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Report to the UNC Deans’ Council on Teacher
EducationAlan J. Reiman,
Ed.D.
NC State University
Professional ContextProfessional Context
10 Years as a Classroom Teacher and 10 Years as a Classroom Teacher and MentorMentor
10 Years as a Clinical Assistant and 10 Years as a Clinical Assistant and Associate ProfessorAssociate Professor
10 Years Assistant and Associate 10 Years Assistant and Associate ProfessorProfessor
Executive Director of Model Clinical Executive Director of Model Clinical Teaching ConsortiumTeaching Consortium
Executive Director of SUCCEEDExecutive Director of SUCCEED
OverviewOverview
Evidence SourcesEvidence Sources
Teacher Turnover ChallengeTeacher Turnover Challenge
Teacher Retention LeversTeacher Retention Levers
Recommendations to DeansRecommendations to Deans
Evidence SourcesEvidence Sources
Focus Groups (3)Focus Groups (3) ConsultationsConsultations Total of 69 LEAs provided inputTotal of 69 LEAs provided input Survey of 450 North Carolina beginning Survey of 450 North Carolina beginning
Teachers using Teachers using Perceptions of Success Perceptions of Success Inventory for Beginning Teachers (PSI-BT)Inventory for Beginning Teachers (PSI-BT)
SurveySurvey– All North Carolina public universitiesAll North Carolina public universities– 8 North Carolina private and independent 8 North Carolina private and independent
collegescolleges– 50 North Carolina school districts50 North Carolina school districts
Evidence Sources Evidence Sources (continued)(continued)
Review of:Review of:– NC Teacher Working Conditions Survey 2005-2006NC Teacher Working Conditions Survey 2005-2006– NC attrition data and Teacher Turnover Reports NC attrition data and Teacher Turnover Reports
2000-20062000-2006– 14 acclaimed teacher education/school partnership 14 acclaimed teacher education/school partnership
policy documentspolicy documents– Refereed studies of higher education/school system Refereed studies of higher education/school system
partnershipspartnerships– Refereed studies and policy documents regarding Refereed studies and policy documents regarding
support to new science and math teacherssupport to new science and math teachers– Refereed publications of on-line content mentoringRefereed publications of on-line content mentoring– International, national and state research and International, national and state research and
policy documentspolicy documents
Beginning Teacher Turnover Beginning Teacher Turnover ChallengeChallenge
American schools spend $2.20 billion American schools spend $2.20 billion annually on teacher attrition.annually on teacher attrition.
Estimates for North Carolina are slightly Estimates for North Carolina are slightly over $84.5 million annually.over $84.5 million annually.
North Carolina’s new teacher turnover North Carolina’s new teacher turnover rates for the first 3 years of teaching rates for the first 3 years of teaching are slightly higher than national are slightly higher than national average. average.
North Carolina Beginning Teacher Turnover After North Carolina Beginning Teacher Turnover After Three Years of TeachingThree Years of Teaching
0
10
20
30
40
50
60
70
1995-1996
1996-1997
1997-1998
1998-1999
1999-2000
2000-2001
2001-2002
2002-2003
2003-2004
Cohort Year
Per
cen
t
First year teachers with No Experience CreditLateral Entry teachers
North Carolina Department of Public Instruction (2007). [Retention Charts]. Unpublished raw data.
LeversLevers
Evidence-based strategies which enhance our Evidence-based strategies which enhance our capacity and effectiveness with new teacher capacity and effectiveness with new teacher support. support.
Lever One: New Teacher SalariesLever One: New Teacher Salaries Lever Two: Face-to-Face Time with AdministrationLever Two: Face-to-Face Time with Administration Lever Three: MentoringLever Three: Mentoring Lever Four: Collaborative TimeLever Four: Collaborative Time Lever Five: Beginning Teacher SeminarsLever Five: Beginning Teacher Seminars Lever Six: Reduced Assignments and WorkloadLever Six: Reduced Assignments and Workload Lever Seven: New Teacher NetworkingLever Seven: New Teacher Networking Lever Eight: Assessment of New Teacher SupportLever Eight: Assessment of New Teacher Support
Lever One: New Teacher Lever One: New Teacher SalariesSalaries
Teacher salaries are declining in most Teacher salaries are declining in most countries.countries.
