Teacher Shortages
& a Qualified Teacher
in Every Classroom?
Marjorie Economopoulos
Georgia Mathematics Conference
Rock Eagle, GA, October 16, 2003
Overview
• National Commission on
Teaching and America’s
Future, NCTAF
• National & Southern trends
• Georgia and local data
• Changes in the law, “No Child Left Behind”
• Preview of what’s to come
• Brainstorming, sharing ideas
• Action plans
Teacher Employment and Turnover
1987-2000
300,000
250,000
200,000
Entrants
Leavers
150,000
1987-88
1990-91
1993-94
1999-2000
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
50%
40%
30%
20%
10%
14%
24%
33%
40%
46%
1st Year
2nd Year
3rd Year
4th Year
5th Year
0%
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
1999-2000
302,629
Movers From Other
Schools
252,408
Movers to Other Schools
85,796
Newly Qualified Entrants
Total Teacher Hires
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
1999-2000
302,629
Movers From Other
Schools
252,408
146,436
Re-Entrants, Delayed
Entrants, Other Entrants
Movers to Other Schools
85,796
Newly Qualified Entrants
Total Teacher Hires
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
1999-2000
302,629
Movers From Other
Schools
252,408
146,436
Re-Entrants, Delayed
Entrants, Other Entrants
Movers to Other Schools
85,796
Newly Qualified Entrants
Total Teacher Hires
(534,861)
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
2000-2001
1999-2000
302,629
Movers From Other
Schools
252,408
146,436
Re-Entrants, Delayed
Entrants, Other Entrants
Movers to Other Schools
85,796
Newly Qualified Entrants
Total Teacher Hires
(534,861)
Total Departures
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
2000-2001
1999-2000
302,629
287,370
Movers From Other
Schools
Leavers From Teaching
252,408
146,436
Re-Entrants, Delayed
Entrants, Other Entrants
Movers to Other Schools
85,796
Newly Qualified Entrants
Total Teacher Hires
(534,861)
Total Departures
(539,778)
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
69%
Not In Transition
Total Teaching Force, 1999-2000: 3,451,316
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
69%
Not In Transition
15%
Incoming
Total Teaching Force, 1999-2000: 3,451,316
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
69%
Not In Transition
16%
Leaving
15%
Incoming
Total Teaching Force, 1999-2000: 3,451,316
Source: 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
School Staffing Action
40.3%
35.0%
Family or Personal
36.0%
20.2%
Dissatisfaction
22.5%
28.2%
To Pursue Other Job
18.7%
19.3%
Retirement
13.8%
26.1%
0.0%
10.0%
20.0%
30.0%
Low Poverty Public (Suburban)
40.0%
50.0%
60.0%
High Poverty Public (Urban)
Source: Richard Ingersoll “Teacher Turnover and Teacher Shortages: An
Organizational Analysis.” American Educational Research Journal. 38 (Fall
2000): pp. 499-534.
School Conditions & Pay Are the
Greatest Factors in DissatisfactionRelated Teacher Turnover
50.1%
30.1%
Poor Administrative Support
42.5%
14.3%
Lack of Faculty Influence
39.4%
7.6%
Classroom Intrusions
31.3%
6.5%
Inadequate Time
26.9%
51.1%
Poor Salary
25.6%
16.3%
Student Discipline Problems
9.2%
20.0%
Poor Student Motivation
7.6%
2.2%
0.0%
Class Size too Large
10.0%
20.0%
30.0%
Low Poverty (Suburban)
40.0%
50.0%
60.0%
High Poverty (Urban)
Source: Richard Ingersoll “Teacher Turnover and Teacher Shortages: An
Organizational Analysis.” American Educational Research Journal. 38 (Fall
2000): pp. 499-534.
Annual Teacher Turnover 2000-01
All Teachers 7.3%
Public Average
15.7%
8.4%
7.4%
15.1%
7.7%
Low Poverty 6.1%
High Poverty 9.4%
7.1%
14.5%
7.4% 14.9%
Suburban 7.5%
Urban 7.1%
8.8% 15.9%
7.1%
12.6%
Catholic 8.0%
9.7%
16.3%
7.9%
Movers
0%
Leavers
19.7%
17.7%
Other Religious 5.8%
Non-Secular
20%
10.6%
Rural 7.4%
Private Average
P
U
B
L
I
C
6.8% 12.9%
11.2%
5%
10%
15%
22.1%
19.1%
20%
25%
Source: Richard Ingersoll “Teacher Turnover and Teacher Shortages: An
Organizational Analysis.” American Educational Research Journal. 38 (Fall
2000): pp. 499-534.
P
R
I
V
A
T
E
Focus on Teacher
Retention
NCTAF Challenges the Nation
to Improve Teacher
Retention by 50% by 2006
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.
