2. Copyright ©2010. All rights reserved. California’s Teaching Force 2010: Key Issues & Trends Key Themes Changing conditions, fewer prospects Increased demands, diminished support: Teaching in tough times Ensuring effective teachers in California’s classrooms California’s K-12 data system: A work in progress

4. Copyright ©2010. All rights reserved. California’s Teaching Force 2010: Key Issues & Trends Changing Conditions, Fewer Prospects

5. Copyright ©2010. All rights reserved. California’s Teaching Force 2010: Key Issues & Trends Dramatic Decline in Novice Teachers Number of first- and second-year teachers Source: California Department of Education

6. Copyright ©2010. All rights reserved. California’s Teaching Force 2010: Key Issues & Trends Fewer Teacher Candidates Source: California Commission on Teacher Credentialing Number of enrollees

7. Copyright ©2010. All rights reserved. California’s Teaching Force 2010: Key Issues & Trends Fewer Teaching Credentials Issued Number of preliminary credentials issued by universities Source: California Commission on Teacher Credentialing

8. Copyright ©2010. All rights reserved. California’s Teaching Force 2010: Key Issues & Trends Growing Number of Retirements Number of CalSTRS membership retirements Source: California State Teachers’ Retirement System (CalSTRS)

9. Copyright ©2010. All rights reserved. California’s Teaching Force 2010: Key Issues & Trends Projected Increase in Student Enrollment Source: California Department of Finance

10. Copyright ©2010. All rights reserved. California’s Teaching Force 2010: Key Issues & Trends Projected Enrollment Change, by County Source: California Department of Finance

12. Copyright ©2010. All rights reserved. California’s Teaching Force 2010: Key Issues & Trends Increased Demands on Teachers Higher expectations for improving students’ academic outcomes More students Less time Fewer student supports Lower compensation

13. Copyright ©2010. All rights reserved. California’s Teaching Force 2010: Key Issues & Trends California STAR Results, by Ethnicity English Language Arts Mathematics Source: California Department of Education

14. Copyright ©2010. All rights reserved. California’s Teaching Force 2010: Key Issues & Trends CST Results vs. NCLB Proficiency Targets Source: California Department of Education

15. Copyright ©2010. All rights reserved. California’s Teaching Force 2010: Key Issues & Trends Increased Demands: More Students A 2010 CDE survey of districts found that 35% increased class size in grades K-3 and 18% increased class size at the high school level At least 8 of 11 focus districts reported increasing K-3 class size

16. Copyright ©2010. All rights reserved. California’s Teaching Force 2010: Key Issues & Trends Increased Demands: Less Time A 2010 CDE survey of districts found that 16% reduced their academic year in 2009-10 At least 8 of 13 focus districts reported implementing furlough days for teachers

17. Copyright ©2010. All rights reserved. California’s Teaching Force 2010: Key Issues & Trends Increased Demands: Fewer Student Supports A 2010 CDE survey of districts found that 48% of districts had cut counselors, nurses, and/or psychologists; 29% cut instructional assistants Focus districts reported that cuts were made to support staff to avoid cutting teacher positions

19. Copyright ©2010. All rights reserved. California’s Teaching Force 2010: Key Issues & Trends Diminishing Support Cost-cutting at teacher preparation programs Reduction or elimination of induction programs Teachers “on their own” for professional development

20. Copyright ©2010. All rights reserved. California’s Teaching Force 2010: Key Issues & Trends Cost-cutting at Teacher Preparation Programs The Teacher Performance Assessment (TPA) is now in jeopardy due to costs for implementation Teacher credential programs are: Putting a hold on hiring tenure-track faculty Hiring fewer temporary faculty Changing faculty responsibilities

21. Copyright ©2010. All rights reserved. California’s Teaching Force 2010: Key Issues & Trends Cuts to Induction Programs Beginning Teacher Support and Assessment (BTSA) has been cut 30% since 2007 Certificated Support Mentoring Program (CSMP) has been cut 26.5% since 2007 Funds for both programs are subject to district flexibility, meaning they can be used for other purposes

