Where teachers are central to
improving schools
Eric Hirsch, Center for Teaching Quality
NCCTQ National Issue Forum, 5/24/06
Recruiting and Retaining Math and Science Teachers in Rural
Schools
• Teaching and Learning Conditions Surveys in 5 states in Spring 2006 with more than 125,000 respondents and data for more than 3,000 schools
• Working with in 5 states on convenings of National Board Certified Teachers to address issues of recruitment and retention in hard-to-staff schools
• Project in 3 rural NC districts to examine and improve the efficiency and effectiveness of recruitment and retention practices
Where teachers are central to improving schools
• Not enough production – last year only 157 new math teachers graduated from the entire 16 campus University of North Carolina system
• Result is that 36 percent of high school math, 71 percent physical science and 57 percent chemistry teach courses without a major or minor and certification in their subject (NCES 99-00 data)
• Reliance on alternative route and visiting international faculty in rurals, but recent SRI study shows few career switchers from math and science to teaching (about 5% in 7 programs vs. 42% in education or full-time students) and concerns about retention and quality
Mat
h an
d S
cien
ce S
hort
ages
Dri
ven
by
Pro
duct
ion
Rural areas particularly hard hit in ability to recruit qualified applicants
• In one of our studied districts the math faculty had to prepare lessons for a class staffed by subs all year long. Another had to bus students from one school to take science at another
• Acute challenges create limited applicant pools related to lifestyle, in field, access to expertise, etc.
• In general, see far greater similarities amongst teachers across subject and settings than differencesR
ural
are
as a
re p
arti
cula
rly
hard
hit
by
thes
e sh
orta
ges
of q
uali
fied
app
lica
nts
• While percentages who indicated a desire to leave teaching were similar, rural educators were far less likely to state an intention to move to another school (14.2 vs. 5.2 percent)
• Math and science slightly more likely to indicate that they would leave the profession (7.8 and 8.3 percent vs. 6.9 percent) or move (15.2 and 14.6 percent vs. 12.5 percent). Special education least likely to indicate that they would leave teaching
• Rural and urban were about as likely to express a willingness to teach at a hard-to-staff school. Fewer rural educators were undecided and more were steadfast in their unwillingness to go (42.7 percent rural versus 34.2 percent urban)
Dis
pari
ties
Fou
nd in
Mat
h an
d S
cien
ce
Edu
cato
rs in
Ala
bam
a S
urve
y W
ork
Wil
ling
ness
to T
each
in a
HT
SS
16%
25%
22%
22%
15%
Unwilling
Not Likely
Undecided
SomewhatLikely
Very Likely
• More than half (58.3%) would consider working in a HTSS with the right incentives
Source: Hirsch, E. Recruiting and Retaining Teachers in Alabama, CTQ, 2006.
Survey of 4200 educators in 3 Alabama districts
Edu
cato
r C
once
rns
Abo
ut T
each
ing
in a
HT
SS
Concern about Teaching in a Hard-to-Staff School
Willing Undecided Unwilling
I do not believe that I will be adequately supported by parents and the community
50.5% 46.6% 54.4%
I do not believe that I will be adequately supported by school leadership
33.3% 29.1% 34.1%
I do not feel the working conditions will enable me to be successful
22.2% 30.2% 47.2%
No hard-to-staff schools are proximate to where I live
16.5% 20.2% 22.8%
I would not feel safe in a hard-to-staff school
15.8% 24.6% 39.8%
I do not feel sufficiently prepared to meet the needs of students who traditionally populate hard-to-staff schools
12.7% 19.4% 21.4%
I do not feel sufficiently prepared to be effective in a hard-to-staff school
11.9% 18.3% 20.7%
Source: Hirsch, E. Recruiting and Retaining Teachers in Alabama, CTQ, 2006.
Fin
anci
al I
ncen
tive
s C
an W
ork
to R
ecru
it to
HT
SS
Source: Hirsch, E. Recruiting and Retaining Teachers in Alabama, CTQ, 2006.
