2. What is the National Commission on Teaching and America’s Future? National Commission with 29 members Chairman is Governor Jim Hunt (former Governor, NC) Created in 1995 to focus on teacher quality Moved from Teachers College, Columbia University to Washington DC with appointment of Tom Carroll as Executive Director in November, 2001

3. What Matters Most: Teaching for America’s Future 1996 Research Synthesis with Policy Recommendations: “By 2006: Every Child Will Have Competent, Caring, Qualified Teachers in Schools Organized for Success.” 19 NCTAF State Partners with District Partners Alliances With Other National Policy Initiatives

4. NCTAF Partner States

5. Why Doesn't Every Child Have Quality Teaching? High Teacher Turnover & Attrition Drive Shortages and Undermine Teaching Quality

6. Teacher Employment and Turnover 1987 - 2000 Source: Richard Ingersoll “Teacher Turnover and Teacher Shortages: An Organizational Analysis.” American Educational Research Journal. 38 (Fall 2000): pp. 499-534.

7. Teacher Employment and Turnover 1987 - 2000 Source: Richard Ingersoll “Teacher Turnover and Teacher Shortages: An Organizational Analysis.” American Educational Research Journal. 38 (Fall 2000): pp. 499-534.

8. Beginning Teacher Attrition is a Serious Problem

12. Source: Richard Ingersoll, adapted for NCTAF from “The Teacher Shortage: A Case of Wrong Diagnosis and Wrong Prescription.” NASSP Bulletin 86 (June 2002): pp. 16-31.

13. America’s Schools Lose About the Same Number of Teachers as They Hire Each Year 85,796 Newly Qualified Entrants Total Teacher Hires (534,861) 1999-2000 Source: Richard Ingersoll “Teacher Turnover and Teacher Shortages: An Organizational Analysis.” American Educational Research Journal. 38 (Fall 2000): pp. 499-534.

14. America’s Schools Lose About the Same Number of Teachers as They Hire Each Year 85,796 Newly Qualified Entrants 146,436 Re-Entrants, Delayed Entrants, Other Entrants Hires 1999-2000

15. America’s Schools Lose About the Same Number of Teachers as They Hire Each Year 85,796 Newly Qualified Entrants 146,436 Re-Entrants, Delayed Entrants, Other Entrants 302,629 Movers From Other Schools Total Teacher Hires (534,861) 1999-2000 Source: Richard Ingersoll “Teacher Turnover and Teacher Shortages: An Organizational Analysis.” American Educational Research Journal. 38 (Fall 2000): pp. 499-534.

16. America’s Schools Lose About the Same Number of Teachers as They Hire Each Year 85,796 Newly Qualified Entrants 146,436 Re-Entrants, Delayed Entrants, Other Entrants 302,629 Movers From Other Schools 252,408 Movers to Other Schools Total Hires (534,861) 1999-2000 Total Departures 2000-01

17. America’s Schools Lose About the Same Number of Teachers as They Hire Each Year 85,796 Newly Qualified Entrants 146,436 Re-Entrants, Delayed Entrants, Other Entrants 302,629 Movers From Other Schools 252,408 Movers to Other Schools 287,370 Leavers From Teaching Total Teacher Hires (534,861) Total Departures (539,778) 1999-2000 2000-2001 Source: Richard Ingersoll “Teacher Turnover and Teacher Shortages: An Organizational Analysis.” American Educational Research Journal. 38 (Fall 2000): pp. 499-534.

18. Teacher Turnover: A Revolving Door Not In Transition

19. Leaving Teacher Turnover: A Revolving Door Incoming Not In Transition Total Teaching Force, 1999-2000: 3,451,316 Source: Richard Ingersoll “Teacher Turnover and Teacher Shortages: An Organizational Analysis.” American Educational Research Journal. 38 (Fall 2000): pp. 499-534.

