The Center for the Future of Teaching and Learning The Status of the Teaching Profession 2005 California State University, Office of the Chancellor Policy.

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Presentation transcript:

The Center for the Future of Teaching and Learning The Status of the Teaching Profession 2005 California State University, Office of the Chancellor Policy Analysis for California Education University of California, Office of the President WestEd Research conducted by SRI International

The Center for the Future of Teaching and Learning Copyright © All rights reserved. Context No Child Left Behind requires that: Every teacher must be “highly qualified” by the end of the school year. Steps are being taken to ensure that experienced and qualified teachers are equitably distributed among classrooms with poor and minority children and those with their peers. Stakes for Students are Rising: Seniors graduating in the Class of 2006 must pass the California High School Exit Exam.

The Center for the Future of Teaching and Learning Copyright © All rights reserved. The Looming Teacher Shortage Nearly 100,000 teachers in California are over 50 years old. One-third of the teacher workforce will retire in the next decade.

The Center for the Future of Teaching and Learning Copyright © All rights reserved. Mixed News With the help of teachers entering the profession as interns, California has reduced the number of underprepared teachers by half in the last five years.

The Center for the Future of Teaching and Learning Copyright © All rights reserved. Persistent Inequities Students in the state’s lowest achieving schools are five times more likely to have an underprepared teacher than students in the highest performing schools. Intern teachers are maldistributed– 85% of interns are assigned to high minority schools. Only 3% of interns are assigned to low minority schools.

The Center for the Future of Teaching and Learning Copyright © All rights reserved. Inequity and its Long-Term Impact

The Center for the Future of Teaching and Learning Copyright © All rights reserved. Out-of-Field Teachers Out-of-field teaching continues to be a problem across subject areas in California high schools. At least 20% of core subject teachers are assigned out-of- field or are underprepared. Nearly one-third of physical science teachers are either underprepared or assigned out- of-field.

The Center for the Future of Teaching and Learning Copyright © All rights reserved. High Stakes, Difficult Times Schools with the lowest percentage of students passing the CAHSEE have the most underprepared teachers. Currently, 100,000 students are at risk of failing the exam and thus will not graduate in the spring.

The Center for the Future of Teaching and Learning Copyright © All rights reserved. English Learners English learners make up 25% of California’s student population (1.6 million students). Yet more than half of teachers with at least five years of experience lack the appropriate background to teach English learners.

The Center for the Future of Teaching and Learning Copyright © All rights reserved. Special Education Overall, 14% of special education teachers in California are underprepared, but that number jumps for students in high minority schools, where 22% of special education teachers are underprepared. Further, 49% of 1 st year special education teachers are underprepared.

The Center for the Future of Teaching and Learning Copyright © All rights reserved. Now is the Time to Take Action The chance of supply meeting demand is greatest in the school year. Unless action is taken immediately, the gap between supply and demand will widen over the next 10 years.

The Center for the Future of Teaching and Learning Copyright © All rights reserved. Policy Recommendations It is clear that this is the time for decisive and courageous action in pursuit of a highly skilled teacher for every child in California. Therefore, the Center urges policy-makers to take action on the following recommendations.

The Center for the Future of Teaching and Learning Copyright © All rights reserved. Policy Recommendations Ensure that all teachers who enter the classroom have a thorough knowledge of the subject matter assigned and possess the pedagogical skill required for all children to learn.

The Center for the Future of Teaching and Learning Copyright © All rights reserved. Policy Recommendations Ensure that all students have equitable access to teachers who are fully prepared, experienced and appropriately assigned.

The Center for the Future of Teaching and Learning Copyright © All rights reserved. Policy Recommendations Ensure that policy-makers have a data system that allows them to adequately monitor the progress of state efforts to ensure that all students have equitable access to fully prepared and experienced teachers.