New teachers identify salary as a reason New teachers identify salary as a reason for leaving and an important reason for for leaving and an important reason for remaining in teaching. remaining in teaching.
Statistical relationship between teacher Statistical relationship between teacher compensation, teacher quality and student compensation, teacher quality and student outcomes. outcomes.
Ratio of salary after 15 years of experience to GDP per capita Public Institutions, Lower Secondary Education
0
0.5
1
1.5
2
2.5
3
Rat
io
1994 2002
Source: OECD Education at a Glance, 2001 and 2004.
Lever Two: Face-to-Face Time Lever Two: Face-to-Face Time With AdministrationWith Administration
Schools that provide new teachers with Schools that provide new teachers with face-to-face administrative support face-to-face administrative support experience lower levels of new teacher experience lower levels of new teacher attrition. attrition.
Interactions vary from school to school.Interactions vary from school to school.
76% of NC LEA respondents noted 76% of NC LEA respondents noted interactions between administration and interactions between administration and new teachers occurring on a consistent new teachers occurring on a consistent basis. basis.
Lever Three: MentoringLever Three: Mentoring
Personal support, challenge and guidance Personal support, challenge and guidance provided by a more experienced veteran provided by a more experienced veteran teacher.teacher.
92% of NC LEA respondents indicated that 92% of NC LEA respondents indicated that mentoring was consistently provided for mentoring was consistently provided for beginning teachers.beginning teachers.
100% of 50 LEA respondents identified 100% of 50 LEA respondents identified mentoring as critical to effective new mentoring as critical to effective new teachers.teachers.
Predicted Probabilities of Turnover After 1st Year of Beginning Teaching (2000 – 2001): Comparing Lack of Services with Basic Support Services
(Face-to-Face Interaction with Administrators and Access to Mentors)
18
20
21
21
0 10 20 30 40 50
Basic Induction
No Induction
Percent Movers Leavers
41
39
Adapted from Ingersoll, R., Smith, T., & Dunn, A. (2007, April). Who gets quality induction? Presented at the American Educational Research Association. Chicago, Illinois.
Lever Four: Collaborative Lever Four: Collaborative Time Time
New teachers (n=450) in North Carolina New teachers (n=450) in North Carolina perceive collaborative time as an perceive collaborative time as an enhancement to their working conditions.enhancement to their working conditions.
North Carolina LEA experts (N=50) indicate North Carolina LEA experts (N=50) indicate that collaborative time was consistently that collaborative time was consistently provided on a daily basis in only 28% of provided on a daily basis in only 28% of surveyed LEAs.surveyed LEAs.
National data indicates that 73% of beginning National data indicates that 73% of beginning teachers have time for collaborative lesson teachers have time for collaborative lesson planning and professional learning. planning and professional learning.
Lever Five: Beginning Teacher Lever Five: Beginning Teacher SeminarsSeminars
NC LEAs reported (72%) beginning NC LEAs reported (72%) beginning teacher seminars were consistently teacher seminars were consistently provided.provided.
National average for beginning National average for beginning teacher seminars was 65%. teacher seminars was 65%.
Predicted Probabilities of Turnover After 1Predicted Probabilities of Turnover After 1stst Year Year of Beginning Teaching (2000-2001): Comparing of Beginning Teaching (2000-2001): Comparing
Basic Support Services that Include Collaborative Basic Support Services that Include Collaborative ExperiencesExperiences
12
18
15
21
0 10 20 30 40 50
Basic Induction& Collaboration
Basic Induction
PercentMovers Leavers
39
27
Adapted from Ingersoll, R., Smith, T., & Dunn, A. (2007, April). Who gets quality induction? Presented at the American Educational Research Association. Chicago, Illinois.
