“By 2006: Every Child Will Have Competent, Caring, Qualified Teachers in Schools Organized for Success.”
Trends in Teacher Employment and Turnover 1987-2000
150000
200000
250000
300000
1987-88 1990-91 1993-94 1999-2000
Entrants
Leavers
Source: Richard Ingresoll, adapted for NCTAF from “Teacher Turnover and Teacher Shortages: An Organizational Analysis.” American Educational Research Journal. 38 (Fall 2000): pp.499-534.
We Prepare Enough TeachersLess Than 60% of Newly Licensed
Teachers Are Hired
11,000
85,000
0
20,000
40,000
60,000
80,000
100,000
120,000
140,000
160,000
180,000
1999
64,000160,000 Newly Licensed Teachers - Total
Delayed Entrants
Newly Prepared Teachers Hired
Source: Richard Ingresoll, adapted for NCTAF from “Teacher Turnover and Teacher Shortages: An Organizational Analysis.” American Educational Research Journal. 38 (Fall 2000): pp.499-534.
Beginning Teacher Attrition is a Serious Problem
14% 24% 33% 40% 46%0%
10%
20%
30%
40%
50%
1st Year 2nd Year 3rd Year 4th Year 5th Year
Source: Richard Ingersoll, adapted for NCTAF from “The Teacher Shortage: A Case of Wrong Diagnosis and Wrong Prescription,” NASSP Bulletin, 86 (June 2002) pp.16-31.
2,376,67769%
534,86115%
539,77816%
Leaving
Teacher Turnover: A Revolving Door
Incoming
Not In Transition
Total Teaching Force, 1999-2000: 3,451,316
Source: Richard Ingersoll, adapted for NCTAF from “Teacher Turnover and Teacher Shortages: An Organizational Analysis.” American Educational Research Journal. 38 (Fall 2000): pp. 499-534.
High Teacher Turnover Has Unacceptable Costs
• Huge Public Investments In Teacher Education are Squandered ($$ = Cost of a Teacher’s Education X Number of Teachers Who Stop Teaching)
• Recruitment & Hiring Investments also are Lost – Texas Estimates It Lost Over $300 Million in 1999
• Turnover is the Hidden Killer of School Reform Initiatives. Investments in Teacher Professional Development are Lost When Teachers Leave
• Students Lose the Most. Low Performing Schools with Poor Student Achievement Have the Highest Teacher Turnover Rates
Improve Teacher Retention By 50% By 2005-2006
School Conditions Drive Teacher TurnoverWe Need Schools Where Quality Teaching &
Learning Can Thrive
2.2%
20.0%
16.3%
51.1%
6.5%
7.6%
14.3%
30.1%
7.6%
9.2%
25.6%
26.9%
31.3%
39.4%
42.5%
50.1%
0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0%Low Poverty (Suburban) High Poverty (Urban)
Class Size too Large
Poor Student Motivation
Student Discipline Problems
Poor Salary
Inadequate Time
Classroom Intrusions
Lack of Faculty Influence
Poor Administrative Support
Source: Richard Ingresoll, adapted for NCTAF from “Teacher Turnover and Teacher Shortages: An Organizational Analysis.” American Educational Research Journal. 38 (Fall 2000): pp.499-534.
25.0%
25.7%
27.3%
28.1%
20.7%
11.6%
13.0%
12.8%
12.0%
12.6%
0% 10% 20% 30% 40%
With Training
No Training
Training in Selection/Use of Instruction Materials
Training in Child Psychology / Learning Theory
Observation of Other Classes
Feedback on Teaching
Practice Teaching
Source: Richard Ingersoll University of Pennsylvania, original analysis for NCTAF 2000-01 Teacher Follow-up Survey
Quality Teacher Preparation Reduces Turnover
19.6%
19.4%
16.0%
10.5%
19.9%
18.4%
11.8%
11.6%
7.1%
11.5%
0.0 0.1 0.2 0.3 0.4 0.5
Sink or Swim
Buddy System
Coach
Trained Mentor
Mentor & CommunityMovers Leavers
Turnover Can be Reduced by Mentored Induction in a Professional Community
Source: Figure 3 in Reducing Teacher Turnover: What are the Components of Effective Induction? Thomas M. Smith and Richard M. Ingersoll. April 2003. Working paper draft. Please do not cite, quote, or use without first consulting authors.
Cost of Teacher Turnover Estimates Compared to Mentored Induction
$50,000 (?)
$12,000 (?)
3,000 (?)
0
10,000
20,000
30,000
40,000
50,000
60,000
70,000
Cost of MentoredInduction (1)
Cost of LosingTeacher in First
Year (2)
Cost of LosingTeacher after Third
Year (2)
Source: (1) Ellen Moir, “Launching the Next Generation of Teachers Through Quality Induction.” July 2003. www.nctaf.org(2) Gary Gordon, “Retaining Good Teachers.” State Education Standard (Spring 2001), p. 35.
Start with Schools Where Quality Teaching Can Thrive
• Strong, Shared Leadership
• Downsizing To Small, Well Focused Learning Communities
• Schools Become Learning Organizations Focused On How People Learn
• Using Technology To Support Learning Goals
1.
QUALITY TEACHER PREPARATION
• Careful Recruitment & Selection• Strong Academic Preparation in
Content and Pedagogy• Strong Clinical Practice to Develop
Effective Teaching Skills• Entry Level Support – Residencies• Modern Learning Technologies• Assessment of Preparation
Effectiveness; Track Graduates with Evidence of Student Achievement
2.
Sustain Professionally Rewarding Careers
• Effective Incentives And Modern Recruitment And Hiring Strategies
• Staged Entry With Well Designed Induction Into Teaching During The First Three Years
• Differentiated Staffing And Rewards For Accomplished Teaching
3.
NCTAF National SummitsThe First 3 Years Of Teaching
Wingspread 9/03
Transforming Schools Into Strong Learning Communities
Wingspread 12/03
High Quality Teacher Preparation Barton Creek, Austin TX 06/04
www.nctaf.org