Teacher portal presentation 38632ptnh22r4fzkrsauhs40efn55
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This presentation summarizes research on teacher quality in North Carolina. It finds that teachers prepared by UNC teacher preparation programs generally perform as well or better than teachers prepared through other pathways. However, some specific alternative programs like Teach For America produce teachers that are more effective, especially at the elementary level. The presentation recommends expanding support for new teachers, strengthening clinical practice in teacher preparation programs, improving recruitment and selection criteria, and using a dashboard to monitor program outcomes. It also reviews recommendations from a UNC Board of Governors subcommittee on increasing collaboration between UNC institutions and improving teacher and leader quality.
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Teacher portal presentation 38632ptnh22r4fzkrsauhs40efn55
- 1. Preparing More, Higher Quality Teachers and School Leaders for North Carolina’s Public Schools State Board of Education Presentation May 5, 2015 Alisa Chapman University of North Carolina
- 2. • Demographic Information • 2014 Teacher Portals Analysis • Teacher Retention by Portal • Out of State Prepared Teachers • New Initially Licensed Teachers • 2013 Program Effectiveness Summary Data • UNC Board of Governors Recommendations on Teacher and School Leader Quality Presentation Topics
- 3. UNC Teacher Quality Research
- 4. Research Models • TQ Impact Model(s) – Compare the effectiveness of UNC teacher preparation programs with other routes of preparation, as well as individual program effectiveness analysis • TQ Persistence Model – Assess the retention of teachers prepared by UNC teacher preparation programs and their employment in NC public schools • TQ Entry Model – Assess the entry patterns and distribution of teachers prepared by UNC teacher preparation programs and their employment in NC public schools • Research Use to Drive Program Improvements – Identification of promising practices, focused discussions with campus leaders, and evidenced-based program improvements
- 5. A Strategic Priority of the University UNC Overall Goal: Preparing More, Higher Quality Teachers and School Leaders for North Carolina Public Schools Key Strategies to Address the Goal – Recruitment – Preparation – New Teacher Support – Teacher Quality Research – Outcomes / Impact
- 6. Teacher Supply and Demand Magnitude of the Teaching Profession − Teachers comprise the second largest employed profession in the US [degreed professionals] − 3.7M employed teachers nationally Need for Teachers in North Carolina – Overall Supply / Geographic Distribution – Highest Need Licensure Areas – Mathematics, Science, Middle Grades and Special Education – Need for New Teachers Driven Primarily by Turnover – 90%+
- 7. 480 858 5,679 11,955 14,013 27,565 34,984 0 5000 10000 15000 20000 25000 30000 35000 40000 Teach For America Visiting International Faculty Unclassifiable NC Private University Alternative Entry Out-of-State UNC System North Carolina Teachers by Preparation Category Number of Employed Teachers 2011-12 - 95,543
- 8. 0.00% 5.00% 10.00% 15.00% 20.00% 25.00% 30.00% 35.00% 40.00% 2004-05 2005-06 2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 UNC System NC Private University Out-of-State University Teach For America Visiting International Faculty Alternative Entry UNC System Out-of-State Alternative Entry NC Private VIF TFA 2004-05 through 2011-12: Percentage of NC Public School Teachers by Portal
- 9. 36.62 % 63.38 % 2011-12: NC Public School Teachers by Preparation Category UNC System All Other Sources NC Employed Public School Teachers Number of Employed Teachers - 95,543 Characteristics of UNC System Prepared Teachers Employed in NC Public Schools – 83% Female – 15% Minority – Age in 2011 - 38.7 – Teaching Experience - 12 Yrs – Tested Subject – 30% – School FRL – 59% – School Minority – 47% School Level Percentages: – Elem & Elem/Middle School – 56% – Middle School – 18% – High School – 26%
- 10. UNC Teacher Productivity UNC’s Fifteen Teacher Education Programs prepare approximately 4,500 teachers each year Approximately 65% are prepared through undergraduate traditional preparation programs About one third are prepared in high need licensure areas – mathematics, science, middle grades, and special education UNC Teacher Preparation Pipeline Fall 2012 / 2013 Enrollment in Education Programs (Graduate and Undergraduate) 0 500 1000 1500 2000 2500 3000 3500 4000 Fall 2012 Fall 2013 - 94 - 126 - 337 - 91 - 224 - 257 - 23 - 54 - 87 - 155 - 125 - 51 + 22 + 60 + 164
- 11. 2014 UNC Teacher Portals Analysis
