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

Copyright ©2010. All rights reserved.

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

Nu

mb

er

of

firs

t- a

nd

secon

d-y

ear

teach

ers

Sou

rce:

Calif

orn

ia D

ep

art

men

t of

Ed

uca

tion



Fewer Teacher Candidates

Sou

rce:

Calif

orn

ia C

om

mis

sion

on

Teach

er

Cre

den

tialin

g

Nu

mb

er

of

en

rollees



Fewer Teaching Credentials Issued

Nu

mb

er

of

pre

lim

inary

cre

den

tials

issu

ed

by

un

ivers

itie

s

Sou

rce:

Calif

orn

ia C

om

mis

sion

on

Teach

er

Cre

den

tialin

g



Growing Number of Retirements

Nu

mb

er

of

CalS

TR

S m

em

bers

hip

re

tire

men

ts

Sou

rce:

Calif

orn

ia S

tate

Teach

ers

’ R

eti

rem

en

t S

yst

em

(C

alS

TR

S)



Projected Increase in Student Enrollment

Sou

rce:

Calif

orn

ia D

ep

art

men

t of

Fin

an

ce



Projected Enrollment

Change, by County

Sour

ce: C

alifo

rnia

Dep

artm

ent o

f Fin

ance



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

Sourc

e:

Calif

orn

ia D

ep

art

ment

of

Ed

uca

tion



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

Sour

ce: S

RI a

naly

sis

of m

erge

d CD

E da

ta fi

les



Variation in Distribution of Novice Teachers by API: Two Examples

Sour

ce: S

RI a

naly

sis

of m

erge

d CD

E da

ta fi

les



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.

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