Financial Incentive Teachers Indicating Important
Teachers Indicating Extremely Important
State income tax credits 69.7% 54.6%Relocation reimbursement 57.0% 41.2%Housing assistance 55.1% 43.2%Signing bonus 53.4% 41.1%Retention bonus 51.8% 38.5%Loan forgiveness, scholarship, or tuition assistance for advanced degree
43.1% 29.8%
Early retirement incentives/additional years of service for each year taught
38.5% 26.2%
Bonus pay for high-demand subjects (e.g., mathematics, science, special education)
37.0% 25.5%
Bonus based on student performance of individual teachers
27.3% 17.3%
Bonus based on student performance at the school
23.9% 14.5%
Ince
ntiv
es N
eed
to M
atch
the
Des
ires
of
Edu
cato
rs to
M
ove
to H
igh
Nee
ds S
choo
ls
Source: Hirsch, E. Recruiting and Retaining Teachers in Alabama, CTQ, 2006.
Amount of One-Time Signing Bonus Necessary to
Consider Working in a HTSS
All Educators
Those Willing to Teach in a HTSS
Less than $1,000 2.4% 2.0%
$1,000 to $4,999 6.3% 8.6%
$5,000 to $7,500 26.5% 36.7%
$7,501 to $10,000 26.5% 26.7%
$10,001 to $20,000 7.5% 5.9%
$20,001 to $50,000 6.6% 4.6%
More than $50,000 4.9% 1.6%
No Answer 19.3% 13.9%
But
Non
-Fin
anci
al I
ncen
tive
s W
ill W
ork
Bet
ter
to
Rec
ruit
and
Ret
ain
in H
TS
S
Source: Hirsch, E. Recruiting and Retaining Teachers in Alabama, CTQ, 2006.
Non-Financial Incentive Important Extremely Important
Reduced teaching load/class size 71.1% 56.3%Additional support personnel for teachers (assistants, coaches, achievement specialists, etc.)
66.8% 49.2%
At least five hours of planning time per week
66.6% 50.2%
Additional support personnel for students (counselors, social services, health, etc.)
64.9% 45.3%
Opportunities for an active role in school decision making (hiring, budget, discipline, etc.)
60.4% 35.4%
Recruitment with a group of like-minded teachers
60.1% 35.5%
Additional, targeted professional development opportunities
52.7% 32.8%
Tea
cher
s L
ook
to W
orki
ng C
ondi
tion
s W
hen
Con
side
ring
Whe
re to
Wor
k
Source: Hirsch, E. Recruiting and Retaining Teachers in Alabama, CTQ, 2006.
Please rate the importance of the following in influencing your decision about whether to work in a school
Teachers Indicating Important
Teachers Indicating Extremely Important
A strong, supportive leader 94.1% 83.2%
Class size/teaching load 86.0% 64.1%
Salary and other compensation issues 81.2% 57.2%
A commitment to shared decision making 79.3% 52.4%
Supports for teachers (assistants, coaches, specialists, etc.)
79.2% 52.5%
Curriculum and instructional approach 79.0% 47.6%
Amount of planning time 78.6% 51.0%
Tea
cher
s L
ook
to W
orki
ng C
ondi
tion
s W
hen
Con
side
ring
Whe
re to
Wor
k
Source: Hirsch, E. Recruiting and Retaining Teachers in Alabama, CTQ, 2006.
Please rate the importance of the following in influencing your decision about whether to work in a school
Teachers Indicating Important
Teachers Indicating Extremely Important
Supports for students 73.5% 45.8%
Like-minded educators 70.4% 43.8%
Experienced educators 64.6% 37.8%
Professional development opportunities
62.4% 33.7%
Performance of the school on tests and accountability measures
54.7% 26.4%
Proximity to home 53.5% 29.7%
Type of students served 41.5% 22.2%
Percent of Teachers Who Agree
Teaching and Learning Survey Question
Stayers Movers Leavers
In my school, teachers are centrally involved in decision-making about important education issues.
74.7% 37.3% 53.8%
The faculty has an effective process for making group decisions and solving problems.
