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Georgia Teaching Force Program

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Title: Georgia Teaching Force Program


1
Georgia Teaching Force Program
  • NAAC/NCAC Conference 2007
  • Cyndy Stephens and Gail Sherer
  • Georgia
  • Professional Standards Commission
  • USDOE Transition to Teaching Grant Project

2
Credits
  • Partners with the Division for Educator Workforce
    Recruitment, Research and Development in the
    Georgia Professional Standards Commission
  • USDOE Transition to Teaching Program
  • Metro Area Chamber of Commerce
  • The IBM Corporation
  • Oconee Regional Education Service Agency
  • University of Georgia Center for Continuing
    Education

3
The Problem
  • School systems in Georgia had 14,000 teacher
    openings for the 2006 school year. An estimated
    18,000 teacher openings will exist in the 2007
    school year. Of the 14,000 teachers needed in
    2006, Georgias colleges and universities
    produced only about 5,000.
  • As of November 2006, over 1,000 teacher slots in
    Georgia remained unfilled these unfilled
    positions affect approximately 30,000 students.

4
Need for Teachers
  • School systems in Georgia will need to hire
    between 170,000 to 200,000 new teachers in the
    next decade. The exact number will be driven by
    policies, student enrollment and attrition
    impact.
  • As Georgias curriculum is revamped and more
    emphasis and rigor included in areas such as Math
    and Science, Georgia will need more qualified
    teachers in these areas.
  • Improvements in the States high school
    graduation rate will equate to more students in
    the classroom and the need for additional
    teachers.

5
Need to Recruit FOR Retention
  • Using the industry cost standard for replacing a
    trained and credentialed professional, school
    systems spend approximately 40,000 per
    individual replaced
  • Time, training and diversion from other necessary
    and time-sensitive duties for HR and other
    recruiting staff and others who support the
    recruiting process
  • Advertising and Promotional Materials Design,
    production and distribution
  • Travel and travel resources
  • Legal and other fees for contracts, etc.
  • Interviews and referral processes, time and
    personnel
  • Processing new employees for hiring
  • Orientation and first-level induction activities
  • Principal and other administrator and peer mentor
    support
  • Induction years training in student achievement
    requirements and strategies, NCLB/IDEA
    requirements and measures, content, school
    improvement, etc.
  • Others as identified by individual LEAs, schools
    and as needed for individual new hires or new
    groups, etc.
  • And the Cycle Begins Again with the Next
    Replacement

6
What Does This Mean?
  • The Georgia Professional Standards Commission
    (PSC) projects that 45.5 or 50,160 of all of
    the 110,135 teachers that comprised the 2006
    teacher workforce will leave the classroom for a
    variety of reasons by 2012.
  • Conservative estimates quantify the costs of
    teacher attrition in Georgia at 81 million
    annually. The PSCs estimate of teacher
    attrition is higher (300 million annually)
    because the PSC includes in this estimate costs
    associated with recruitment, induction programs,
    training, orientation, developing materials, etc

7
How does turnover impact student achievement?
  • Constant churn disables schools to teach kids
    well
  • Who mentors the mentees?
  • Who implements, works and monitors school
    improvement?
  • Who is the teacher and/or administrative
    instructional leader through new curriculum,
    needed instructional changes, and student
    progress indicators?
  • Who is around to review, revise and refine for
    evidenced needs for improvement and continued
    successes?

