Recruiting STEM Professionals into Noyce

1. Recruiting STEM Professionals into Noyce Greg Rushton, Ph.D. Nancy Overley, MBA Kennesaw State University

2. Who DOES Noyce Recruit? University of Minnesota Evaluation of the Robert Noyce Teacher Scholarship Program, Final Report Section Five: Combined Analysis of the Robert Noyce Teacher Scholarship Program using ORC Macro and UMN Evaluation Data, May 2009.

3. Noyce Phase I, 2007-2012 • Focus on chemistry, physics students only • Recruit from KSU, GT juniors, seniors • 1-year MAT program

4. Who Has Come?

5. Demographics of Noyce Scholars

6. Local statistics Teacher Recruitment& Retention Study, Metro Atlanta Chamber of Commerce, 2007. -Every year in Georgia 15,000 new teachers are needed. Georgia’s colleges and universities only produce approximately 5,000 teachers per year. -Only 68% of science teachers in Georgia have a major or minor in some science field. -Recruitment and retention is one of the most critical issues facing Georgia schools. -Teacher turnover has a significant price tag. The Georgia Professional Standards Commission estimates that the annual cost exceeds $300 million.

7. Career Changers Summary “Career Changers in the Classroom: A National Portrait,” Peter D. Hart Research Associates, Inc., February 2010, Conducted on behalf of the Woodrow Wilson National Fellowship Foundation. Individuals who entered teaching after working 3 or more years in a different field -69% of principals and 77% of teachers say they have colleagues who were career changers -35% of all teachers came to teach after another career -Approximately 1/3 of all new teachers in the U.S. come from alternate routes

8. Noyce Track II, 2011-2016 • Recruitment of STEM professionals into chemistry, physics teaching • Retention of 9-12 chemistry and physics teachers through TF/MTF professional development (teacher leadership) program

9. Local K-12 Chem/Physics Teacher Pipeline • -As of 2008, there were 147,000 individuals working in the science and engineering fields in Georgia. This data does not include individuals working in the computer technology fields. • -Of the 125,000 Georgia Tech alumni, 106,527 graduated with STEM degrees and currently 42,087 are currently located in Georgia. • Approximately 2000 Local ACS members in GA Section

10. Career Changers Report (2010)

11. Profiles of Career Changers (into K12 Teaching)

12. Career Changers vs. Chemistry Teachers • “Career Changers in the Classroom: A National Portrait,” Peter D. Hart Research Associates, Inc., February 2010, Conducted on behalf of the Woodrow Wilson National Fellowship Foundation • “Status of High School Chemistry Teaching,” December 2002 , Horizon Research, Inc., P. Sean Smith, Chapel Hill, N.C. Career Changers Chemistry Teachers Science Teachers Men 27% 47% 52% Women 73% 53% 48% Whites 78% 93% 88% Minorities 18% 5% 13% Bachelor’s 43% 47% 42% Graduate 52% 53% 58%

13. Career changers/chem teachers/science teachers- Age Career Changers in the Classroom: A National Portrait,” Peter D. Hart Research Associates, Inc., February 2010, Conducted on behalf of the Woodrow Wilson National Fellowship Foundation “Status of High School Chemistry Teaching,” December 2002 , Horizon Research, Inc., P. Sean Smith, Chapel Hill, N.C. • 29% of career changers start after age 43 • 46% of career changers are 35-49 and 37% are 50+ • 55% of science teachers are 31-50 and 26% are 51+

14. Career Changers May Persist Longer in K12

16. Messaging to Prospective TFs • Focus on what is important to career changers (altruism vs. salary issues) • Give attention to media outlets that reach older STEM professionals • Target women

17. Project Approach for Recruitment of Noyce TFs -Project manager with marketing management experience -Develop message, branding -Focus groups(current and prospective career changers) -Locate media outlets (AJC, professional societies, alumni associations) -Social media (early career STEM professionals)

18. Noyce I Marketing Materials

19. Alumni Magazine Ad

20. Newspaper ArticleKennesaw State Recruits Science Professionals to the Classroom

21. Acknowledgements Kennesaw State University College of Science and Mathematics Kennesaw State University College of Education Georgia Institute of Technology NSF-DUE Award # 1035451 -“Harvesting the not-so-low Hanging fruit from Noyce”- Dr. Greg Rushton, PhD. Kennesaw State University, Kennesaw, GA. -“Educator supply and demand in the United States” American Association for Employment in Education, 2008 executive summary. -“Status of high school chemistry teaching “ December 2002- P. Sean Smith, Horizon Research, Inc. Chapel Hill, NC. -“Georgia Teacher Shortages, Supply and Demand” Kelly Henson, Georgia Professional Standards Commission August 2008. -“Career Changers in the Classroom: A National Portrait” Peter D. Hart Research Associates, Inc. Woodrow Wilson Fellowship Foundation, Feb 2010. -“Harvesting the not-so-low Hanging fruit from Noyce”- Dr. Greg Rushton, PhD. Kennesaw State University, Kennesaw, GA. -“Educator supply and demand in the United States” American Association for Employment in Education, 2008 executive summary. -“Status of high school chemistry teaching “ December 2002- P. Sean Smith, Horizon Research, Inc. Chapel Hill, NC. -“Georgia Teacher Shortages, Supply and Demand” Kelly Henson, Georgia Professional Standards Commission August 2008. -“Career Changers in the Classroom: A National Portrait” Peter D. Hart Research Associates, Inc. Woodrow Wilson Fellowship Foundation, Feb 2010.

22. Questions and Discussion