Lever Six: Reduced Lever Six: Reduced Assignments and WorkloadAssignments and Workload
Reduced assignment and workload includes:Reduced assignment and workload includes:– a reduced teaching schedulea reduced teaching schedule– a reduced number of instructional preparationsa reduced number of instructional preparations– extra classroom assistance (e.g., teacher aides)extra classroom assistance (e.g., teacher aides)
Nationally in 2003-2004: Nationally in 2003-2004: – 28% of beginning teachers received a teaching aide28% of beginning teachers received a teaching aide– 13% received reduced teaching workloads13% received reduced teaching workloads
In North Carolina: In North Carolina: – 24% of respondents consistently provide a reduced 24% of respondents consistently provide a reduced
workload for new teachersworkload for new teachers– 6% consistently provide a teaching assistant for new 6% consistently provide a teaching assistant for new
teachersteachers
Lever Seven: New Teacher Lever Seven: New Teacher NetworkingNetworking
Build upon: Build upon: – research on teacher learning and research on teacher learning and
developmentdevelopment– communities of practicecommunities of practice– access to high quality teaching and access to high quality teaching and
curricular resourcescurricular resources– on-line support, where feasibleon-line support, where feasible
New teachers use networks to New teachers use networks to exchange informationexchange information
Predicted Probabilities of Turnover After 1st Year of Beginning Predicted Probabilities of Turnover After 1st Year of Beginning Teaching (2000 – 2001): Comparing Varied New Teacher Teaching (2000 – 2001): Comparing Varied New Teacher
Support ServicesSupport Services
9
12
18
20
9
15
21
21
0 10 20 30 40 50
Basic Induction & Collaboration & TeacherNetwork & Extra Resources
Basic Induction & Collaboration
Basic Induction
No Induction
Percent
Movers Leavers
41
39
27
18
Adapted from Ingersoll, R., Smith, T., & Dunn, A. (2007, April). Who gets quality induction? Presented at the American Educational Research Association. Chicago, Illinois.
Induction Packages and Percentage of North Induction Packages and Percentage of North Carolina LEAs Indicating They Consistently Carolina LEAs Indicating They Consistently
Provide Selected Levers of SupportProvide Selected Levers of SupportInduction Induction packages packages (turnover (turnover rates)rates)
MentorinMentoringg
Face-to-face Face-to-face collaboration collaboration with with administratiadministrationon
CollaboratiCollaborative planning ve planning each dayeach day
Beginning Beginning Teacher Teacher Seminars Seminars throughothroughout the ut the YearYear
Teacher Teacher AssistanAssistantt
Reduced Reduced teacher teacher workloadworkloadss
Basic Basic Induction Induction (39%)(39%)
92%92% 76%76%Basic Basic Induction Induction with with CollaboratioCollaboration (27%)n (27%)
92%92% 76%76% 28%28% 72%72%
Basic Basic Induction Induction with with CollaboratioCollaboration, Teacher n, Teacher Network, Network, and Extra and Extra Resources Resources (18%)(18%)
92%92% 76%76% 28%28% 72%72% 6%6% 24%24%
Reiman, A., Thomas, E., Corbell, K., Smith, M. (2007). Summary of North Carolina LEA survey data regarding new teacher support. (Available from SUCCEED, Box 7801, NC State University, Raleigh, NC, 27695-7801)
Induction Packages and Percentage of North Induction Packages and Percentage of North Carolina IHEs Indicating They Consistently Provide Carolina IHEs Indicating They Consistently Provide
Coordinated Support to LEAsCoordinated Support to LEAsInduction Induction packages packages (turnover (turnover rate)rate)
PreparatioPreparation of n of teacher teacher leaders in leaders in mentoring mentoring strategiesstrategies
