teacher Followup Survey

  14. Teachers’ Working Conditions are Important for Turnover(Of Those Public School Teachers Who Moved From or Left Their School Because of Dissatisfaction, Percent Reporting Particular Sources of Dissatisfaction, 2012-13) Percent Source: Ingersoll, R., original analyses of 2012-13 Teacher Followup Survey

  15. Teacher Recruitment Alone Does Not Work In 2010 the federal “100k in 10” initiative was launched: Recruitment of 10,000 New Math/Science Teachers per year for 10 years. But, between 2012 and 2013 alone….. • 40,600 Math/Science Teachers Left Teaching Altogether • Of them: • 8,900 Retired • 15,200 reported Dissatisfaction as a major reason for leaving • 37,000 Math/Science Teachers Moved to Other Schools • Of them: • Four times as many moved to affluent as to poor schools

  16. The Leaky Bucket

  17. The Importance of Support for Beginning Teachers

  18. Trends in Support ProgramsFor Beginning Teachers (Percent of 1st Year Teachers Participating in Induction or Mentor Programs) Percent Source: Ingersoll, R., original analyses of Schools and Staffing Survey.

  19. What Kinds of Supports Do Beginning Teachers Receive?(Percent 1st-Year Teachers Who Received Various Supports (2015-16) Source: Ingersoll, R., original analyses of 2015-16 National Teacher Principal Survey.

  20. Research Shows Positive Effects of Induction & Support Program for Beginning Teachers Source: Ingersoll & Strong. 2011. "The Impact of Induction and Mentoring for Beginning Teachers: A Critical Review of the Research.” Review of Educational Research. 81(2) 201-233 . • We examined 15 best empirical studies, since the 1980s • three sets of outcomes: • teacher commitment and retention • teacher classroom instructional practices • student achievement • Most of the studies reviewed showed positive impacts

  21. The Importance of Teacher Leadership and Decisionmaking Influence

  22. Source: Ingersoll & Collins. 2019. “Accountability, Control and Teachers’ Work in American Schools.” in the Handbook of Educational Supervision. Edited by Ponticell and Zepeda. NY: John Wiley

  23. Percent Annual Turnover of Teachers, by Amount of Faculty Influence over School Decisions Percent Turnover Low High Faculty Decisionmaking Influence Note: Turnover here excludes retirements, layoffs, terminations and involuntary transfers Source: Ingersoll, R. 2003. Who Controls Teachers’ Work? Cambridge, MA: Harvard University Press.

  24. Recent Examples of Reforms Designed to Enhance Teacher Decisionmaking Influence School Improvement Teams • State mandated school-level leadership teams of administrators and teachers, that wield collective authority (in at least 6 states: CO, NC, KY, TN, MA, OR) Teacher-Powered Schools • Schools that are collectively designed and run by teachers. • Modelled after professional partnerships common among lawyers, engineers, architects, accountants, etc. • Combination of School-Level Autonomy with School-Level Accountability • About 120 public and charter schools in 19 states • https://www.teacherpowered.org

  25. For Further Information, Copies of Articles, Reports, etc.: www.gse.upenn.edu/faculty/ingersoll rmi@upenn.edu

  26. Critical Issues Forum: “Building the Teacher Pipeline” Georgia Partnership for Excellence in Education April 23, 2019 @GAPartnership #GPEEForum

  27. We Value Your Feedback! https://tinyurl.com/GATeacherPipeline

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