Where teachers are central to improving schools

1. Where teachers are central to improving schools Recruiting and Retaining Math and Science Teachers in Rural Schools Eric Hirsch, Center for Teaching Quality NCCTQ National Issue Forum, 5/24/06

2. Where teachersare central to improving schools • Teaching and Learning Conditions Surveys in 5 states in Spring 2006 with more than 125,000 respondents and data for more than 3,000 schools • Working with in 5 states on convenings of National Board Certified Teachers to address issues of recruitment and retention in hard-to-staff schools • Project in 3 rural NC districts to examine and improve the efficiency and effectiveness of recruitment and retention practices

3. Not enough production – last year only 157 new math teachers graduated from the entire 16 campus University of North Carolina system • Result is that 36 percent of high school math, 71 percent physical science and 57 percent chemistry teach courses without a major or minor and certification in their subject (NCES 99-00 data) • Reliance on alternative route and visiting international faculty in rurals, but recent SRI study shows few career switchers from math and science to teaching (about 5% in 7 programs vs. 42% in education or full-time students) and concerns about retention and quality Math and Science Shortages Driven by Production

4. Rural areas particularly hard hit in ability to recruit qualified applicants • In one of our studied districts the math faculty had to prepare lessons for a class staffed by subs all year long. Another had to bus students from one school to take science at another • Acute challenges create limited applicant pools related to lifestyle, in field, access to expertise, etc. • In general, see far greater similarities amongst teachers across subject and settings than differences Rural areas are particularly hard hit by these shortages of qualified applicants

5. While percentages who indicated a desire to leave teaching were similar, rural educators were far less likely to state an intention to move to another school (14.2 vs. 5.2 percent) • Math and science slightly more likely to indicate that they would leave the profession (7.8 and 8.3 percent vs. 6.9 percent) or move (15.2 and 14.6 percent vs. 12.5 percent). Special education least likely to indicate that they would leave teaching • Rural and urban were about as likely to express a willingness to teach at a hard-to-staff school. Fewer rural educators were undecided and more were steadfast in their unwillingness to go (42.7 percent rural versus 34.2 percent urban) Disparities Found in Math and Science Educators in Alabama Survey Work

6. Willingness to Teach in a HTSS • More than half (58.3%) would consider working in a HTSS with the right incentives Source: Hirsch, E. Recruiting and Retaining Teachers in Alabama, CTQ, 2006. Survey of 4200 educators in 3 Alabama districts

7. Educator Concerns About Teaching in a HTSS Source: Hirsch, E. Recruiting and Retaining Teachers in Alabama, CTQ, 2006.

8. Financial Incentives Can Work to Recruit to HTSS Source: Hirsch, E. Recruiting and Retaining Teachers in Alabama, CTQ, 2006.

9. Incentives Need to Match the Desires of Educators to Move to High Needs Schools Source: Hirsch, E. Recruiting and Retaining Teachers in Alabama, CTQ, 2006.

10. But Non-Financial Incentives Will Work Better to Recruit and Retain in HTSS Source: Hirsch, E. Recruiting and Retaining Teachers in Alabama, CTQ, 2006.

11. Teachers Look to Working Conditions When Considering Where to Work Source: Hirsch, E. Recruiting and Retaining Teachers in Alabama, CTQ, 2006.

12. Teachers Look to Working Conditions When Considering Where to Work Source: Hirsch, E. Recruiting and Retaining Teachers in Alabama, CTQ, 2006.

13. Working Conditions are Critical to Keeping Teachers in Schools Source: Hirsch, E. Recruiting and Retaining Teachers in Alabama, CTQ 2006

14. Leadership is the Most Important Factor in Retention Decisions for Teachers Source: Recruiting and Retaining Teachers in Alabama, CTQ 2006

15. 1. Improve the pipeline of math and science teachers through program approval and targeted incentives • Louisiana not only has quality, but quantity indicators for program approval with bonuses based on hard-to-staff subjects and schools. Faculty can lose professional development funds and eventually program approval based on yield • Provide additional funding, support and incentives to programs that feed rural districts to develop partnerships, specialized programs and prepare additional math and science educators • Ensure clinical placements are in diverse settings so the stigma of working in rural and HTSS • Pipeline strategies (scholarship, loan forgiveness should target HTS schools and subjects) State Policies to Recruit and Retain Math and Science Teachers to Rural Areas

16. 2. Grow your own is particularly critical for rural areas as it is easier to attract and retain a teacher already in the community • Teacher cadet program: minimal investment, structure curriculum, college credit (SC) • Fellows program or other structured partnerships with universities and as important community colleges (NC) • Target paraprofessionals who are familiar with the community and the rigors of HTSS (CA) and consider additional incentives for math/science and other HTS subjects State Policies to Support Improved Recruitment and Retention Efforts

17. 3. Invest in technology to address critical content and support issues • Virtual schools and distance learning opportunities for math and science content courses to ensure high quality teaching • Virtual professional development in providing content-driven professional development and content-focused customized mentoring that meets the unique needs of rural math/science educators State Policies to Support Improved Recruitment and Retention Efforts

18. 4. Ensure rural districts can customize financial incentives to meet the needs of their unique challenges (and do not think they are the only solution) • Provide an array of acceptable options that include a variety of potential incentives (signing bonus, retention bonus, housing, moving, M.A., tuition for children) • Consider block grants, RFP, venture capital fund and other means of getting resources to support districts that allow for research-based innovation • Financial incentives should be enough to have some likelihood of success, driven by local data and markets State Policies to Support Improved Recruitment and Retention Efforts

19. 5. Ensure non-financial incentives are part of the solution as they matter most to teachers • Invest in high quality leadership (standards, preparation, evaluation, professional development) • Empower educators through distributed leadership and collaborative time • Content driven PD • Customized mentoring and support that acknowledges the different needs and preparation levels of math/science teachers in rural areas State Policies to Support Improved Recruitment and Retention Efforts

20. Where teachers are central to improving schools 976 Martin Luther King, Jr. Blvd, Ste. 250 Chapel Hill, North Carolina 27514 (919) 951-0200 ehirsch@teachingquality.org www.teachingquality.org www.teacherworkingconditions.org www.teacherleaders.org