What is the National Commission on Teaching and America’s Future?

• National Commission with 29 members• Chairman is Governor Jim Hunt (former

Governor, NC)• Created in 1995 to focus on teacher

quality• Moved from Teachers College, Columbia

University to Washington DC with appointment of Tom Carroll as Executive Director in November, 2001

What Matters Most: Teaching for America’s Future

• 1996 Research Synthesis with Policy Recommendations:

“By 2006: Every Child Will Have Competent, Caring, Qualified Teachers in Schools Organized for Success.”

• 19 NCTAF State Partners with District Partners

• Alliances With Other National Policy Initiatives

NCTAF Partner States

Why Doesn't Every Child Have Quality Teaching?

High Teacher Turnover & Attrition Drive Shortages and Undermine Teaching Quality

150,000

200,000

250,000

300,000

1987-88 1990-91 1993-94 1999-2000

Entrants

Leavers

Teacher Employment and Turnover 1987-2000

Source: Richard Ingersoll “Teacher Turnover and Teacher Shortages: An Organizational Analysis.” American Educational Research Journal. 38 (Fall 2000): pp. 499-534.

Teacher Employment and Turnover 1987-2000

150,000

200,000

250,000

300,000

1987-88 1990-91 1993-94 1999-2000

Entrants

Leavers

Source: Richard Ingersoll “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%0%

10%

20%

30%

40%

50%

1st Year 2nd Year 3rd Year 4th Year 5th Year

Beginning Teacher Attrition is a Serious Problem

14% 24%0%

10%

20%

30%

40%

50%

1st Year 2nd Year 3rd Year 4th Year 5th Year

Beginning Teacher Attrition is a Serious Problem

14% 24% 33%0%

10%

20%

30%

40%

50%

1st Year 2nd Year 3rd Year 4th Year 5th Year

Beginning Teacher Attrition is a Serious Problem

14% 24% 33% 40%0%

10%

20%

30%

40%

50%

1st Year 2nd Year 3rd Year 4th Year 5th Year

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.

America’s Schools Lose About the Same Number of Teachers as They Hire Each Year

85,796

Newly Qualified Entrants

Total Teacher Hires (534,861)

1999-2000

Source: Richard Ingersoll “Teacher Turnover and Teacher Shortages: An Organizational Analysis.” American Educational Research Journal. 38 (Fall 2000): pp. 499-534.

America’s Schools Lose About the Same Number of Teachers as They Hire Each Year

85,796

Newly Qualified Entrants

146,436

Re-Entrants, Delayed Entrants, Other Entrants

Hires 1999-2000

America’s Schools Lose About the Same Number of Teachers as They Hire Each Year

85,796

Newly Qualified Entrants

146,436

Re-Entrants, Delayed Entrants, Other Entrants

302,629

Movers From Other Schools

Total Teacher Hires (534,861)

1999-2000

Source: Richard Ingersoll “Teacher Turnover and Teacher Shortages: An Organizational Analysis.” American Educational Research Journal. 38 (Fall 2000): pp. 499-534.

America’s Schools Lose About the Same Number of Teachers as They Hire Each Year

85,796

Newly Qualified Entrants

146,436

Re-Entrants, Delayed Entrants, Other Entrants

302,629

Movers From Other Schools

252,408

Movers to Other Schools

Total Hires (534,861) 1999-2000

Total Departures 2000-01

America’s Schools Lose About the Same Number of Teachers as They Hire Each Year

85,796

Newly Qualified Entrants

146,436

Re-Entrants, Delayed Entrants, Other Entrants

302,629

Movers From Other Schools

252,408

Movers to Other Schools

287,370

Leavers From Teaching

Total Teacher Hires (534,861)

Total Departures (539,778)

1999-2000 2000-2001

Source: Richard Ingersoll “Teacher Turnover and Teacher Shortages: An Organizational Analysis.” American Educational Research Journal. 38 (Fall 2000): pp. 499-534.

Teacher Turnover: A Revolving Door

539,77816%

534,86115%

2,376,67769%

Not In Transition

2,376,67769%

534,86115%

539,77816%

Leaving

Teacher Turnover: A Revolving Door

Incoming

Not In Transition

Total Teaching Force, 1999-2000: 3,451,316Source: Richard Ingersoll “Teacher Turnover and Teacher Shortages: An Organizational Analysis.” American Educational Research Journal. 38 (Fall 2000): pp. 499-534.