8
The Georgia Plan
  • Phase I Reach to Teach in Georgia (RTT)
  • Phase II Georgia Teaching Force Program (GTFP)
  • Phase III Continue to seek funding for Georgia
    Recruiting Effective Accomplished Teachers (GREAT)

9
Georgia Plan- Phase I
  • Phase I 2002-2007, USDOE Transition to Teaching
    Grant award- Reach to Teach in Georgia provided
    assistance to 24 school systems statewide
  • Recruitment
  • Mentoring and Support
  • Retention Incentives

10
Phase I- Eligibility Requirements
  • 10,000 Students Below Poverty Line or 20 of
    Students Below Poverty Level
  • 11 Teachers not Teaching in Academic Levels or
    Grade Trained to Teach
  • 11 Teachers hold Emergency, Provisional or
    Temporary Certification or License

11
Phase I-Purpose
  • Recruit and place new teachers in eligible LEAs
    through directed marketing and recruitment
    initiatives that target non- educator candidate
    pools
  • Experienced professionals from fields outside of
    education who will enrich the education field and
    quality of learning in variety
  • Recent non-education graduates from higher
    education
  • Highly qualified paraprofessionals

12
Purpose contd
  • Emphasize recruitment in critical content areas
    and fields
  • Prepare targeted teachers through established
    and NOW Extended alternative preparation routes
  • Implement continual support and retention
    strategies that will build the teaching capacity
    and staying power of targeted teacher recruits

13
Phase II Georgia Teaching Force
  • USDOE Transition to Teaching grant project
    funded 2006-2011
  • Twenty school systems statewide
  • Utilize lessons learned from RTT
  • Improve recruitment FOR retention strategies
  • Integrate expanded virtual mentoring
    opportunities
  • Develop cadre of building level mentors

14
Utilize Lessons Learned
  • Georgias geography and high cost of
    transportation requires increased utilization of
    technology and virtual experiences
  • Teacher selection strategies above and beyond
    those of hiring from available local workforce
    (that might have minimal knowledge/skill) are
    necessary to RETAIN teachers in high need
    schools
  • Equity in access to teacher preparation programs
    for certification is required to develop a highly
    qualified workforce

15
Improve Recruitment FOR Retention Strategies
  • Implement online self-assessment of candidates
    suitability for the profession
  • Initiate virtual interviews for expansion of the
    pool
  • Expand recruitment strategies to include
    increased access to certification programs
  • Online GACE test preparation modules
  • Low cost training up to two years prior to
    employment to prepare candidate for Test Based
    Supervised Practicum Option with One-Year
    Supervised Practicum
  • Satellite Test Based Supervised Practicum Option
    with One-Year Supervised Practicum

16
Integrate Expanded Virtual Mentoring
Opportunities
  • Initiate Selection and Training of Building
    Level Mentors
  • Provide Advisors to Mentor Building Level
    Mentors
  • Utilize LiveText to enhance building level
    mentors use of strategies developed by
    Advisors
  • Expand resources for use with novice teachers
    through templates provided to the building
    level mentor

17
Develop Cadre of Building Level Mentors
  • Each building level mentor will be provided a
    stipend of 500 per novice teacher assigned (up
    to three)
  • Each building level mentor and novice teacher
    assigned will receive a subscription of LiveText
  • Building level mentors will receive training in
    effective strategies for the mentoring teachers
    in high-need schools
  • Each building level mentor will be assigned the
    services of an Advisor to provide strategies and
    resources as needed to supplement the training
  • Each building principal will be trained in
    effective strategies for supporting novice

18
Training of Principals
  • Train principals in strategies to support both
    the new teacher and the mentor
  • Involve principals in the virtual activities and
    resources provided for new teachers and mentors
  • Recognize successes in support of novice
    teachers
  • Provide training in effective selection of
    teachers

19
Training for Participating LEAs
  • Training on Georgia Performance Standards via
    online templates
  • Field Trip for leaders to view performance
    based classrooms
  • Training in effective interview and selections
    strategies
  • Instruction in strategies for Balanced
    Assessment

20
Haberman Star Teacher Assessment
  • Access to self-assessment through
    TeachGeorgia.org website
  • Permission to share data with state allows
    enrollees to have their status shared with
    school systems
  • Encourage school systems to grant priority status
    to those who post a high score
  • Training of leadership to use Haberman Star
    Teacher Interview for selection of teachers

