Transcript Strengthening educator preparation program quality

Teaching in California 2015: Systems
That Influence Teacher Effectiveness
4th District PTA
Sacramento, California
March 16, 2015
Mary Vixie Sandy, Ed.D.
Overview
 What we expect of teachers
 The current landscape of teacher supply and demand
 Systems that shape teacher effectiveness:
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Recruitment
Preparation
Induction
Professional Development
Evaluation
Etta Hollins on the Importance of
Teaching:
Teaching is the most important profession in society today.
Teachers have responsibility for the academic and intellectual
future of our country.
Teachers are responsible for instilling in children the values of
self confidence… integrity…honesty…caring for others.
Teachers create the experiences that children have in schools.
They foster belongingness, connectedness, and collaboration.
Knowledge
Change
Role of Teachers
THEORIES
OF CURRICULUM
and Students
The teacher is a
Fidelity
Created outside
Rational,
IMPLEMENTATION
consumer who
perspective
the classroom by
experts,
implemented by
teachers with
fidelity to design
and intent
systematic linear
process; managed follows directions
by leaders enacted and receives training
in how to do so;
by teachers
students are
receptors;
responders
Mutual
Adaptation
Perspective
Knowledge
Change
Role of teacher;
student
Resides outside
but is adapted by
teachers during
implementation.
Adaptation is
guided by a rich
array of
curricular
resources
Sometimes
follows a
predictable
pattern, is often
unpredictable and
non-linear. How
change unfolds
depends on and
interacts
significantly with
local context.
The teacher shapes
the curriculum to meet
the demands of their
local context. Role of
teacher central; their
input is critical to
successful
implementation;
student is an engaged
participant, active in
their learning
Enactment
perspective
Knowledge
Change
Role of Teacher;
student
Not a product, rather
an ongoing process.
External expertise is
a resource; the
teacher is the
actor/co-creator with
students
Process of growth
for teachers and
students. Change
in thinking and
practice is ongoing
and continual.
Change relies
primarily on the
construction and
reconstruction of
knowledge
Teachers and
students create / coconstruct the
curriculum
Teacher Supply and Demand
Teacher Preparation Program Enrollment, 2008-2009 to 2012-2013
50,000
44,692
40,000
35,499
33,069
30,000
26,231
19,933
20,000
10,000
2008-09
2009-10
2010-11
2011-12
2012-13
Numbers of new teachers coming
into the profession
 12,439: Total number of persons who received initial
certification or licensure in the state during 2012-2013. This
number includes individuals who completed programs of
professional preparation through traditional and alternative
routes
 2,813: Total number of persons who completed teacher
preparation outside of California and received initial
certification or licensure in California during 2012-2013.
Demand Uptick
Projected Teacher Hires
Year
200203
200304
200405
State
Total
29,468 25,347 22,965
200506
200607
22,072 21,459
200708
200809
200910
20,812 19,636 17,077
Source: CDE Data Quest, Projected Teacher Hires
201011
201112
10,865 10,360
201213
201314
201415
13,127 13,418 17,149
Designated Shortage Areas
FTE
Shortage
% of Subject
FTE Teachers
Special Education including State Special Schools
4,540.3
Mathematics/Computer Education
2,214.6
10.4%
0.85%
Science
2,016.9
12.7%
0.78%
English/Drama/Humanities
2,024.2
8.5%
0.78%
903.2
7.4%
0.35%
1,184.9
7.1%
0.46%
967.9
6.8%
0.37%
PE/Health/Dance
History/Social Science
Other Specializations
Totals
13,858.3
26.9%
% of Total
FTE Teachers
1.75%
5.34%
Recruitment
Successful Recruitment Strategies
 Statewide campaign: change the narrative
 Incentivize entry into preparation
 Governor’s Teacher Fellowship
 APLE forgivable loan programs
 Strengthen local internship programs for career changers
 Ensure all candidates, regardless of entry point, receive
adequate support to learn to teach effectively
 Balance pressures for demand with pressures for effectiveness
Who are we recruiting?
 How many of you think that
 … liking kids contributes to teacher effectiveness?
 … a 3.2 or higher GPA from high school?
 … a 3.0 or higher GPA from college?
 … having the same racial or ethnic background?
 … speaking the same language?
Preparation
Learning to Teach in California
 Developmental continuum:
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Undergraduate studies
Teacher education with strong clinical base
Induction into the profession with a strong mentor
Ongoing opportunities for professional development and learning
across the career
 Opportunities to move into advanced leadership
 California Standards for the Teaching Profession guide the
continuum
What we know about effective
preparation…
 Collaboration between teacher preparation and K-12
 Strong clinical component
 Strong link between successful completion of program and
current performance expectations
 Focus on all students
 The more prepared teachers are when they begin, the better
they perform and the longer they stay in teaching
CTC Goals for Program Improvement
 Focus on the essentials:
 Ensure standards support high leverage practices, align with K-12
expectations, and encourage innovation
 Increase focus on effective clinical practice
 Increase reliance on outcome measures
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Performance assessments
Educator surveys
Employer surveys
Other indicators (admissions, program completion rates, employment rates,
retention rates, etc.)
 Decrease over-reliance on lengthy documentation
Induction
The Role of Induction
 Intended to serve as a bridge from student of teaching to
teacher of students
 California’s impetus was to stem the tide of attrition
 30-50% of new teachers were leaving teaching within first five
years
 Richard Ingersoll: High levels of employee turnover are both the
cause and effect of low performance
 Impact on organizational stability, coherence and morale
 Effective mentoring has reduced attrition in California to 1013%
 Changing expectations
Professional Development
Teacher Perspectives on the
Common Core
 Study funded by the Hewlett Foundation
 Surveyed 600 teachers regarding their views of the CCSS
and their readiness to implement (not statistically
representative)
 Teachers felt moderately well prepared to teach the CCSS to
their students as a whole; notably less ready to teach ELs
and students with disabilities
 Teachers believed implementing CCSS would help them
improve their teaching and classroom practices
Additional needed Training
supports
 In order to feel better prepared to teach the CCSS…
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74% of teachers felt they needed more planning time
72% felt they needed access to aligned curricular resources
72% felt they needed access to aligned assessments
71% felt they needed more collaboration time with colleagues
67% felt they needed more information about new expectations
of students
 57% felt they needed more information about how the CCSS
changes instructional practice
 33% felt they needed more information about changes from
previous standards
Evaluation
 Vergara
 Six bills introduced this year focused on teacher
effectiveness and evaluation
 Local vs. State control: role of Subsidiarity
 Interesting parallels with other professions…
How do we improve teacher
effectiveness?
 Focus on building capacity
 Throttle back on “accountability” as a motivator for change
 Supply and demand pressures underscore the need to recruit
increasing numbers of talented individuals to work in our
classrooms
 Supply and demand also underscores the serious need to
invest in the development of the workforce we have