73.8% 39.8% 54.5%
There is an atmosphere of trust and mutual respect in my school. 73.3% 32.1% 50.3%
I feel comfortable raising issues and concerns that are important to me. 73.9% 35.1% 49.0%
My school leadership consistently supports me when I need it. 82.5% 43.9% 64.1%
Overall, the leadership in my school is effective. 82.3% 43.2% 64.5%W
orki
ng C
ondi
tion
s ar
e C
riti
cal t
o K
eepi
ng
Tea
cher
s in
Sch
ools
Source: Hirsch, E. Recruiting and Retaining Teachers in Alabama, CTQ 2006
Which of the following is MOST important to you in considering whether to stay in your current position
Percent in Agreement
Stayers Movers Leavers
Quality of facilities and resources 5.5% 4.1% 2.1%
Supportive school leadership 41.2% 42.0% 16.9%
Sufficient time to plan and teach 15.7% 18.0% 27.9%
Involvement in decisions about important education issues
3.2% 6.2% 7.2%
Professional development opportunities 1.4% 0.6% 1.0%
Collegial atmosphere 4.0% 5.1% 2.4%
Salary and benefits 21.4% 17.8% 36.6%
Community environment where I live 4.5% 4.1% 1.7%
Cost of living of the community in which my school is located 0.8% 0.9% 1.0%
Lea
ders
hip
is th
e M
ost I
mpo
rtan
t Fac
tor
in R
eten
tion
D
ecis
ions
for
Tea
cher
s
Source: Recruiting and Retaining Teachers in Alabama, CTQ 2006
1. Improve the pipeline of math and science teachers through program approval and targeted incentives
• Louisiana not only has quality, but quantity indicators for program approval with bonuses based on hard-to-staff subjects and schools. Faculty can lose professional development funds and eventually program approval based on yield
• Provide additional funding, support and incentives to programs that feed rural districts to develop partnerships, specialized programs and prepare additional math and science educators
• Ensure clinical placements are in diverse settings so the stigma of working in rural and HTSS
• Pipeline strategies (scholarship, loan forgiveness should target HTS schools and subjects)
Sta
te P
olic
ies
to R
ecru
it a
nd R
etai
n M
ath
and
Sci
ence
Tea
cher
s to
Rur
al A
reas
Sta
te P
olic
ies
to S
uppo
rt I
mpr
oved
R
ecru
itm
ent a
nd R
eten
tion
Eff
orts
2. Grow your own is particularly critical for rural areas as it is easier to attract and retain a teacher already in the community
• Teacher cadet program: minimal investment, structure curriculum, college credit (SC)
• Fellows program or other structured partnerships with universities and as important community colleges (NC)
• Target paraprofessionals who are familiar with the community and the rigors of HTSS (CA) and consider additional incentives for math/science and other HTS subjects
Sta
te P
olic
ies
to S
uppo
rt I
mpr
oved
R
ecru
itm
ent a
nd R
eten
tion
Eff
orts
3. Invest in technology to address critical content and support issues
• Virtual schools and distance learning opportunities for math and science content courses to ensure high quality teaching
• Virtual professional development in providing content-driven professional development and content-focused customized mentoring that meets the unique needs of rural math/science educators
Sta
te P
olic
ies
to S
uppo
rt I
mpr
oved
R
ecru
itm
ent a
nd R
eten
tion
Eff
orts
4. Ensure rural districts can customize financial incentives to meet the needs of their unique challenges (and do not think they are the only solution)
• Provide an array of acceptable options that include a variety of potential incentives (signing bonus, retention bonus, housing, moving, M.A., tuition for children)
• Consider block grants, RFP, venture capital fund and other means of getting resources to support districts that allow for research-based innovation
• Financial incentives should be enough to have some likelihood of success, driven by local data and markets
Sta
te P
olic
ies
to S
uppo
rt I
mpr
oved
R
ecru
itm
ent a
nd R
eten
tion
Eff
orts
5. Ensure non-financial incentives are part of the solution as they matter most to teachers
• Invest in high quality leadership (standards, preparation, evaluation, professional development)
• Empower educators through distributed leadership and collaborative time
• Content driven PD• Customized mentoring and support that
acknowledges the different needs and preparation levels of math/science teachers in rural areas
976 Martin Luther King, Jr. Blvd, Ste. 250
Chapel Hill, North Carolina 27514(919) 951-0200
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Where teachers are central to
improving schools