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The Status of the Teaching Profession 2001

The Status of the Teaching Profession 2001. The Center for the Future of Teaching and Learning The California State University Institute for Education Reform Policy Analysis for California Education The University of California, Office of the President WestEd

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The Status of the Teaching Profession 2001

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  1. The Status of the Teaching Profession 2001 The Center for the Future of Teaching and Learning The California State University Institute for Education Reform Policy Analysis for California Education The University of California, Office of the President WestEd Research conducted by SRI International

  2. The Status of the Teaching Profession 2001 is part of an ongoing effort by The Center for the Future of Teaching and Learning to inform and improve teacher development policy and practice in California. SRI International (SRI) conducted the research for the report. The 2001 study provides new data on the supply, demand and distribution of teachers and examines the preparation of new teachers, the support of novice teachers and professional development. The report also includes specific policy goals and recommendations for improving the state’s system of teacher development.

  3. Key findings from The Status of the Teaching Profession 2001 • California has taken significant action to reduce the number of underprepared teachers and strengthen its systems of teacher development and support. • But the shortage of qualified teachers continues to increase. • Underprepared teachers increasingly are concentrated in poor schools serving minority students. • The shortage of qualified teachers is eroding the state’s system of teacher development and support and is likely to further inequities in the state’s system of public education.

  4. California has taken significant action to reduce the number of underprepared teachers and strengthen its systems of teacher development and support. • The Governor and Legislature have invested more than $300 million in efforts to recruit new teachers, especially in low-performing schools. • There has been a rapid expansion of programs to support individuals already teaching, especially in the preintern and intern programs. • Induction programs for first- and second-year teachers have been expanded. • Incentives for programs to increase professional development have been created.

  5. But the shortage of qualified teachers continues to increase. • The total number of teachers needed grew from 219,000 in 1991–92 to 301,000 in 2000–01. • The total number of teachers is projected to grow to 309,000 by 2009–10. • More than 42,000 classroom teachers, 14 percent of the teaching workforce, did not hold a preliminary or clear teaching credential in 2001. That is an increase of almost 8,000 underprepared teachers since 1997–98. • The number of underprepared teachers is projected to grow to 65,000 by the end of the decade. • Half of all first-year teachers (51 percent) in California in 2001–02 were underprepared (teaching with an emergency permit or as interns or preinterns).

  6. Underprepared teachers increasingly are concentrated in poor schools serving minority students. • Forty-one percent of all schools had no or very few underprepared teachers in 2000–01. • But 24 percent of schools have more than 20 percent of underqualified teachers on staff in 2000–01. That is more than 1,900 schools serving more than 1.7 million children. • 1,700 of these schools are in the highest poverty category (76 percent or more students qualify for free or subsidized meals). • Minority students are five times more likely than nonminority students to have an underprepared teacher. On average, underprepared teachers make up 26 percent of teachers in schools with 90 percent minority students. • The state’s lowest-performing schools (by API score) have on average 25 percent underprepared teachers, an increase of 2 percent over the last year.

  7. The shortage of qualified teachers is eroding the state’s system of teacher development and support and is likely to further inequities in the state’s system of public education. Impacted are: • the preparation of prospective new teachers. • the induction of new teachers. • the professional development of new and veteran teachers.

  8. The impact on the preparation of prospective new teachers • Teacher education faculty increasingly are teaching students who already are teaching, altering the focus and structure of teacher preparation programs. • Principals reported that interns were less well prepared than fully credentialed recent hires. • The lowest achieving students are six times more likely than high-achieving students to be taught by an intern.

  9. The impact on the induction of new teachers • The Beginning Teacher Support and Assessment (BTSA) program has grown into an $87 million effort serving 23,000 new teachers in 2000–01. Almost all new teachers receive some type of induction support in California. • Beginning teachers participating in BTSA are more likely to receive frequent and effective support than those who receive induction informally or through another program. • But BTSA is not designed to serve first- and second-year underprepared teachers. • The shortage of accomplished teachers to serve as mentors and coaches threatens the quality and effectiveness of induction efforts, especially in low-performing schools serving poor and minority students.

