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Governor Easley’s Teacher Working Conditions Initiative

Governor Easley’s Teacher Working Conditions Initiative Presentation by Eric Hirsch, Director of Special Projects, New Teacher Center UNC-Wilmington - 3/11/08. Teacher Retention: An Essential Issue. Statewide teacher turnover in NC is 12.31% for 2006-2007 school year.

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Governor Easley’s Teacher Working Conditions Initiative

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  1. Governor Easley’s Teacher Working Conditions Initiative Presentation by Eric Hirsch, Director of Special Projects, New Teacher Center UNC-Wilmington - 3/11/08

  2. Teacher Retention: An Essential Issue • Statewide teacher turnover in NC is 12.31% for 2006-2007 school year. • 22.2% leave to teach elsewhere • 16.5% retire • 13.4% resign due to family relocation • 12.9% resign for unknown reasons • School level turnover rate is much higher • Prepare roughly 3,200 in NC for roughly 11,000 positions in the state annually. • 1 of 10 states that get more than 40% of teachers from out of state and exponential growth in lateral entry teachers

  3. Factors Influencing Dissatisfaction of Teachers Who Move to a New School Source: Ingersoll R. (2001). “Teacher Turnover and Teacher Shortages: An Organizational Analysis.” American Educational Research Journal. 38, no. 3, 499-534.

  4. Need for TWC Initiative • NCES data from a random sample of teachers across country • Each school and community is different – with different resources, having embraced different reforms, and different concerns and priorities • Need customized data from the voice of those who matter most to that particular community • Build the profession and change the notion of what is meant by working conditions

  5. Surveys in 2008 • Maine: survey in December and January at www.tellmaine.org • Kansas: survey in January at www.kantell.org • Alabama: survey in January at www.take20alabama.org • West Virginia: survey in February at www.westvirginiavital.org • Massachusetts: survey in February at www.masstells.org • Fairfax County, VA survey in February at www.fcpstwcs.org • North Carolina: survey in March and April at www.ncteachingconditions.org • Illinois: voluntary survey in April at www.tellillinois.org • NTC will survey approximately 400,000 educators in 2007-2008

  6. Teacher Working Conditions are Student Learning Conditions

  7. Teachers on Which Working Condition is Most Necessary to Improve Student Learning

  8. “If I am allowed to utilize my teaching expertise—to draw from what I know will engage and stimulate my students—then students will achieve at levels no one could dream of. If I am hampered…then I can’t do what I do best.” - Teacher, Published in Threshold Magazinearticle on teacher working conditions

  9. TWC Questions by High School by Performance

  10. Six studies from five states demonstrate clear and significant connections between teaching conditions and student achievement and academic growth In North Carolina the models explained between 68-71 percent of the difference in school achievement on the performance composite, up to 20 – 25 percent of the differences in school achievement could be attributed to teaching conditions (particularly empowerment and leadership questions) at all levels Trusting environments with sufficient supports and materials were important to school success Teacher Working Conditions are Student Learning Conditions

  11. Examples of the Impact of TWC on Student Learning for NC High Schools • A 0.5 estimated increase in the high school performance composite was found for every 10 percent of educators who agree that the faculty is committed to helping every student learn, that school leadership clearly communicates expectations to parents and that teachers’ play a large role in devising instructional techniques • High schools with positive responses to the set of leadership questions (3.90 domain average or above) were 2.2 times more likely to meet or exceed growth expectations

  12. Teacher Working Conditions Affect Teacher Retention

  13. Teachers on Which Working Condition is Most Important to Future Employment Plans

  14. “Without a doubt, the principal is the number one factor in determining the desirability of being a part of a particular school community. Being respected and valued personally and professionally is something I have to have in order to stay in a school.” - Teacher, published in Threshold Magazine article on teacher working conditions

  15. Working Conditions Influence Future Employment Plans

  16. Working Conditions by High School Turnover Working Conditions by Performance Composite Quartile

  17. *** = Could not be modeled due to multicolinearity with other statistically significant leadership variables