- 12. Teacher Portals Analysis: Purpose, Data and Methods We set out to answer: How does the performance of teachers prepared by the UNC System compare to the performance of teachers who enter NC classrooms with other types of preparation, for example, out-of-state, alternative entry, TFA? For the report, we analyzed 2.9 million test scores, 1.4 million students, and over 28 thousand teachers with less than 5 years of experience from all school districts in NC Value-added effects were estimated using multi-level models with 23 student, 9 classroom/teacher, and 12 school variables
- 13. Teacher Portal Impact Summary: Value-Added Findings for Teacher Preparation Categories Teacher Preparation Category Less Effective than UNC System Prepared Teachers More Effective than UNC System Prepared Teachers No Different than UNC System Prepared Teachers NC Private University 3 0 8 Out-of-State University 5 0 6 Teach For America 0 9 2 Visiting International Faculty 1 2 6 Alternative Entry 3 0 8
- 14. Teacher Portal Summary: Value-Added Findings by Level and Subject Level/Subject Teacher Categories Less Effective than UNC System Prepared Teachers Teacher Categories More Effective than UNC System Prepared Teachers Elementary Math Out-of-State TFA, VIF Elementary Reading --- VIF Elementary Science NC Private, Out-of-State TFA Middle Math NC Private TFA Middle Reading --- TFA Middle Science NC Private TFA Middle Algebra 1 --- TFA High School English --- --- High School Social Studies Out-of-State, Alt Entry TFA High School Math Out-of-State, VIF, Alt Entry TFA High School Science Out-of-State, Alt Entry TFA
- 15. Teacher Retention by Portal
- 16. 55.52 28.64 10.22 57.2 75.23 75.43 72.76 61.79 31.16 74.01 86.13 85.18 0 20 40 60 80 100 Alternative Entry Visiting International Faculty Teach For America Out-of-State NC Private University UNC System Stay for 3 Stay for 5 Beginning Teacher Persistence in NC Public Schools
- 17. Out of State Prepared Teachers
- 18. 2011-12: All Teachers New York 3666 teachers Pennsylvania 2645 teachers Ohio 2343 teachers Virginia 2215 teachers South Carolina 2186 teachers Michigan 1543 teachers Florida 1433 teachers West Virginia 1089 teachers Tennessee 917 teachers Indiana 695 teachers 2011-12: Teachers with Less than Five Years Experience New York 786 teachers Ohio 688 teachers Pennsylvania 621 teachers Michigan 619 teachers South Carolina 352 teachers Virginia 309 teachers Florida 191 teachers Georgia 163 teachers Indiana 150 teachers Arizona 149 teachers Out of State Prepared Teachers in NC Public Schools
- 19. New Initially Licensed Teachers
- 20. 120 175 518 613 1271 2554 0 500 1000 1500 2000 2500 3000 Visiting International Faculty Teach For America Alternative Entry NC Private University Out of State UNC System 2011-12: First Year NC Public School Teachers by Portal
- 21. 0.00% 1.00% 2.00% 3.00% 4.00% 5.00% 6.00% 7.00% 1st 2nd 3rd 4th 5th 6th 7th 8th 9th 10th 11th 12th 13th 14th 15th 16th 17th 18th 19th 20th 21st 22nd 23rd 24th 25th 26th 27th 28th 29th 30th 31st 32nd 33rd 34th 35th Above35 Teachers' Experience in North Carolina 2001-10 More teachers in NC are in their first year than any other year of experience.
- 22. NC New Teacher Support Program • Essential Components of the Program – For beginning teachers with no prior teaching experience – Provides support in first 3 years of service – Summer Institute (TFA model and 5 days) – Instructional Coaching (classroom-based) – Customized Professional Development – Use of CLASS observational instrument – Offered to lowest performing schools as a priority • Yr 1 - 35; Yr 2 - 450; Yr 3 - 1,150, Yr 4 serving 1,000
- 23. Quality by Preparation Program: 2013 UNC Teacher Preparation Program Effectiveness Outcomes
- 24. Program Effectiveness Analysis: Report on All Programs Eleven models for student test scores outcomes: − Elementary School – Mathematics, Reading, Science − Middle School – Mathematics, Reading, Science, Algebra I − High School – Algebra I/II, English I, Science (Biology and Physical Science, Social Studies (U.S. History and Civics & Economics) Each UNC traditional preparation program was compared to All Other Sources of non-UNC Teachers
- 25. UNC Programs Comparison vs. All Others Elementary School
- 26. UNC Programs Comparison vs. All Others Middle School
- 27. UNC Programs Comparison vs. All Others High School
- 28. Transforming Research into Action • UNC is taking ownership and responsibility for “evidence based” program improvements - Improve existing UNC teacher preparation programs - Develop, pilot and evaluate innovations in UNC preparation programs - Increase UNC productivity of new teachers to off-set dependency on lesser performing portals - Improve recruitment and selection into UNC teacher preparation programs • Identifying gaps in lower performing portals that could be addressed through strategies with UNC preparation programs • Coordinating with our K12 partners to develop, pilot, and evaluate innovations
- 29. Questions?
