Copyright ©2010. All rights reserved. California’s Teaching Force 2010: Key Issues & Trends Key...

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California’s Teaching Force 2010: Key Issues & Trends

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

Dramatic Decline in Novice Teachers

Fewer Teacher Candidates

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rollees

Fewer Teaching Credentials Issued

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Growing Number of Retirements

Projected Increase in Student Enrollment

Projected Enrollment

Change, by County

Increased Demands on Teachers

Higher expectations for improving students’ academic outcomes

More students Less time Fewer student supports Lower compensation

California STAR Results, by EthnicityEnglish Language Arts

Mathematics

Source: California Department of Education

CST Results vs. NCLB Proficiency Targets

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

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

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

Diminishing Support

Cost-cutting at teacher preparation programs

Reduction or elimination of induction programs

Teachers “on their own” for professional development

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

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

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

Ensuring Effective Teachers in Every Classroom

Distribution of Novice Teachers by API Quartile, Statewide

Variation in Distribution of Novice Teachers by API: Two Examples

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

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

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

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

RecommendationsEstablish 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.

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.

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.

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.

Copyright ©2010. All rights reserved. California’s Teaching Force 2010: Key Issues & Trends Key...

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