Idaho Te Teacher Pipeline Repor port a and R d Recom ommend - PowerPoint PPT Presentation

Idaho Te Teacher Pipeline Repor port a and R d Recom ommend endat ations ons Idaho State Board of Education Meeting College of Southern Idaho December 21, 2017 Christina Linder Educator Effectiveness Program Manager

Overvi rview • Initial Findings from the Supply and Demand Report • Key Policy Questions • Recommendations

Devel elopi oping ng t the S Suppl pply a and D d Demand and Repor port Data Sources: • Teacher Certification Database • School Staffing Reports • Title II Reports • Idaho Department of Labor Projections • District Survey

Key F Findi ding ng: R Retent ention on, N Not P Produc oduction on, is is th the M Main in Is Issue Approximately 1,873 Idaho instructional certificates are issued • annually; of those certificated individuals, approximately 33% do not serve in an Idaho public school The attrition rate for Idaho teachers remains at a steady 10% • annually, compared to approximately 8% nationally Approximately 76% of Idaho’s attrition rate is made up of teachers • leaving the teaching workforce before reaching retirement age, compared to 66% of teachers nationally The result: In one out of every twenty Idaho classrooms, a teacher • who has not fully met the minimum certification requirements is responsible for our childrens’ learning.

Te Teac acher Supp pply in Idaho ho Num umbe ber of of Com ompl plet eters by by Progr ogram am Year Completers by Program Totals Boise BYU Idaho College LCSC NNU U of State Idaho State of Idaho Idaho 2014-15 196 320 83 12 48 54 108 821 2015-16 172 384 92 20 49 56 99 872

Teacher er S Suppl pply i in Idaho aho Instructio ional C l Certif ificates es I Issued ed Certificates issued to those who were employed in Idaho Academic Certificates Share not Certification employed as period is instructional from Sept 1- State of first Total staff in an August 31 certification certificates CTE Idaho Public issued Total Idaho Other state Certificates School 2013-2014 1,932 1,249 828 421 33 35% 2014-2015 1,720 1,180 782 398 51 31% 2015-2016 1,889 1,298 909 389 61 31% 2016-2017 1,952 1,234 821 413 56 37%

Teacher er S Suppl pply i in Idaho aho Average ge Number er of Certif ificates Issued ed by Content nt Area • Special Education 268 annually • Career Technical 50 annually • STEM Content – Math 179 annually – Sciences 159 annually – Computer Information 18 annually

Teacher er S Suppl pply i in Idaho aho Annual N l Number er of Certific icates I Issued ed – Specia ial E l Educatio ion Year Certificates Issued 2013-2014 260 2014-2015 237 2015-2016 282 2016-2017 292

Teacher er S Suppl pply i in Idaho aho Annual N l Number er of Certific icates I Issued ed – ST STEM EM C Cont ontent Year Certificates Issued Life and Computer and Physical Informational Mathematics Science Systems 2013-2014 187 142 19 2014-2015 150 138 21 2015-2016 172 171 19 2016-2017 207 184 14

Te Teac acher Deman Demand d in Idah aho Grow owth C Com ombi bine ned d wit ith “ h “Typi ypical al” A Attrit ition on Narrow definition of “demand” is characterized by the number of teacher retirements plus the number of new teachers needed due to growth in student populations: Idaho annual teacher retirement 360 Idaho annual average growth 233

Te Teac acher Deman Demand d in Idah aho (Cont ontinue nued) d) • Using this narrow definition of “demand”, Idaho schools would need 596 teachers each year • Idaho issues an average of 1,873 instructional certificates every year, with approximately 1,200 accepting teaching jobs • Annual surplus of teachers should be between 600 - 1,000 every year

Teac Te acher Deman Demand d in Idah aho Actu tual A Attr ttriti tion Number without Number instructional Number with assignment but Share who with instructional with leave to assignment Attrition instructional Administrative become only assignment in next year Rate assignment Administrators 10% 2013-2014 15,322 13,814 (-1,508) 108 1% 10% 2014-2015 15,507 13,922 (-1,585) 98 1% 10% 2015-2016 15,767 14,116 (-1,651) 114 1%

