1. Transition to Teaching Recruiting, Preparing, and Retaining Science Teachers through TTT Beatriz Ceja, Gillian Cohen-Boyer and Thelma Leenhouts U.S. Department of Education

2. Overview  Purpose and characteristics of Transition to Teaching (TTT) programs.  Lessons learned from TTT grantees who focus on recruiting science teachers.

3. Program Authorization Program authorized under Title II, Part C, Subpart 1 of the Elementary and Secondary Education Act of 1965, as amended by the No Child Left Behind Act of 2001 (P. L. 107.110)

4. Legislative Purposes To establish a program to recruit and retain highly qualified mid-career professionals (including highly qualified paraprofessionals), and recent graduates of an institution of higher education, as teachers in high-need schools in high-need LEAs; and To encourage the development and expansion of alternative routes to certification under State- approved programs that enable individuals to be eligible for teacher certification within a reduced period of time.

5. In Short: Recruit, Prepare, Retain Help high-need school districts meet their need for qualified teachers in high- need subjects; Increase the pool of high quality candidates for certification; Bring flexibility into the teacher preparation system; Improve teacher retention.

6. Grant Program Overview 5-year grants to Districts (LEAs), State Education Department (SEAs), and Colleges/Universities (IHEs) or non- or for-profits in partnership with LEAs or SEAs, to Develop programs at a local, state, or regional/national level, that; Prepare mid-career changers, recent college graduates and paraprofessionals, to; Be trained, certified, and placed as teachers, In high-need schools and LEAs, For high-need subject areas, With support so that retained for 3 yrs or more.

7. Grantee Characteristics 120 grantees ½ are institutions of higher education ¼ are local school districts The rest are state education agencies (16) and non-profit organizations (9) In all but 13 states Four of these (AL, SD, WA, WY) are served by regional grants

8. Scope of the Program

9. 2002-2005 Performance Data Nearly 20,000 participants. At least 20% have achieved certification. About 16% are teachers of Math or Science. 74% of those participants who began teaching in 2002 were still teaching 3 years later.

10. TTT and Science Teachers TTT is targeted to meet the need for new teachers in specific high-need districts. Districts identify high-need subjects, which often includes science and mathematics. A few grantees have focused to a great degree on recruiting science teachers. Experience suggests there are some challenges and strategies for recruitment, preparation and retention that are specific to prospective science instructors.

11. Recruitment: Who is Being Recruited? Mid-career professionals with industry or laboratory experience. Retiring military through Troops to Teachers. Recent college graduates educated in the sciences.

12. Recruitment: What are Their Motivations? Mid-careers and Troops Give back to society and share knowledge Desire to improve the education system Always wanted to teach Provides family-friendly flexibility Recent College Grads Viable way to use recently gained knowledge Both Desire for social justice More people-oriented than industry options. It’s a job.

13. Recruitment: Challenges Higher paying jobs in industry for those with science majors/experience and low pay in education. For TTT, must teach in a high-need school in a high-need district –and for at least three years – Sometimes a cultural mismatch. Small minority population trained in sciences, but needed in teaching. Hard to find people who want to teach in middle school (rather than high school).

14. Recruitment: Strategies Cast a wide net, but quickly target based on local economy and needs. Use technology. Establish partnerships with down-sizing corporations. Promote word of mouth across professional networks. Feature science instructors in widely dispersed success stories.

15. Preparation and Certification: Challenges Participants have widely varied academic backgrounds in the sciences. PRAXIS or other State test require test-taking and pedagogical knowledge, not just content Certification areas are very specific and complicated. Specific content knowledge does not always translate to district and school needs. (Ex. reading in the content areas)

16. Preparation and Certification: Strategies Practice test taking strategies and take advantage of innovative on-line help. Form collaborations with SEA certification offices. Understand the licensing so can steer appropriately towards integrated science licenses or dual licensure with special education.

17. Retention: Challenges “No point recruiting if we can’t retain” Experiential Mismatch – the reality of classroom resources and school structures is very different than previous experiences. Economic Mismatch - most participants are from a different economic background than their students. The Science Fair Project – under-prepared in pedagogy and it’s the first thing they have to do.

18. Retention: Strategies Select Carefully - then Support, Support, Support Especially important to have discipline specific mentor teachers. Have retired or master science teachers serve as coaches to help participants get the “curriculum” and translate knowledge to school environment. Take advantage of technology for peer support – ex. webcams.

19. In Summary: Recruit, Prepare and Retain – Knowledgeably Target recruitment and cast a wide-net – varies depending on local economy. Form key partnerships for recruitment, certification, preparation, and retention. Provide targeted assistance to help content- knowledgeable teachers pass the state content exam (PRAXIS). Smooth the transition from academic and industry environments to school and district environments. Use technology throughout to recruit, prepare, retain teachers.

20. How TTT Helps A catalyst for getting programs started and creating of new collaborations Promotes changes in the way IHEs prepare and place and LEAs recruit and provide support to teachers. Provides time to learn and adapt and to plan for sustaining what works.

21. TTT Information Transition to Teaching website www.ed.gov/programs/transitionteach www.ed.gov/programs/transitionteach Contact the Transition to Teaching Staff at transitiontoteaching@ed.gov.transitiontoteaching@ed.gov