Preparing More, Higher Quality

Teachers and School Leaders

for North Carolina’s Public Schools

State Board of Education Presentation

May 5, 2015

Alisa Chapman

University of North Carolina

• Demographic Information

• 2014 Teacher Portals Analysis

• Teacher Retention by Portal

• Out of State Prepared Teachers

• New Initially Licensed Teachers

• 2013 Program Effectiveness Summary Data

• UNC Board of Governors Recommendations on

Teacher and School Leader Quality

Presentation Topics

UNC Teacher Quality Research

Research Models

• TQ Impact Model(s) – Compare the effectiveness of UNC teacher preparation programs with other

routes of preparation, as well as individual program effectiveness analysis

• TQ Persistence Model – Assess the retention of teachers prepared by UNC teacher preparation

programs and their employment in NC public schools

• TQ Entry Model – Assess the entry patterns and distribution of teachers prepared by UNC

teacher preparation programs and their employment in NC public schools

• Research Use to Drive Program Improvements – Identification of promising practices, focused discussions with campus

leaders, and evidenced-based program improvements

A Strategic Priority of the University

UNC Overall Goal:

Preparing More, Higher Quality Teachers and School Leaders for North Carolina Public Schools

Key Strategies to Address the Goal

– Recruitment

– Preparation

– New Teacher Support

– Teacher Quality Research – Outcomes / Impact

Teacher Supply and Demand

Magnitude of the Teaching Profession

− Teachers comprise the second largest employed profession in the US [degreed professionals]

− 3.7M employed teachers nationally

Need for Teachers in North Carolina

– Overall Supply / Geographic Distribution

– Highest Need Licensure Areas – Mathematics, Science, Middle Grades and Special Education

– Need for New Teachers Driven Primarily by Turnover – 90%+

480

858

5,679

11,955

14,013

27,565

34,984

0 5000 10000 15000 20000 25000 30000 35000 40000

Teach For America

Visiting International Faculty

Unclassifiable

NC Private University

Alternative Entry

Out-of-State

UNC System

North Carolina Teachers by Preparation Category Number of Employed Teachers 2011-12 - 95,543

0.00%

5.00%

10.00%

15.00%

20.00%

25.00%

30.00%

35.00%

40.00%

2004-05 2005-06 2006-07 2007-08 2008-09 2009-10 2010-11 2011-12

UNC System

NC Private University

Out-of-State University

Teach For America

Visiting International Faculty

Alternative Entry

UNC System

Out-of-State

Alternative Entry

NC Private

VIF

TFA

2004-05 through 2011-12: Percentage of NC Public School Teachers by Portal

36.62 %

63.38 %

2011-12: NC Public School Teachers by Preparation Category

UNC System

All Other Sources

NC Employed Public School Teachers Number of Employed Teachers - 95,543

Characteristics of UNC System Prepared Teachers Employed in NC Public Schools

– 83% Female

– 15% Minority

– Age in 2011 - 38.7

– Teaching Experience - 12 Yrs

– Tested Subject – 30%

– School FRL – 59%

– School Minority – 47%

School Level Percentages:

– Elem & Elem/Middle School – 56%

– Middle School – 18%

– High School – 26%

UNC Teacher Productivity

UNC’s Fifteen Teacher Education Programs prepare approximately 4,500 teachers each year

Approximately 65% are prepared through undergraduate traditional preparation programs

About one third are prepared in high need licensure areas – mathematics, science, middle grades, and special education

UNC Teacher Preparation Pipeline

Fall 2012 / 2013 Enrollment in Education Programs (Graduate and Undergraduate)

0

500

1000

1500

2000

2500

3000

3500

4000

Fall 2012 Fall 2013

- 94

- 126

- 337

- 91

- 224

- 257

- 23

- 54

- 87

- 155

- 125

- 51 + 22

+ 60

+ 164

2014 UNC Teacher Portals Analysis

Teacher Portals Analysis: Purpose, Data and Methods

We set out to answer:

How does the performance of teachers prepared by the UNC System compare to the performance of teachers who enter NC classrooms with other types of preparation, for example, out-of-state, alternative entry, TFA?

