1 / 38

Key Themes

Key Themes. Changing conditions, fewer prospects Increased demands, diminished support: Teaching in tough times Ensuring effective teachers in California’s classrooms California’s K-12 data system: A work in progress. Changing Conditions, Fewer Prospects.

yagil
Download Presentation

Key Themes

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Key Themes • Changing conditions, fewer prospects • Increased demands, diminished support: Teaching in tough times • Ensuring effective teachers in California’s classrooms • California’s K-12 data system: A work in progress

  2. Changing Conditions, Fewer Prospects

  3. Dramatic Decline in Novice Teachers • Source: California Department of Education • Number of first- and second-year teachers

  4. Fewer Teacher Candidates • Number of enrollees • Source: California Commission on Teacher Credentialing

  5. Fewer Teaching Credentials Issued • Number of preliminary credentials issued by universities • Source: California Commission on Teacher Credentialing

  6. Growing Number of Retirements • Source: California State Teachers’ Retirement System (CalSTRS) • Number of CalSTRS membership retirements

  7. Projected Increase in Student Enrollment • Source: California Department of Finance

  8. Projected Enrollment Change, by County Source: California Department of Finance

  9. Increased Demands on Teachers • Higher expectations for improving students’ academic outcomes • More students • Less time • Fewer student supports • Lower compensation

  10. California STAR Results, by Ethnicity Mathematics English Language Arts Source: California Department of Education

  11. CST Results vs. NCLB Proficiency Targets • Source: California Department of Education

  12. Increased Demands: More Students • A 2010 CDE survey of districts found that 35% increased class size in grades K-3 and 18% increased class size at the high school level • At least 8 of 11 focus districts reported increasing K-3 class size

  13. Increased Demands: Less Time • A 2010 CDE survey of districts found that 16% reduced their academic year in 2009-10 • At least 8 of 13 focus districts reported implementing furlough days for teachers

  14. Increased Demands: Fewer Student Supports • A 2010 CDE survey of districts found that 48% of districts had cut counselors, nurses, and/or psychologists; 29% cut instructional assistants • Focus districts reported that cuts were made to support staff to avoid cutting teacher positions

  15. Diminishing Support • Cost-cutting at teacher preparation programs • Reduction or elimination of induction programs • Teachers “on their own” for professional development

  16. Cost-cutting at Teacher Preparation Programs • The Teacher Performance Assessment (TPA) is now in jeopardy due to costs for implementation • Teacher credential programs are: • Putting a hold on hiring tenure-track faculty • Hiring fewer temporary faculty • Changing faculty responsibilities

  17. Cuts to Induction Programs • Beginning Teacher Support and Assessment (BTSA) has been cut 30% since 2007 • Certificated Support Mentoring Program (CSMP) has been cut 26.5% since 2007 • Funds for both programs are subject to district flexibility, meaning they can be used for other purposes

  18. Cuts to Professional Development • The Professional Development Block Grant has been cut 20% since 2007 and its funds are subject to district flexibility • Ongoing professional development has been decentralized to the schools, where teachers and their colleagues are “on their own” to seek out and offer support to one another

  19. Ensuring Effective Teachers in Every Classroom

  20. Distribution of Novice Teachers by API Quartile, Statewide • Source: SRI analysis of merged CDE data files

  21. Variation in Distribution of Novice Teachers by API: Two Examples Source: SRI analysis of merged CDE data files

  22. Measuring Teacher Effectiveness • Current teacher evaluation systems do not measure teacher quality well • Efforts are underway to overhaul teacher evaluation • Teacher evaluation should be used to inform and support effective instructional practice

  23. California’s Statewide Data System • We have made real progress in building statewide data systems – CALPADS and CALTIDES • However, there have been serious setbacks to the system, and the Governor’s veto created further uncertainty • Serious challenges remain with regard to technical issues, oversight, and logistics

  24. Data Quality Campaign’s 10 Essential Elements for a Robust Longitudinal Student-Level Data System

  25. Data Quality Campaign’s 10 State Actions for Ensuring the Use of Data to Improve System and Student Performance

  26. Recommendations Establish an equitable, adequate, and simplified K–12 school funding formula that provides for the continuous improvement of teaching and learning. • Any proposed system should establish stable and adequate funding for public schools while strengthening teaching and learning by providing: • An adequate per-pupil support base, • Additional support for students with special needs, • A differential for high-need schools in low-income neighborhoods with large numbers of low-performing students, • Stable, ongoing funding for teacher preparation, induction, evaluation, and development.

  27. Recommendations Stop the erosion of California’s teacher development system to ensure every student benefits from quality teaching. We urge the policy community to call for a careful and thorough review of the teacher development system. The review should be designed to avoid another teaching crisis by focusing on the condition of the teacher pipeline; adequacy of and funding for teacher preparation and the Teaching Performance Assessment; adequacy of and funding for beginning teacher support, assessment, and induction; and teacher evaluation that informs continuous professional growth and development.

  28. Recommendations Immediately restore the statewide student (CALPADS) and educator (CALTIDES) data systems. To strengthen these systems and ensure their utility, involve additional relevant public agencies including, but not limited to, California’s institutions of higher education, the State Teachers Retirement System, and the Employment Development Department. Further, by adding a strand to CALTIDES to track data on the status of principals, superintendents, and other administrators, trends and conditions affecting the educator workforce can be better used to inform the ways in which the teacher development system can be strengthened.

  29. Recommendations Provide a well-prepared, effective, and caring teacher for each and every student. We urge the superintendent of public instruction, together with the executive director of the Commission on Teacher Credentialing, to bring together K–12 practitioners, deans of schools of education, researchers, local school board members, and other experts to advise the Governor and the Legislature on the creation of a framework for teacher evaluation that includes an appropriate balance of student performance and other measures, leads to teacher effectiveness, and emphasizes continuous professional growth. The review should yield state-supported model templates to guide local teacher evaluation, should reflect the California Standards for the Teaching Profession, and frame the implementation of professional development for school principals and others charged with evaluating teachers.

More Related