Assess supply and demand for science and math teachers Describe math and science teacher production system Current recruitment strategies Preparation pathways.

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Presentation transcript:

Assess supply and demand for science and math teachers Describe math and science teacher production system Current recruitment strategies Preparation pathways and certification Factors influencing retention Professional development

Schematic flow diagram of teacher production system

On average, 25% of science and math teachers in California schools are not qualified to teach their assigned subjects However, 50% of incoming science and math teachers are not fully qualified; the overall percentage of underprepared science and math teachers is growing California currently needs over 4,000 new math and science teachers a year Annual demand could double with impending wave of retirement - 1/3 of teaching force (100,000 teachers) older than 50 What the data say

Credential breakdown of math and science teachers in California hired in Science Math

Complexity of production & credentialing system has reached unmanageable proportions Disproportionately higher percentage of math and science teachers prepared through alternative routes, which vary widely and have lower retention rates Funding for recruiting and professional development is highly unstable; little data collected on effectiveness impedes effective allocation of what resources are available The algebra gateway in 8th grade has created a serious shortage of qualified math teachers in middle school Serious issues

At CSU summit on Math and Science Teacher Preparation 3/2/06, CCST Chair Lawrence Papay gave keynote address challenging CSU to devise response to science and math teacher issues as identified in Rising Above the Gathering Storm CSU strategy: Comprehensive recruitment aimed at expanding and diversifying the pool of math and science teacher candidates Creation of new credential pathways Internet-supported delivery of instruction Collaboration with community colleges Financial support and incentives for new math and science teachers Supporting and evaluating promising approaches having scale-up potential Partnerships with business, industry, and federal laboratories

Last week of May/first of June: continued revisions of integrated draft, completion of peer review for PI reports June 7 - CCST and CFTL staff to complete draft of analysis, recommendations June 9-26: integrated report draft for review June 27- July 6: final revisions July 7-14: Layout, proofing Late July: production, delivery Teacher Critical Path Analysis timeline