For the report, we analyzed 2.9 million test scores, 1.4 million students, and over 28 thousand teachers with less than 5 years of experience from all school districts in NC

Value-added effects were estimated using multi-level models with 23 student, 9 classroom/teacher, and 12 school variables

Teacher Portal Impact Summary: Value-Added Findings for Teacher Preparation Categories

Teacher Preparation Category

Less Effective than UNC System

Prepared Teachers

More Effective than UNC System

Prepared Teachers

No Different than UNC System

Prepared Teachers

NC Private University 3 0 8

Out-of-State University 5 0 6

Teach For America 0 9 2

Visiting International Faculty

1 2 6

Alternative Entry 3 0 8

Teacher Portal Summary: Value-Added Findings by Level and Subject

Level/Subject

Teacher Categories Less Effective than UNC System

Prepared Teachers

Teacher Categories More Effective than UNC System

Prepared Teachers

Elementary Math Out-of-State TFA, VIF

Elementary Reading --- VIF

Elementary Science NC Private, Out-of-State TFA

Middle Math NC Private TFA

Middle Reading --- TFA

Middle Science NC Private TFA

Middle Algebra 1 --- TFA

High School English --- ---

High School Social Studies Out-of-State, Alt Entry TFA

High School Math Out-of-State, VIF, Alt Entry TFA

High School Science Out-of-State, Alt Entry TFA

Teacher Retention by Portal

55.52

28.64

10.22

57.2

75.23

75.43

72.76

61.79

31.16

74.01

86.13

85.18

0 20 40 60 80 100

Alternative Entry

Visiting International Faculty

Teach For America

Out-of-State

NC Private University

UNC System

Stay for 3 Stay for 5

Beginning Teacher Persistence in NC Public Schools

Out of State Prepared Teachers

2011-12: All Teachers

New York 3666 teachers

Pennsylvania 2645 teachers

Ohio 2343 teachers

Virginia 2215 teachers

South Carolina 2186 teachers

Michigan 1543 teachers

Florida 1433 teachers

West Virginia 1089 teachers

Tennessee 917 teachers

Indiana 695 teachers

2011-12: Teachers with Less than

Five Years Experience

New York 786 teachers

Ohio 688 teachers

Pennsylvania 621 teachers

Michigan 619 teachers

South Carolina 352 teachers

Virginia 309 teachers

Florida 191 teachers

Georgia 163 teachers

Indiana 150 teachers

Arizona 149 teachers

Out of State Prepared Teachers in NC Public Schools

New Initially Licensed Teachers

120

175

518

613

1271

2554

0 500 1000 1500 2000 2500 3000

Visiting International Faculty

Teach For America

Alternative Entry

NC Private University

Out of State

UNC System

2011-12: First Year NC Public School Teachers by Portal

0.00%

1.00%

2.00%

3.00%

4.00%

5.00%

6.00%

7.00%

1st

2nd

3rd

4th

5th

6th

7th

8th

9th

10th

11th

12th

13th

14th

15th

16th

17th

18th

19th

20th

21st

22n

d

23rd

24th

25th

26th

27th

28th

29th

30th

31st

32n

d

33rd

34th

35th

Abo

ve 3

5

Teachers' Experience in North Carolina

2001-10

More teachers in NC are in their first year than any other year of experience.

NC New Teacher Support Program

• Essential Components of the Program

– For beginning teachers with no prior teaching experience

– Provides support in first 3 years of service

– Summer Institute (TFA model and 5 days)

– Instructional Coaching (classroom-based)

– Customized Professional Development

– Use of CLASS observational instrument

– Offered to lowest performing schools as a priority

• Yr 1 - 35; Yr 2 - 450; Yr 3 - 1,150, Yr 4 serving 1,000

Quality by Preparation Program:

2013 UNC Teacher Preparation Program Effectiveness Outcomes

Program Effectiveness Analysis: Report on All Programs

Eleven models for student test scores outcomes:

− Elementary School – Mathematics, Reading, Science

− Middle School – Mathematics, Reading, Science, Algebra I

− High School – Algebra I/II, English I, Science (Biology and Physical Science, Social Studies (U.S. History and Civics & Economics)

Each UNC traditional preparation program was compared to All Other Sources of non-UNC Teachers

UNC Programs Comparison vs. All Others Elementary School

UNC Programs Comparison vs. All Others Middle School

UNC Programs Comparison vs. All Others High School

Transforming Research into Action

• UNC is taking ownership and responsibility for “evidence based” program improvements

- Improve existing UNC teacher preparation programs

- Develop, pilot and evaluate innovations in UNC preparation programs

- Increase UNC productivity of new teachers to off-set dependency on lesser performing portals

- Improve recruitment and selection into UNC teacher preparation programs

• Identifying gaps in lower performing portals that could be addressed through strategies with UNC preparation programs

• Coordinating with our K12 partners to develop, pilot, and evaluate innovations

Questions?

Recommendations from the

UNC Board of Governors Subcommittee on

Teacher and School Leader Quality (January 2015)

Subcommittee Recommendations

1. Develop a UNC Educator Quality Dashboard to monitor and measure the performance of UNC’s fifteen nationally accredited teacher education programs.