Teacher Preparation Reduces First
Year Teacher Attrition (2000-01)
Training in Selection/Use of Instruction Materials
12.6%
20.7%
Training in Child Psychology / Learning Theory
12.0%
28.1%
Observation of Other Classes
12.8%
27.3%
Feedback on Teaching
13.0%
25.7%
Practice Teaching
11.6%
With Training
No Training
25.0%
0%
10%
20%
30%
Source: Richard Ingersoll University of Pennsylvania, original analysis for
NCTAF 2000-01 Teacher Follow-up Survey
40%
Number of National Board Certified
Teachers
26000
23930
24000
22000
20000
18000
16044
16000
14000
12000
9532
10000
8000
4803
6000
4000
2000
510
912
1836
0
1996
1997
1998
1999
2000
Source: National Board for Professional Teaching Standards
2001
2002
Moving Forward: 3 NCTAF
Summits
• The First 3 Years of Teaching: Mentored
Induction
• Schools That Work: Small Professional
Learning Communities
• High Quality Teacher Preparation
www.nctaf.org
More National Trends
• Teacher shortages: a global phenomenon
• U.S. facing largest teacher shortage in history
• Growth in demand for secondary teachers,
primarily in math & science, projected to be 22%
from 1996 to 2006.
• 22% of newly hired teachers are typically gone
from the classroom within 3 years
• Half of newly hired teachers in urban areas are
gone within same time period.
http://www.ctf-fce.ca/E/WHAT/OTHER/short-glob.htm
Southern Regional Education
Board (SREB)
• “in field” for every class and deemed highly
qualified in each subject
• “a qualified teacher in every classroom”
• “assigning teachers out-of-field should end”
• States are moving to eliminate waivers,
permits &
emergency
certification
http://www.sreb.org/
Georgia, P-16, BOR
Vision: Georgia seeks to have a
qualified teacher in every public
school classroom by 2006
1. Balance teacher supply & demand in all
subject fields, …
2. Decrease teacher attrition during first
3 years
3. End out-of-field teaching in all subjects
and grade levels
http://www.teachingquality.org/policy/states/georgia.htm
http://www.usg.edu/p16/tq/tqap/vision.phtml
Georgia Data, PSC, FY 2002
Total mathematics
teachers in grades 9-12
3,245
Teachers certified in
assigned fields (Math)
94.5%
Georgia Data, PSC, FY 2002
Teachers certified in assigned fields
(Math) = 94.5%
Includes Provisional Certificates PLUS
Probationary Certificates (as well as clear
renewable)
Georgia Data
Teachers certified in assigned fields
(General Definitions)
Includes teaching majority of day
(teachers who have 2 or fewer math classes are
not considered out-of-field if teaching majority of
day in their certificate area)
Example: PE teacher, 3 classes PE, 2 classes
mathematics, considered “in-field” for day
A Local Metro System
• Teacher shortages and
attrition similar to national
figures
• SY 2002-03, hired 1,203 teachers
• SY 2003-04, hired 872 teachers
• Retention rate for last year = 81%
• Attrition, therefore = 19% (compare with
14% national average)
A Local Metro System
Middle Schools
• Most are certified P-8 or 4-8,
BUT changes are coming
• Content area must be reported NEXT year
• New certificates already carry content areas
• Pass Praxis II = Adding-on field
• Shortages in areas such as Math, Science will
show up soon
• Out of 80 current MS teachers, 30 are
questionably placed (content issues)
A Local Metro System
• When Math teachers are
NOT available
– Try to hire math major and
provide mentor
– Mixed results, flounder with pedagogy
• Cost of “firing a teacher” is between
$50 – $100K
(from Kenneth Peterson, “Effective Teacher Hiring: A Guide to
Getting the Best”)
No Child Left Behind
Reporting procedures are changing
“Includes teaching majority of day” will no
longer be the rule for “in-field”
Teachers will need to pass Praxis II to
teach content and be “in-field”
What’s to Come?
Shortages Will Increase
• More accurate reporting methods
• As economy improves teachers
leave in greater numbers
• Graying of teachers (retirements will
increase=>baby boomers)
• Currently in GA, need 12,000 new
teachers per year
• Georgia colleges produce about 4,000
The Professions
• Teaching is the ONLY profession
where the NOVICE is expected to
do the same job as the VETERAN
• Can you think of others?
– Doctor, nurse, medical technician?
– Lawyer, judge?
– Dentist, dental hygienist?
– Carpenter?
– Plumber?
Reduce Attrition
• KEY is keeping the good ones
teaching
• Change the job requirements for first year
teachers (apprenticeship model)
• Provide mentoring and induction programs
• Quality teacher preparation programs
• Increase respect
• Maybe $ differentiation for shortage areas
One Idea for Bonuses
Staying in “high priority” schools
3 year
6 year
9 year
15 year
22 year
$2,500
$3,500
$5,000
$5,000
$5,000
Brainstorming
NCTAF Challenges the
Nation to Improve
Teacher Retention
by 50% by 2006
Working at local
systems and state
level, GA MUST
meet this goal
Thank you for coming
Enjoy the conference
http://ksuweb.kennesaw.edu/~meconomo