21
Virtual Interview Capacity in Development
  • Equipment purchased
  • Software purchased and contracts issued for
    development
  • Training in Haberman Star Teacher Interview for
    use by virtual interviewers
  • Software in development to archive interviews

22
Collaborate with Colleges and Universities to
Increase the Numbers of Graduates from Teacher
Preparation Programs
  • Support Board of Regents (BOR) double-double
    plan to increase numbers of graduates from
    Colleges of Education
  • Collaborate with BOR and Future Educators
    Association (FEA) to promote teaching as a
    profession in middle and high schools statewide
  • Link from TeachGeorgia.org website to BOR Teacher
    Center and to the FEA website

23
Collaborate with Community Stakeholders
  • Continue work of Human Resources Taskforce begun
    in 2005
  • Work with Metro Chamber of Commerce to Provide
    Prototype
  • Support work of Special Education National
    Taskforce begun in February, 2007 planning
    session, Savannah, Georgia
  • Collaborate with IBM International, Inc.

24
Metro Atlanta Chambers Areas of Focus
  • Teacher Recruitment and Retention
  • High School Graduation
  • Career Preparation
  • Local Board Governance

25
What is the Business Communitys Role?
  • Provide more than Chick-Fil-A on orientation
    day to schools (although this is also very
    welcomed!).
  • Partner with community leaders, business leaders,
    policymakers to make a difference.
  • The Metro Chamber works with the local school
    superintendents, systems human resources
    officers, State Superintendent, Governors Office
    and Education Policymakers to provide business
    perspective and support for education needs.
  • Let schools know that you can provide more than
    monetary support. Have conversations and
    discussions about how business can intersect with
    the public schools to make a difference.
  • The Metro Chamber works with the 15 school
    systems in the region.

26
Role of the Business Community continued -
  • Offer a role for the school board
    chair/superintendent on the chambers board.
  • Partner with education stakeholders to work on
    common goals.
  • The Chamber routinely partners with nonprofits
    like
  • - Ga. Partnership for Excellence in Education
  • 2006 Teacher Quality Report (GPEE.org)
  • - Communities in Schools and Dept. of
    Education
  • High School Graduation Coaches
  • Form an education committee comprised of business
    leaders and education stakeholders to develop
    work plans to address problems. Divide and
    conquer engage the volunteer members of the
    committee to take on a piece of the work plan.
    Then, work on initiatives to achieve these
    goals.
  • The Metro Chamber has a 40-member Regional
    Education Policy Committee, comprised of business
    leaders, nonprofits, and public sector
    professionals, to establish annual goals to
    strengthen schools and improve student
    achievement.

27
IBM Targets Education Crisis
The United States is facing an education crisis
that affects businesses throughout our nation.
The country needs to add 2.4 million new teachers
by 2012 a number only slightly smaller than
the 2.8 million teachers working today.
There are a number of reasons for the crisis, in
cluding the fact that 42 of all K-12 teachers
today are over 50 and will soon be retiring.
One area of dire need is math and science teache
rs. The country needs 260,000 secondary math and
science teachers by 2009.
To help, IBM is launching an innovative new
program which will pilot in the U.S. in 2006,
entitled
Transition to Teaching
28
What Does Transition to Teaching Offer?
  • Provides IBM employees the opportunity to explore
    a second career as a K-12 teacher
  • Will provide financial assistance and other
    support to IBMers who decide they want to move
    into teaching as a second career
  • Offers customized teaching certification
    programs, including both traditional and online
    courses, so that people with bachelors degrees
    or credentials in math, science and related
    fields can get the necessary education courses at
    no additional cost
  • Provides assistance during the student teaching
    period, vital on-line mentoring, and peer
    networking so that employees can make a
    successful transition
  • Participants will get up to 15,000 in grants and
    other financial support to defray the costs of
    schooling.