20. Turnover & Attrition Have High Costs Schools Loss of Public Teacher Preparation Investment Cost of Hiring, Preparation & Replacement Churning Loss of Continuity and Coherence Lost Professional Development Investments School Reforms are Undercut Low Income Students Lose the Most Highest Turnover Highest Number of First Year Teachers Highest Number of Out-of-Field Teachers Fewest Accomplished Teachers

21. Retirement is Not the Most Significant Factor Driving Teacher Turnover Retirement To Pursue Other Job Dissatisfaction Family or Personal School Staffing Action

22. School Conditions & Pay Are the Greatest Factors in Dissatisfaction- Related Teacher Turnover Class Size too Large Poor Student Motivation Student Discipline Problems Poor Salary Inadequate Time Classroom Intrusions Lack of Faculty Influence Poor Administrative Support

23. Annual Teacher Turnover 2000-01 22.1% 19.1% 17.7% 19.7% 15.9% 14.9% 14.5% 20% 12.9% 15.7% PRIVATEPRIVATE PUBLIC PUBLIC 15.1%

24. Focus on Teacher Retention NCTAF Challenges the Nation to Improve Teacher Retention by 50% by 20006

25. Focus on Teacher Retention Organize every school for teaching and learning success. Insist on quality teacher preparation, program accreditation, and licensure. Develop and sustain professionally rewarding career paths from mentored induction through accomplished teaching.

26. Number of National Board Certified Teachers Source: National Board for Professional Teaching Standards

27. Teacher Preparation Reduces First Year Teacher Attrition - 2000-01 Training in Selection/Use of Instruction Materials Training in Child Psychology / Learning Theory Observation of Other Classes Feedback on Teaching Practice Teaching

28. Teacher Preparation Reduces First Year Teacher Attrition (2000-01) Training in Selection/Use of Instruction Materials Training in Child Psychology / Learning Theory Observation of Other Classes Feedback on Teaching Practice Teaching Source: Richard Ingersoll University of Pennsylvania, original analysis for NCTAF 2000-01 Teacher Follow-up Survey

29. Deep knowledge of subjects they teach Understanding of how students learn Strong teaching skills to help all students achieve Create a positive learning environment Use variety of assessment strategies to diagnose and respond to learning needs Integrate technology to support learning Characteristics of Highly Qualified Beginning Teachers

30. Collaborate with colleagues, parents, the community and other educators Reflect on practice to improve teaching Pursue personal growth in content and skills Instill a passion for learning in their students

31. Hallmarks of a Good Teacher Preparation Program Competitive candidate recruitment and selection Strong academic preparation with deep subject matter knowledge and understanding of how children learn Extensive clinical practice Learning technologies embedded in program Entry level teaching support and mentored induction Assessment of program effectiveness

32. Moving Forward: 3 NCTAF Summits The First 3 Years of Teaching: Mentored Induction Schools That Work: Small Professional Learning Communities High Quality Teacher Preparation

33. Organizing Schools for Teaching and Learning Success Successful schools are Learner centered. Successful schools are Assessment centered. Successful schools are Knowledge centered. Successful schools are Community centered. What We Know About How People Learn

34. E -Learning Builds on What We Know About How People Learn E ngaging – Knowledge Centered E mpowering – Learner Centered E ffective – Assessment Centered E nvironments – Community Centered E quitable -- Access

35. DEMONSTRATE VALUE ADDED Improved Access Quality Learning Sustainable Costs Remodel Education To Achieve:

36. TRANSFORMATIONAL POWER of E-Learning Connectivity Interactivity Cognitive Amplification

37. L P L L L L L L L Professional Learning Community

38. Value Added Transformations Math Emporium – (Virginia Tech) Studio Physics – (Rensselaer Polytechnic. Institute) Rio Salado College – (Maricopa Community College, AZ)

39. Value Added Transformations in Teacher Ed Video Demonstrations of Effective Practice (e.g. INTIME University of Northern Iowa, Lesson Lab, etc.) K-16 collaborations around technology – (e.g. Appalachian State University, UTexas at El Paso, etc.) Building community & support with technology – (e.g. Wings Online: UTexas at Austin, Indiana University’s Inquiry Learning Forum)

40. The First 3 Years of Teaching: Mentored Induction Schools That Work: Small Professional Learning Communities High Quality Teacher Preparation Moving Forward: NCTAF Summits for 2003-04

41. To Leave No Child Behind, We Must Ensure Every Child Has Competent, Caring, Qualified Teaching in Schools Organized for Success

42. Kathleen Fulton kfulton@nctaf.org www.nctaf.org