Turnover & Attrition Have High Costs Schools

•Loss of Public Teacher Preparation Investment•Cost of Hiring, Preparation & Replacement•Churning Loss of Continuity and Coherence•Lost Professional Development Investments•School Reforms are Undercut

Low Income Students Lose the Most•Highest Turnover•Highest Number of First Year Teachers•Highest Number of Out-of-Field Teachers•Fewest Accomplished Teachers

Retirement is Not the Most Significant Factor Driving Teacher Turnover

26.1%

19.3%

28.2%

20.2%

35.0%

13.8%

18.7%

22.5%

36.0%

40.3%

0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0%Low Poverty (Suburban) High Poverty (Urban)

Retirement

To Pursue Other Job

Dissatisfaction

Family or Personal

School Staffing Action

School Conditions & Pay Are the Greatest Factors in Dissatisfaction-

Related Teacher Turnover

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

7.9%

5.8%

8.0%

7.1%

7.1%

7.5%

7.4%

9.4%

6.1%

7.4%

7.3%

11.2%

16.3%

9.7%

12.6%

8.8%

7.4%

7.1%

10.6%

6.8%

7.7%

8.4%

0% 5% 10% 15% 20% 25%

Non-Secular

Other Religious

Catholic

Private Average

Urban

Suburban

Rural

High Poverty

Low Poverty

Public Average

All Teachers

MoversLeavers

Annual Teacher Turnover 2000-01

22.1%

19.1%

17.7%

19.7%

15.9%

14.9%

14.5%

20%

12.9%

15.7%

PRIVATE

PUBLIC

15.1%

Focus on Teacher Retention

NCTAF Challenges the Nation to Improve Teacher

Retention by 50% by 20006

Focus on Teacher Retention

• Organize every school for teaching and learning success.

• Insist on quality teacher preparation, program accreditation, and licensure.

• Develop and sustain professionally rewarding career paths from mentored induction through accomplished teaching.

Number of National Board Certified Teachers

23930

4803

16044

9532

18369125100

2000

4000

6000

8000

10000

12000

14000

16000

18000

20000

22000

24000

26000

1996 1997 1998 1999 2000 2001 2002

Source: National Board for Professional Teaching Standards

Teacher Preparation Reduces First Year Teacher Attrition - 2000-01

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

Teacher Preparation Reduces First Year Teacher Attrition (2000-01)

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

• Deep knowledge of subjects they teach• Understanding of how students learn• Strong teaching skills to help all students

achieve• Create a positive learning environment• Use variety of assessment strategies to

diagnose and respond to learning needs• Integrate technology to support learning

Characteristics of Highly Qualified Beginning Teachers

• Collaborate with colleagues, parents, the community and other educators

• Reflect on practice to improve teaching

• Pursue personal growth in content and skills

• Instill a passion for learning in their students

Hallmarks of a Good Teacher Preparation Program

• Competitive candidate recruitment and selection• Strong academic preparation with deep subject

matter knowledge and understanding of how children learn

• Extensive clinical practice• Learning technologies embedded in program• Entry level teaching support and mentored

induction• Assessment of program effectiveness

Moving Forward: 3 NCTAF Summits

• The First 3 Years of Teaching: Mentored Induction

• Schools That Work: Small Professional Learning Communities

• High Quality Teacher Preparation

Organizing Schools for Teaching and Learning Success

• Successful schools are Learner centered.

• Successful schools are Assessment centered.

• Successful schools are Knowledge centered.

• Successful schools are Community centered.

What We Know About How People Learn

E-Learning Builds on What We Know About How People Learn

• Engaging – Knowledge Centered

• Empowering – Learner Centered

• Effective – Assessment Centered

• Environments – Community Centered

• Equitable -- Access

DEMONSTRATE VALUE ADDED

• Improved Access

• Quality Learning

• Sustainable Costs

Remodel Education To Achieve:

TRANSFORMATIONAL POWER of E-Learning

• Connectivity

• Interactivity

• Cognitive Amplification

L

P L

L

LLL

L L

Professional Learning Community

Value Added Transformations• Math Emporium – (Virginia Tech)

• Studio Physics – (Rensselaer Polytechnic. Institute)

• Rio Salado College – (Maricopa Community College, AZ)

Value Added Transformations inTeacher Ed

• Video Demonstrations of Effective Practice (e.g. INTIME University of Northern Iowa, Lesson

Lab, etc.)

• K-16 collaborations around technology – (e.g. Appalachian State University, UTexas at El

Paso, etc.)

• Building community & support with technology –

(e.g. Wings Online: UTexas at Austin, Indiana University’s Inquiry Learning Forum)

• The First 3 Years of Teaching: Mentored Induction

• Schools That Work: Small Professional Learning Communities

• High Quality Teacher Preparation

Moving Forward: NCTAF Summits for 2003-04

To Leave No Child Behind, We Must Ensure Every Child Has Competent, Caring, Qualified

Teaching in Schools Organized for Success

Kathleen Fulton kfulton@nctaf.orgwww.nctaf.org