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Progress Report: Teacher Supply and Demand in School Year 2006-2007

Progress Report: Teacher Supply and Demand in School Year 2006-2007. New York State Education Department May 2008. Full report at http://www.highered.nysed.gov/. Progress. New York State’s students were more likely to have highly qualified & appropriately certified teachers in 2006-2007

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Progress Report: Teacher Supply and Demand in School Year 2006-2007

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  1. Progress Report:Teacher Supply and Demandin School Year 2006-2007 New York State Education Department May 2008 Full report at http://www.highered.nysed.gov/.

  2. Progress New York State’s students were more likely to have highly qualified & appropriately certified teachers in 2006-2007 than in prior years.

  3. In 2006-2007, gaps remained in: - some cities- career and technical education (CTE)- languages other than English (LOTE)- science- special education in grades 7-12- bilingual education- librarian/school media specialists- other subject areas- teacher diversity Remaining Gaps

  4. Indicator 1Percent of Classes in Core Academic Subjects Taught by Teachers Who Were Not Highly Qualified* *Under NCLB and IDEA, highly qualified teachers have a bachelor’s or higher degree, meet State certification requirements and demonstrate subject knowledge.

  5. Indicator 2Percent of Full-time Equivalent (FTE) Teaching AssignmentsHeld by Teachers with No Prior Teaching Experience

  6. Indicator 3Percent of FTE Teaching Assignments Held by Teachers without Appropriate Certification

  7. Indicator 4Number of CertificatesIssued to New TeachersFor Each Vacancy Filled by a New Teacher

  8. 2 or fewer = shortage

  9. 6 or more = possible surplus

  10. Indicator 5Percent of FTE Teaching AssignmentsHeld by Teachers Age 55 or Older

  11. Indicator 6Percent of Certificates Issued to New TeachersWho Were Black or Hispanic

  12. Key Initiatives to Address Remaining Shortages Certification policy review to extend Individual Evaluation pathway (except for Childhood Education) and increase flexibility without compromising quality in shortage areas such as bilingual education, career and technical education, LOTE, science & middle/secondary special education. Financial incentives to recruit, retain & support teachers such as Teachers of Tomorrow, Teacher Opportunity Corps, Troops to Teachers, Transition to Teaching, Mentoring, Teacher Centers…plus… more strategic use of available resources… plus…advocacy for new State and federal programs such as pension penalty relief and loan forgiveness for BOCES teachers P-16 regional partnerships for teacher quality representing BOCES, districts, teacher preparation institutions and others – with State coordination and regional data to support their work Strengthening teaching and learningin urban centers, including a Regents meeting in Yonkers on May 12, 2008 and a proposed urban teaching work group

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