Preparation Preparation of of principals principals to support to support new new teacher teacher inductioninduction
Preparation of Preparation of teacher teacher candidates in candidates in collaborative collaborative lesson lesson planning planning implementatiimplementationon
AssistancAssistance to e to schools schools related to related to beginning beginning teacher teacher seminarsseminars
Advocacy Advocacy for for teacher teacher assistants assistants for new for new teachersteachers
Advocacy Advocacy for for reduced reduced new new teacher teacher workloadsworkloads
Basic Basic Induction Induction (39%)(39%)
All: 35%All: 35%
Public: 53%Public: 53%
Private: 0%Private: 0%
All: 27%All: 27%
Public: 41%Public: 41%
Private: 0%Private: 0%
Basic Basic Induction Induction with with CollaboratioCollaboration (27%)n (27%)
All: 35%All: 35%
Public: 53%Public: 53%
Private: 0%Private: 0%
All: 27%All: 27%
Public: 41%Public: 41%
Private: 0%Private: 0%
All: 85%All: 85%
Public: 82%Public: 82%
Private: 88%Private: 88%
All: 31%All: 31%
Public: 35%Public: 35%
Private: Private: 25%25%
Basic Basic Induction Induction with with CollaboratioCollaboration, Teacher n, Teacher Network, Network, and Extra and Extra Resources Resources (18%)(18%)
All: 35%All: 35%
Public: 53%Public: 53%
Private: 0%Private: 0%
All: 27%All: 27%
Public: 41%Public: 41%
Private: 0%Private: 0%
All: 85%All: 85%
Public: 82%Public: 82%
Private: 88%Private: 88%
All: 31%All: 31%
Public: 35%Public: 35%
Private: Private: 25%25%
All: 12%All: 12%
Public: 6%Public: 6%
Private: Private: 13%13%
All: 19%All: 19%
Public: 12%Public: 12%
Private: Private: 25%25%
Reiman, A., Thomas, E., Corbell, K., Smith, M., (2007). Summary of North Carolina IHE survey data regarding new teacher support. (Available from SUCCEED, Box 7801, NC State University, Raleigh, NC, 27695-7801)
Lever Eight: Assessment of Lever Eight: Assessment of New Teacher SupportNew Teacher Support
Review of 14 Teacher Education Policy Review of 14 Teacher Education Policy documents (1920-2006) finds:documents (1920-2006) finds:– 86% recommend strengthening clinical 86% recommend strengthening clinical
educationeducation– 86% recommend extending clinical 86% recommend extending clinical
experience with more seamless experience with more seamless connections to teacher induction via connections to teacher induction via internshipsinternships
– 71% recommend introducing monitoring of 71% recommend introducing monitoring of candidates and other form of quality controlcandidates and other form of quality control
Reiman, A. (2007). Preservice Teacher Educations’ Role in New Teacher Support: Lessons from policymakers. (Available from SUCCEED, Box 7801, NC State University, Raleigh, NC, 27695-7801)
IHEs Reporting That They Currently IHEs Reporting That They Currently Assess Candidates’ Success During Assess Candidates’ Success During
Induction YearsInduction Years
All IHE’sAll IHE’s PublicPublic PrivatePrivate
Assess Assess teacher teacher candidatecandidate’s success ’s success during during inductioninduction
39%39% 29%29% 63%63%
Reiman, A., Thomas, E., Corbell, K., Smith, M. (2007). Summary of North Carolina IHE survey data regarding new teacher support. (Available from SUCCEED, Box 7801, NC State University, Raleigh, NC, 27695-7801)
Assumptions for Assumptions for RecommendationsRecommendations
A portfolio of levers must be enacted to A portfolio of levers must be enacted to have a significant impact on new teacher have a significant impact on new teacher retention.retention.
Enacting all or most of the levers requires Enacting all or most of the levers requires major new funding sources.major new funding sources.