29
Why did IBM Create Transition to Teaching?
  • IBM and other high tech companies are facing a
    severe shortage of qualified technical workers,
    and the trend will continue.
  • Education is a part of IBMs DNA. IBM
    consistently plays an active role in promoting
    and boosting education efforts at both national
    and local levels.
  • The Council on Competitiveness predicts there
    will be 6 million job openings for scientists,
    engineers, and technicians by 2008 and the Dept.
    of Labor predicts that jobs in the U.S. requiring
    science, engineering, and technical training will
    increase by 51 between 1998 and 2008... Four
    times the countrys overall job growth.
  • The number of students taking advanced math and
    science classes and choosing engineering or
    technical careers is declining, yet the U.S.
    needs to grow its population of qualified IT
    workers in order to remain competitive.
  • IBM hopes the Transition to Teaching program will
    inspire other companies to implement similar
    programs and has volunteered to lead the way!

30
How Does the Program Work?
  • IBM employees with at least 10 years of IBM
    service who are rated as a solid contributor
    (or above) may apply. Generally, employees must
    hold a bachelors degree in math, science, or a
    related field. Management approval is required
    for acceptance.
  • Participants must be accepted into an accredited
    school or department of education and will
    complete the education in their off-hours while
    continuing to work for IBM. Pilot participants
    must begin their studies in 2006.
  • IBM will pay your regular salary while the
    candidate continues to work. Participants have
    up to three years to complete the program, with
    up to six additional months to secure teaching
    employment.
  • Participants will work through graduation and
    state certification requirements, in advance of
    program start, with the accredited school of
    their choice.

31
The Georgia IBM Collaborative
  • First cohort initiated in December of 2006
  • Master teacher selected to facilitate the class
  • First course offered online with 3 face-to-face
    sessions
  • Final class session of first course meets all day
    in a school
  • Remaining classes scheduled within 3 year period

32
National Taskforce for Special Education
  • Provide services of Teachers Teachers
    recruitment agency to 20 school systems
  • Involve 9 school systems in target public
    relations activities to involve community in the
    staffing of their schools
  • Ongoing services to promote the teaching of
    special needs students as a career option

33
Seek Federal Funding to Implement an Aggressive
Recruitment Plan
  • Submit Proposed Georgia Recruiting Effective
    Accomplished Teachers (GREAT)
  • If funded, plan will
  • Provide over 3 million dollars for implementation
    in 22 school systems
  • Initiate aggressive recruitment strategies to
    include capacity for virtual interviews of
    potential teachers
  • Introduce the Haberman Star online assessment for
    selection of candidates with disposition for
    teaching
  • Fast-track the certification process through
    provision of online self-study materials to
    candidates still working in other professions
  • Satellite the Test-Based Option with One-Year
    Supervised Practicum
  • Provision of lesson plans with differentiated
    instruction for 190 days of the
    subject/developmental level selected to teach

34
Phase III
  • Submit Grant Proposal for GREAT, March 26, 2007
  • Anticipate Results
  • Seek other funding sources (ongoing)
  • Collect data on Phase I and Phase II
  • Report results
  • Disseminate results

35
Increase Options for Alternative Pathways to
Certification
  • Provide low-cost online pre-employment
    preparation for teaching up to two years prior to
    candidate leaving job
  • Make online test preparation available for GACE
    I, II, III
  • Satellite Test-Based Option with One Year
    Supervised Practicum for eligible candidates
  • Provide lesson plans for 190 days of
    differentiated instruction for content/development
    al level selected

36
Contact Information
  • Dr. Cynthia E. Stephens, Director
  • Cyndy.Stephens_at_gapsc.com
  • Dr. Gail Sherer, NBCT, Project Manager
  • Gail.Sherer_at_gapsc.com
  • USDOE Transition to Teaching Grant Programs
  • Educator Workforce Recruitment Research and
    Development Division
  • Georgia Professional Standards Commission
  • Two Peachtree Street, Suite 6000
  • Atlanta, GA 30303
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