  18. Teachers and Administrators View Working Conditions Differently

  19. In North Carolina, schools that used working conditions results as a tool for school improvement showed improvements in critical areas. For example, low TWC data use schools dropped from 63 percent to 42 percent agreement that there is an atmosphere of trust versus high use schools improved 2.2 percent (from 76 to 79 percent) between 2004 and 2006 Little variation in how individual educators viewed working conditions was found. But big differences existed across states in whether or not there was a teacher working conditions gap present in schools serving high poverty and high minority student populations. In North Carolina there were differences in leadership, empowerment and facilities and resources, but not professional development and time Other Findings from the NC Report

  20. High Schools Are Less Likely to Report That Working Conditions are in Place

  21. High Schools Report More Non-Instructional Time • Less than half of NC teachers agree that the non-instructional time they receive during the school day is sufficient (but 59.5 percent of HS do vs. 37.2 percent of elementary)

  22. But It is Time Spent Alone • Almost half of high school teachers (44.6 percent) report having no collaborative planning time and 88 percent had 3 hours or less in an average week, despite receiving significantly more non-instructional time than educators at other levels • One-quarter of elementary educators in North Carolina report having, on average, no time available to them to plan with colleagues (compared with 14 percent at the middle school level) and 92 percent report having less than 3 hours

  23. Changes in State Policy to Improve Teacher Working Conditions

  24. Established TWC Survey as permanent part of budget TWC every 2 years as part of the budget Associated research and findings at both the statewide and school levels Established NC TWC Advisory Board to oversee implementation and dissemination of survey and the findings to school level as well as policy development Provides funding for SIT integration of working conditions data and the Real DEAL conference Evaluation of school principals SBE required to revise evaluation instrument for principal evaluation to include accountability of teacher retention, teacher support, and school climate State TWC Policies Passed in North Carolina

  25. Revision of MSA standards (Masters in School Administration) SBE required to revise MSA program standards to focus on providing positive school climate, teacher support, and teacher retention Requires all new principals To complete the  Principals Executive Program (PEP) - focusing on TWC; provides $125K  Creating 100 school-based family support teams - including school nurse and social worker at 100 schools in need State TWC Policies Passed in North Carolina

  26. Planning time for teachers- HB 1151 passed- requiring all SIT to document a plan to provide planning time for every teacher (goal of 5 hours per week) , and a duty-free lunch Expansion of Learn and Earn and New Schools Project (Gov.'s 21st Century High Schools) - at the core of the design of these new high schools is the foundation of planning time for teachers to beable to do their work • Unprecedented funding to support disadvantaged students and districts: $112 Million in new dollars • This includes the Low Wealth fund, DSSF monies to all 115 districts, and return of the discretionary reduction-new focus on teacher recruitment, retention, and support State TWC Policies Passed in North Carolina

  27. State TWC Policies Passed in North Carolina Leandro districts:provides continuation $2M of custom professional development to DSSF schools/ districts based on TWC survey and ABC scores. $6M in 2006 for literacy coaches in middle schools with lowest reading scores Customized analysis for original DSSF districts high schools in Turnaround High Schools All high schools under 70% proficiency for last two years Best Practices highlighted and shared through the Real D.E.A.L. Award winning schools

  28. This is bigger than any individual and it will take more than any one individual to address these conditions • This is about schools and school improvement planning, not accountability • Works best when done as a faculty together given some of the disparities in perceptions identified between teachers and principals • Not an event, it’s a process and needs to be a part of ongoing faculty conversations, not a one-time glance at the report

  29. First Word/Last Word What is one area of working conditions that you identified in looking at your data that you believe should be prioritized? (2 minutes) Go around the small group and offer an insight based on what is working in your school or other ideas you may have (2 minutes) Presenter end with ideas he/she thinks may work or clarifying questions (1 minute)

  30. To take the survey, learn more about the initiative, access data and more! www.ncteachingconditions.org

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