22. Copyright ©2010. All rights reserved. California’s Teaching Force 2010: Key Issues & Trends Cuts to Professional Development The Professional Development Block Grant has been cut 20% since 2007 and its funds are subject to district flexibility Ongoing professional development has been decentralized to the schools, where teachers and their colleagues are “on their own” to seek out and offer support to one another

24. Copyright ©2010. All rights reserved. California’s Teaching Force 2010: Key Issues & Trends Ensuring Effective Teachers in Every Classroom

25. Copyright ©2010. All rights reserved. California’s Teaching Force 2010: Key Issues & Trends Distribution of Novice Teachers by API Quartile, Statewide Source: SRI analysis of merged CDE data files

26. Copyright ©2010. All rights reserved. California’s Teaching Force 2010: Key Issues & Trends Variation in Distribution of Novice Teachers by API: Two Examples Source: SRI analysis of merged CDE data files

27. Copyright ©2010. All rights reserved. California’s Teaching Force 2010: Key Issues & Trends Measuring Teacher Effectiveness Current teacher evaluation systems do not measure teacher quality well Efforts are underway to overhaul teacher evaluation Teacher evaluation should be used to inform and support effective instructional practice

30. Copyright ©2010. All rights reserved. California’s Teaching Force 2010: Key Issues & Trends California’s Statewide Data System We have made real progress in building statewide data systems – CALPADS and CALTIDES However, there have been serious setbacks to the system, and the Governor’s veto created further uncertainty Serious challenges remain with regard to technical issues, oversight, and logistics

31. Data Quality Campaign’s 10 Essential Elements for a Robust Longitudinal Student-Level Data System

32. Data Quality Campaign’s 10 State Actions for Ensuring the Use of Data to Improve System and Student Performance

34. Copyright ©2010. All rights reserved. California’s Teaching Force 2010: Key Issues & Trends Recommendations Establish an equitable, adequate, and simplified K–12 school funding formula that provides for the continuous improvement of teaching and learning. Any proposed system should establish stable and adequate funding for public schools while strengthening teaching and learning by providing: An adequate per-pupil support base, Additional support for students with special needs, A differential for high-need schools in low-income neighborhoods with large numbers of low-performing students, Stable, ongoing funding for teacher preparation, induction, evaluation, and development.

35. Copyright ©2010. All rights reserved. California’s Teaching Force 2010: Key Issues & Trends Recommendations Stop the erosion of California’s teacher development system to ensure every student benefits from quality teaching. We urge the policy community to call for a careful and thorough review of the teacher development system. The review should be designed to avoid another teaching crisis by focusing on the condition of the teacher pipeline; adequacy of and funding for teacher preparation and the Teaching Performance Assessment; adequacy of and funding for beginning teacher support, assessment, and induction; and teacher evaluation that informs continuous professional growth and development.

36. Copyright ©2010. All rights reserved. California’s Teaching Force 2010: Key Issues & Trends Recommendations Immediately restore the statewide student (CALPADS) and educator (CALTIDES) data systems. To strengthen these systems and ensure their utility, involve additional relevant public agencies including, but not limited to, California’s institutions of higher education, the State Teachers Retirement System, and the Employment Development Department. Further, by adding a strand to CALTIDES to track data on the status of principals, superintendents, and other administrators, trends and conditions affecting the educator workforce can be better used to inform the ways in which the teacher development system can be strengthened.

37. Copyright ©2010. All rights reserved. California’s Teaching Force 2010: Key Issues & Trends Recommendations Provide a well-prepared, effective, and caring teacher for each and every student. We urge the superintendent of public instruction, together with the executive director of the Commission on Teacher Credentialing, to bring together K–12 practitioners, deans of schools of education, researchers, local school board members, and other experts to advise the Governor and the Legislature on the creation of a framework for teacher evaluation that includes an appropriate balance of student performance and other measures, leads to teacher effectiveness, and emphasizes continuous professional growth. The review should yield state-supported model templates to guide local teacher evaluation, should reflect the California Standards for the Teaching Profession, and frame the implementation of professional development for school principals and others charged with evaluating teachers.