Te Teac acher Deman Demand d in Idah aho Attrit ition on D Due t ue to o Fact actor ors O Other her Than R han Ret etir irem ement ent • Idaho’s loses10% of our 15,000 teachers annually, compared to 8% nationally • 76% of those who leave are between 22 and 54, compared to the national pre-retirement attrition which is 66% • Idah aho’s a average a e annual l rate of a attrit itio ion is is equal l to approx oxim imat ately 1 1,500 t 0 teacher ers lo lost, w wit ith 1,140 t teacher ers le leavin ing o our c cla lassroom oms e each y h year d due t to compe pellin lling g factors other er t than r retir irem ement

Te Teac acher Deman Demand d in Idah aho Attrit ition on by by Exper xperie ienc nce Attrition Rate - Share with an assignment in base year but without assignment in next year 2013-2014 2014-2015 2015-2016 No prior experience 14% 17% 15% 0.1 to 3.9 years of experience 10% 12% 11% 4.0 to 7.9 years of experience 10% 9% 11% 8 to 10 years of experience 7% 8% 8% More than 10 years of experience 10% 10% 10% Overall 10% 11% 10%

Te Teac acher Deman Demand d in Idah aho Attrit ition on by by Cohor ohort

Te Teac acher Deman Demand d in Idah aho Attrit ition on by by Regio egion 2013-2014 2014-2015 2015-2016 Number of Number of Number of teachers District- teachers District- teachers District- level with with level with level instructional Attrition instructional Attrition instructional Attrition Region assignments Rate assignments Rate assignments Rate 1 1,736 12% 1,764 13% 1,779 13% 2 977 11% 927 11% 940 13% 3 6,867 14% 6,964 14% 7,058 13% 4 2,268 14% 2,307 17% 2,310 15% 5 1,438 8% 1,480 17% 1,438 13% 6 2,584 16% 2,635 16% 2,654 16% Virtual 412 12% 453 10% 484 11%

Te Teac acher Deman Demand d in Idah aho Attrit ition on by by Locale Locale 2013-2014 2014-2015 2015-2016 Number of District- District- District- teachers with level Number of teachers level Number of teachers level instructional Attrition with instructional Attrition with instructional Attrition assignments Rate assignments Rate assignments Rate Urban 12,732 13% 12,981 14% 13,047 13% Rural: Fringe & Distant 2,059 17% 2,026 18% 2,057 16% Rural: Remote 1,079 16% 1,070 15% 1,075 16% Virtual 412 12% 453 10% 484 11%

Prevalen ence o e of Alter ernat native Pathway hways 2014-2015 ABCTE Content Specialist Prov Auth Teacher to New TFA Share of teachers 2% Region 1 1 6 24 3% Region 2 1 5 3 16 Region 3 28 23 41 84 3% Region 4 9 10 35 37 4% Region 5 4 9 15 21 4% Region 6 12 7 36 32 4% Charter schools 11 5 23 30 7% Total 65 60 159 244 2015-2016 ABCTE Content Specialist Prov Auth Teacher to New TFA Share of teachers Region 1 2 22 29 3% Region 2 16 22 5% Region 3 41 106 72 14 4% Region 4 26 102 38 8% Region 5 7 50 24 6% Region 6 30 57 34 5% Charter schools 13 46 23 8% Total 119 399 0 242 14

Char arac acter erizing A ng Alter ernat native P e Pathway hways Some of these pathways have been specifically designed to allow for • flexibility – so these numbers do not tell the full story of shortages in Idaho Alternative Pathways can be an indicator of hard-to-fill positions due to • either a scarcity of teachers in a particular content area or difficulty drawing teachers to a geographic location; the gap between fully certified staff vs. interim staff is widening between urban districts and all types of rural districts: Fringe, Distant, and Remote Approvals for alternative authorizations increased 17% between FY16 and • FY17; 931 teachers, or nearly 5% of Idaho’s teacher population, is not fully certificated. The percentage of teachers on some form of interim certificate has • increased in every region over the last two years, but particularly in Region 4 where the number of alternative authorizations doubled in 2015-16

Teac eacher her S Suppl upply and and Demand emand Pol olicy Q cy Ques uestions ons Year ear af after y year ear, w why hy do do appr approximatel ely 700 700 new newly cer ertified ed Idaho daho t teac eache hers c choos hoose not e not t to o teac each i h in n our our publ public schoo hools? • Are we losing them to more competitive border states? • Are they being drawn to more competitive non-teaching professions? • Are they unable to find jobs in their area of preparation? • Are they unwilling to take jobs in particular geographic areas?