Enactment of a majority of levers will Enactment of a majority of levers will require a coordinated effort.require a coordinated effort.
Some retention levers require shared Some retention levers require shared responsibility for enactment.responsibility for enactment.
Some retention levers play to strengths of Some retention levers play to strengths of particular institutions. particular institutions.
Recommendation One:Recommendation One:Current Promising PracticesCurrent Promising Practices
Develop report of present promising practices Develop report of present promising practices associated with “retention levers”associated with “retention levers”
Leading, Research-Based, Transformative Leading, Research-Based, Transformative practicespractices
Implemented over at least 5-7 yearsImplemented over at least 5-7 years
Supported by careful and ongoing evidence Supported by careful and ongoing evidence (self-report data should be considered (self-report data should be considered insufficient evidence)insufficient evidence)
Could be scaled up in NC in 5-7 yearsCould be scaled up in NC in 5-7 years
Recommendation Two:Recommendation Two:Mentoring and Higher Mentoring and Higher
EducationEducation Develop graduate program aimed at Develop graduate program aimed at
developing cohorts of teacher leadersdeveloping cohorts of teacher leaders
Align mentor training across the stateAlign mentor training across the state
M.Ed. would include a license in M.Ed. would include a license in instructional coaching and supervisioninstructional coaching and supervision
Outline a “turn-key plan” for professional Outline a “turn-key plan” for professional development of mentors for school development of mentors for school systemssystems
Recommendation Three:Recommendation Three:Mentoring and Local Education Mentoring and Local Education
AgenciesAgencies Using retired master teachers to support Using retired master teachers to support
new teachers – would not replace new teachers – would not replace mentorsmentors
Provide 8-14 days of service to each Provide 8-14 days of service to each beginning teacher on a full-time basisbeginning teacher on a full-time basis
Second layer of supportSecond layer of support
Franklin County has an exemplary model Franklin County has an exemplary model of this effortof this effort
Recommendation Four:Recommendation Four:Monitoring and New Teacher Monitoring and New Teacher
SupportSupport Differentiate NCDPI monitoring of Differentiate NCDPI monitoring of
first, second, and third-year teachersfirst, second, and third-year teachers
NCDPI needs to consider how to NCDPI needs to consider how to monitor school systems on off years monitor school systems on off years – current system requires visit once – current system requires visit once every five yearsevery five years
Recommendation Five:Recommendation Five:Assessment of Retention Assessment of Retention
LeversLevers Design psychometrically robust Design psychometrically robust
assessments that gather evidence assessments that gather evidence pertaining to new teacher support pertaining to new teacher support leverslevers
Perceptions of Success Inventory for Perceptions of Success Inventory for Beginning Teachers (PSI-BT)Beginning Teachers (PSI-BT) developed at NC State is one exampledeveloped at NC State is one example
More intensive assessment of teacher More intensive assessment of teacher candidates as they move into schoolscandidates as they move into schools
Recommendation Six:Recommendation Six:Financial SupportFinancial Support
There are costs associated with There are costs associated with enacting all of the leversenacting all of the levers
New funding needs to be found for all New funding needs to be found for all of the new teacher retention leversof the new teacher retention levers
Once fully implemented, it is likely Once fully implemented, it is likely that school systems and the state that school systems and the state will be saving money.will be saving money.
Recommendation Seven:Recommendation Seven:Provide Additional Resources Provide Additional Resources
for High Need Schools for High Need Schools Effects of constant turnover of teachers in Effects of constant turnover of teachers in
high poverty, high minority schools:high poverty, high minority schools:– Costs enormous amounts of moneyCosts enormous amounts of money– Disrupts school moraleDisrupts school morale– Undermines student learningUndermines student learning
Special attention should be paid to funding Special attention should be paid to funding retention levers in schools that have a retention levers in schools that have a potential for a return on the investmentpotential for a return on the investment
Questions?Questions?