  10. The impact on professional development • There is a shortage of veteran teachers to serve as mentors and coaches, especially in schools with high percentages of underprepared teachers. • Workplace conditions and the high ration of underprepared teachers impede the delivery of professional development in low-performing schools. • In schools with large numbers of underprepared teachers, there is often a lack of professional development opportunities geared specifically to veteran teacher needs.

  11. Where we’ve been Proportion of underprepared teachers grew from 1991 to 2001 Total Teacher Workforce 219,353 270,497 284,030 291,441 301,361 1991–92 1997–98 1998–99 1999–00 2000–01 Credentialed teachers Where we’re going Proportion of underprepared teachers projected to increase steadily Total Teacher Workforce 304,212 308,157 310,571 310,708 309,183 Underprepared teachers 2001–02 2003–04 2005–06 2007–08 2009–10 Source: CDE (1998, 1999, 2000, 2001), SRI analysis

  12. Projected teacher workforce through 2009–10 320,000 310,000 300,000 290,000 280,000 270,000 260,000 250,000 240,000 230,000 220,000 210,000 200,000 Credentialed teachers Total demand 1991–92 1993–94 1995–96 1997–98 1999–2000 2001–02 2003–04 2005–06 2007–08 Source: SRI analysis

  13. Underprepared teachers in California, 1997–98 to 2000–01 1997–98 Total teachers without full credentials: 34,487 1998–99 Total teachers without full credentials: 35,440 30,781 30,145 4,340 3,706 955 1999–00 Total teachers without full credentials: 40,581 2000–01 Total teachers without full credentials: 42,427 29,084 29,954 5,649 4,827 7,694 5,800 Participants in preintern programs Emergency permit teachers and teachers on waivers (not in intern or preintern programs) Participants in intern programs Source: CDE (1998, 1999, 2000, 2001), CTC (2001)

  14. Distribution of underprepared teachers by student poverty level, 1997–98 to 2000–01 30% 25% 20% 15% 10% 5% 0% 1997–98 1998–99 1999–2000 22% 22% 21% 2000–01 19% 14% 13% 12% 12% 9% 9% 8% 8% 7% 6% 6% 5% 0–25% free or reduced-price lunch 26–50% free or reduced-price lunch 51–75% free or reduced-price lunch 76–100% free or reduced-price lunch Source: CDE (1998b, 1999b, 2000c, 2001c), SRI analysis

  15. Distribution of underprepared teachers by percentage of minority students, 1997–98 to 2000–01 30% 25% 20% 15% 10% 5% 0% 1997–98 27% 1998–99 26% 25% 1999–2000 23% 2000–01 14% 13% 13% 12% 8% 8% 8% 7% 5% 4% 4% 4% 0–30% minority 31–60% minority 61–90% minority 91–100% minority Source: CDE (1998, 1999, 2000, 2001c), SRI analysis

  16. Distribution of underprepared teachers by school-level API score, 1999–00 vs. 2000–01 30% 25% 20% 15% 10% 5% 0% 1999–00 2000–01 25% 23% 16% 14% 9% 8% 5% 5% Highest achievement quartile (735–966) 3rd achievement quartile (632–734) 2nd achievement quartile (528–631) Lowest achievement quartile (302–527) Source: CDE (2000, 2001), API (2000), SRI analysis

  17. Proportion of intern teachers by school-level API score, 2000–01 4.7% 5 4.5 4 3.5 3 2.5 2 1.5 1 .5 0 2.6% 1.6% .8% Highest achievement quartile 3rd achievement quartile 2nd achievement quartile Lowest achievement quartile Source: CDE (2001)

