HEAD OF THE CLASS A Quality Teacher in Every Pennsylvania Classroom

HEAD OF THE CLASS EPLC 2003 Annual Conference Robert E. Feir

Introduction EPLC Teacher Quality and Supply Project Late January member study group for design and advice, not consensus Research and data analysis Surveys of Superintendents and Deans EPLC responsible for report

Purpose To make recommendations for the effective use of state policies to promote the presence of a qualified teacher in every Pennsylvania K-12 classroom at all times

The Report Quality Teaching and Why it Matters Current State Policy An Expanding Federal Role Availability of Qualified Teachers Recommendations

Quality Teaching Content knowledge Pedagogical skills Verbal ability Experience “Intangibles” Teacher quality leads to student achievement

State Policy Preparation Certification NBPTS Alternative certification Emergency permits

State Policy Hiring Induction Professional development Career ladders Post-retirement teaching Teacher evaluation

Expanding Federal Role No Child Left Behind – Highly qualified teachers by Title II of the Higher Education Act – To be reauthorized in 2003 or 2004

Findings — Shortages Teacher shortages — not universal, but … – Urban – Subjects Physics, Chemistry, Biology, General science Mathematics Languages Special education – Minorities

Minority Teachers

Findings — Geography and Turnover Geographic imbalances are big problem for urban districts Turnover — poor – Salaries – Administrative support – Discipline – Policymaking involvement – Student motivation

Findings — Trends Despite continuing “over-supply” … Superintendents report: – 16% - not enough candidates – 39% - not enough quality candidates Fewer certificates being issued More teachers leaving their districts More emergency permits being issued

Trends — Certificates Issued Overall 16.5% Decline

Trends — Teachers Leaving

Trends—Emergency Permits Overall 353% Increase

Recommendations Promoting and professionalizing teaching Enhancing teacher preparation and monitoring recent reforms Addressing specific staffing problems Improving data collection, integration, and utilization

Recommendations Promoting and professionalizing teaching – Total of 10 recommendations

Recommendations Leaders and educators need to promote the profession Require use of new evaluation forms or local forms that use the same standards Use new evaluations instead of PDAP Promote NBPTS Align local planning; recognize teacher development

Recommendations 2-year induction; train mentors Re-examine minimum salary More focused use of Act 48 Improve teacher work environment to promote recruitment and retention

Recommendations Enhancing teacher preparation and monitoring recent reforms – Total of 3 recommendations

Recommendations Determine effectiveness of current Chapters 49 and 354 in revising them Integrate 49/354 with other state policies and national accreditation standards Fund teacher participation in program approval teams

Recommendations Addressing specific staffing problems – Total of 14 recommendations

Recommendations State funded teacher recruitment program for districts with significant problems Determine if PDE can help recruit for districts 49/354 review should focus on hard-to-staff positions Increase number of qualified minority teachers State attention to substitutes; look at Allegheny County

Recommendations Allow retirees to teach 190 days Ensure adequacy of tests for 7 th and 8 th grade teachers under NCLB Tighten state NCLB policy on certification of candidates from national training programs Strengthen reading teaching skills of teachers of young children

Recommendations PDE should use online professional development strategically to promote other priorities Consider impact of early retirement on teacher shortages Continue participating in Mid-Atlantic Regional Teachers Project State online application and recruitment service

Recommendations Improving data collection, integration, and utilization – Total of 3 recommendations

Recommendations Continue integrating PDE databases PDE should conduct comprehensive teacher corps census every 5 years School districts should report data more carefully

Major Policy Opportunities Review of Chapters 49 and 354 School finance reform

HEAD OF THE CLASS The report can be downloaded from:

HEAD OF THE CLASS Robert E. Feir EPLC Senior Fellow President EdStrat21