Current design and layout of the dashboard website

• Education Enrollment Trends

• Productivity of New Initially Licensed Teachers

• Distribution of Employed UNC Education Graduates across NC

• Academic Profile Comparison – Education / Other Graduates

• Teacher Portals

• Program Effectiveness by Institution / Program

• Teacher Retention (3 / 5 Year Benchmarks)

• University – School Partnerships

• Job Placement Rates and Recent Graduate Survey Data

• Licensure Exam Results

• Time-to-Degree

• Clinical Practice

• Selection Criteria

Indicators / Outcomes

Subcommittee Recommendations

2. Accelerate collaboration among UNC Colleges of Education and Arts & Sciences in a more formalized process. Advancement of this work will be coordinated by UNC General Administration.

Subcommittee Recommendations

3. Strengthen partnerships between UNC Colleges of Education and PK-12 schools to achieve meaningful and mutually beneficial collaboration.

1 USTEP 2 USTEPs 3 Or More USTEPs

Stokes

Guilford

Anson

Burke

Avery

Surry

Wilkes

Rowan

Davie

Cabarrus

Stanly

Davidson

Moore

Caswell

Harnett

Martin

Yancy

Gates

Cherokee

Clay

Graham

Swain

Macon

Jackson Polk

Caldwell

Ashe Alleghany

Yadkin

Iredell

Lincoln

Catawba

Rockingham

Union

Chatham

Randolph

Lee

Hoke

Person

Bladen

Columbus

Sampson

Pender

Johnston

Brunswick

Duplin

Onslow

New Hanover

Franklin

Warren

Wilson

Wayne

Halifax

Lenoir

Pitt

Jones

Craven

Beaufort

Pamlico

Hyde

Tyrrell

Greene

Bertie

Haywood

Scotland

Vance

Chowan

Perquimans Pasquotank

Currituck

Camden

Madison

Buncombe

Watauga

Nash

Orange

Forsyth

Robeson

Pitt

Hertford

Dare

Durham

Cumberland

McDowell

Rutherford

Cleveland

Gaston

UNC-G

ASU

UNC-A

WCU

WSSU NCA&T NCCU

NCSU

FSU UNC-C

UNC-CH ECU

ECSU

UNC-P

UNC-W

Edgecombe

Wake

Henderson

Northampton

Formal University-School Teacher Education Partnerships

4. Improve teacher preparation by taking the following actions:

I. Expand high-quality, clinical practice;

II. Use research-based evidence to guide

measurable improvement in teacher

preparation programs;

III. Link candidate performance with valid

and reliable performance assessments

that are data- and evidenced-based

Subcommittee Recommendations

5. Improve the selection process and criteria for entry into principal preparation programs, redesign programs where necessary, and apply best practices for school leader preparation and development.

Subcommittee Recommendations

6. Strengthen recruitment and selection criteria of teacher candidates:

I. Establish a public-private teacher

scholarship program;

II. Support a pay differential for NC public

school teachers with in-field advanced

degrees;

III. Develop campus-based recruitment plans

that reflect current market research and

regional school district needs

Subcommittee Recommendations

7. Improve support for early-career teachers by adopting and expanding statewide the NC New Teacher Support Program.

Subcommittee Recommendations

Clinton

Cherokee Clay

Graham

Swain

Macon

Jackson

Haywood

Tran-

sylvania

Buncombe

Madison Yancey

McDowell

Rutherford

Polk Cleve-

land

Burke

Avery

Watauga Wilkes

Ashe

Caldwell

Lincoln

Gaston Mecklen-

burg

Catawba

Alleghany Surry

Yadkin

Davie

Rowan

Cabarrus

Stanly

Union Anson Rich-

mond

Mont-

gomery

Davidson Randolph

Forsyth Guilford

Stokes Rockingham Caswell Person Gran-

ville Vance Warren

Halifax

Northampton

Hertford

Gates

Dur-

Durham

Wake Chatham

Lee

Moore

Hoke

Chowan Bertie

Perquimans

Camden

Currituck

Wash-

ington Tyrrell Dare

Franklin Nash/

Rocky

Mount Edge-

combe

Wilson

Johnston

Harnett

Cumber-

land

Robeson

Columbus

Brunswick

New

Hanover

Pender Bladen

Sampson

Duplin Onslow

Carteret

Jones

Lenoir

Wayne Greene

Craven

Pamlico

Beaufort Hyde

Pasquotank

Iredell

Orange

Martin

Pitt

Expedition Charter

Exploris Charter

NC New Teacher Support Program University Regions

NC New Teacher Support Program Districts & Charter Schools by Region

NC INSPIRE Partner Districts

GEAR UP Participating Districts

CSLD UNCC ECU UNCG NCSU WCU

NC New Teacher Support Program 2013-14 Program Service Areas

Questions?