  18. Distribution of first- and second-year teachers by credential status and school poverty level 100 90 80 70 60 50 40 30 20 10 0 67.0% 61.3% 58.5% 50.1% 49.9% 41.5% 38.7% 33.0% Low poverty 0–25% 26–50% 51–75% High poverty 76–100% First- and second-year teachers with full credentials First- and second-year teachers without full credentials Source: CDE (2001)

  19. Relative proportions of new teachers and experienced teachers by school poverty level 100 90 80 70 60 50 40 30 20 10 0 68.5% 67.0% 61.6% 55.8% 20.2% 17.7% 15.3% 13.5% Low poverty 0–25% 26–50% 51–75% High poverty 76–100% First- and second-year teachers Teachers with more than five years of experience Source: CDE (2001)

  20. Principals’ perceptions of preparedness of new hires: interns vs. fully credentialed candidates 100 90 80 70 60 50 40 30 20 10 0 56% 52% 38% 38% 37% 37% 30% 27% Collaboration with other leaders Subject matter knowledge Instructional and assessment techniques Meeting instructional needs of students Full credential Intern Source: SRI Survey of California Principals (2000)

  21. Percentage of teachers who are underprepared, by assignment, 2000–01 Source: SRI Survey of California Teachers (2001)

  22. Growth of the internship program Source: CTC (2001)

  23. Growth of the preintern program Source: CTC (2001)

  24. Additional professional development responsibilities taken on by teachers Source: SRI Survey of California Teachers (2001)

  25. Teacher reports of the effectiveness of their preparation 100 90 80 70 60 50 40 30 20 10 0 A lot Adequately Promoting student learning Instructional and assessment techniques Collaboration with other teachers Meeting instructional needs of students Identifying appropriate instructional goals Classroom management Subject matter knowledge Preparation for interaction with parents Source: SRI Survey of California Teachers (2001)

  26. Teacher perception of the value of professional development Increased my effectiveness at promoting student learning Increased my knowledge beyond basic techniques Deepened my subject matter knowledge Improved my ability to identify appropriate instructional goals Improved my skills in meeting student needs A lot Somewhat Improved my classroom management skills Increases my ability to interact with parents 0 10 20 30 40 50 60 70 80 90 100 Source: SRI Survey of California Teachers (2001)

  27. Factors considered by teachers in choosing their current jobs 25 20 15 10 5 0 Grade level/subject areas offered Prefer the school’s philosophy More support for professional learning Had more resources Closer to home Offered a higher salary Prefer the population of students Source: SRI Survey of California Teachers (2001)

  28. Multiple routes into the teaching profession TraditionalCredentialProgram Community College B.A. Degree 4-YearIHE EmergencyPreinternIntern Preliminary-Credentialed Teachers

  29. The Status of the Teaching Profession 2001 Goals and Policy Recommendations

  30. Every student will have a fully prepared and effective teacher.

  31. All pathways into teaching will provide high-quality preparation for each participant and reflect California standards for what students and teachers should know and be able to do.

  32. Every district will be able to attract and retain fully qualified, effective teachers.

  33. Every teacher will work in a safe, clean facility conducive to learning, have adequate materials with which to teach, and have the guidance and support of a capable leader.

  34. All teachers will receive high-quality support for induction and the career-long professional development that will ensure that they stay current with advances in their field.

  35. A list of detailed policy recommendations is included in the full report.

  36. Funding for The Status of the Teaching Profession 2001 was provided by: • The California State University, Office of the Chancellor • The Ford Foundation • Walter and Elise Haas Fund • The William and Flora Hewlett Foundation • The James Irvine Foundation • Walter S. Johnson Foundation • The Stuart Foundation • Washington Mutual Foundation

  37. To request a copy of The Status of the Teaching Profession 2001contact: The Center for the Future of Teaching and Learning 133 Mission Street, Suite 220 Santa Cruz, CA 95060 (831) 427-3628 www.cftl.org

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