- 30. Recommendations from the UNC Board of Governors Subcommittee on Teacher and School Leader Quality (January 2015)
- 31. Subcommittee Recommendations 1. Develop a UNC Educator Quality Dashboard to monitor and measure the performance of UNC’s fifteen nationally accredited teacher education programs.
- 32. Current design and layout of the dashboard website
- 33. • Education Enrollment Trends • Productivity of New Initially Licensed Teachers • Distribution of Employed UNC Education Graduates across NC • Academic Profile Comparison – Education / Other Graduates • Teacher Portals • Program Effectiveness by Institution / Program • Teacher Retention (3 / 5 Year Benchmarks) • University – School Partnerships • Job Placement Rates and Recent Graduate Survey Data • Licensure Exam Results • Time-to-Degree • Clinical Practice • Selection Criteria Indicators / Outcomes
- 34. Subcommittee Recommendations 2. Accelerate collaboration among UNC Colleges of Education and Arts & Sciences in a more formalized process. Advancement of this work will be coordinated by UNC General Administration.
- 35. Subcommittee Recommendations 3. Strengthen partnerships between UNC Colleges of Education and PK-12 schools to achieve meaningful and mutually beneficial collaboration.
- 36. 1 USTEP 2 USTEPs 3 Or More USTEPs Stokes Guilford Anson Burke Avery Surry Wilkes Rowan Davie Cabarrus Stanly Davidson Moore Caswell Harnett Martin Yancy Gates Cherokee Clay Graham Swain Macon Jackson Polk Caldwell Ashe Alleghany Yadkin Iredell Lincoln Catawba Rockingham Union ChathamRandolph Lee Hoke Person Bladen Columbus Sampson Pender Johnston Brunswick Duplin Onslow New Hanover Franklin Warren Wilson Wayne Halifax Lenoir Pitt Jones Craven Beaufort Pamlico Hyde Tyrrell Greene Bertie Haywood Scotland Vance Chowan Perquimans Pasquotank CurrituckCamden Madison Buncombe Watauga Nash Orange Forsyth Robeson Pitt Hertford Dare Durham Cumberland McDowell Rutherford Cleveland Gaston UNC-G ASU UNC-A WCU WSSU NCA&T NCCU NCSU FSU UNC-C UNC-CH ECU ECSU UNC-P UNC-W Edgecombe Wake Henderson Northampton Formal University-School Teacher Education Partnerships
- 37. 4. Improve teacher preparation by taking the following actions: I. Expand high-quality, clinical practice; II. Use research-based evidence to guide measurable improvement in teacher preparation programs; III. Link candidate performance with valid and reliable performance assessments that are data- and evidenced-based Subcommittee Recommendations
- 38. 5. Improve the selection process and criteria for entry into principal preparation programs, redesign programs where necessary, and apply best practices for school leader preparation and development. Subcommittee Recommendations
- 39. 6. Strengthen recruitment and selection criteria of teacher candidates: I. Establish a public-private teacher scholarship program; II. Support a pay differential for NC public school teachers with in-field advanced degrees; III. Develop campus-based recruitment plans that reflect current market research and regional school district needs Subcommittee Recommendations
- 40. 7. Improve support for early-career teachers by adopting and expanding statewide the NC New Teacher Support Program. Subcommittee Recommendations
- 41. Clinton Cherokee Clay Graham Swain Macon Jackson Haywood Tran- sylvania Buncombe Madison Yancey McDowell Rutherford Polk Cleve- land Burke Avery Watauga Wilkes Ashe Caldwell Lincoln Gaston Mecklen- burg Catawba Alleghany Surry Yadkin Davie Rowan Cabarrus Stanly Union Anson Rich- mond Mont- gomery Davidson Randolph Forsyth Guilford Stokes Rockingham Caswell Person Gran- ville Vance Warren Halifax Northampton Hertford Gates Dur- Durham WakeChatham Lee Moore Hoke ChowanBertie Perquimans Camden Currituck Wash- ington Tyrrell Dare Franklin Nash/ Rocky Mount Edge- combe Wilson Johnston Harnett Cumber- land Robeson Columbus Brunswick New Hanover Pender Bladen Sampson Duplin Onslow Carteret Jones Lenoir Wayne Greene Craven Pamlico Beaufort Hyde Pasquotank Iredell Orange Martin Pitt Expedition Charter Exploris Charter NC New Teacher Support Program University Regions NC New Teacher Support Program Districts & Charter Schools by Region NC INSPIRE Partner Districts GEAR UP Participating Districts CSLD UNCCECU UNCGNCSU WCU NC New Teacher Support Program 2013-14 Program Service Areas
- 42. Questions?