alaska's university for alaska's schools

Alaska'sUniversityforAlaska'sSchools2013

Preparedforthe28thAlaskaStateLegislatureInAccordancewith:AS14.40.190(b)

Source:SenateBill241,25thAlaskaStateLegislatureANACT

Areporttothelegislatureonteacherpreparation,retention,andrecruitmentbytheBoardofRegentsoftheUniversityofAlaska

Preparedby:

AlexandraHill,SeniorResearchAssociate,CenterforAlaskaEducationPolicyResearch,UniversityofAlaskaAnchorage

DianeHirshberg,Director,CenterforAlaskaEducationPolicyResearch,UniversityofAlaskaAnchorageDeborahE.Lo,Dean,SchoolofEducation,UniversityofAlaskaSoutheast

EdwardA.McLain,InterimDean,CollegeofEducation,UniversityofAlaskaAnchorageAllanMorotti,Dean,SchoolofEducation,UniversityofAlaskaFairbanks

Underthedirectionof:

PatrickK.Gamble,President,UniversityofAlaskaDanaThomas,VicePresidentforAcademicAffairs,UniversityofAlaska

Presentedby:

TheUniversityofAlaskaBoardofRegentsRegentMichaelPowers,ChairoftheAcademic&StudentAffairsCommittee

February18,2013

Alaska’sUniversityforAlaska’sSchools2013 i

Alaska'sUniversityforAlaska'sSchools2013

ExecutiveSummaryThisreportrespondstoAS14.40.190(b),whichrequirestheUniversityofAlaska(UA)BoardofRegentstoreportbienniallytotheAlaskaStateLegislatureonuniversityeffortsto“attract,trainandretainqualifiedpublicschoolteachers.”ItdescribestheUniversityofAlaskateachereducationprograms,providesdataonteachereducationgraduates,discussesinitiativesacrossthesystemtoencouragemoreyouthandadultstoenterteaching,anddescribeseffortstomentorandsupporteducatorspreparedbothwithinandoutsidetheUAsystem.Italsodescribessomeoftheresearchbeingdoneonchallengesinmeetingthestate’sneedsandtoattract,prepare,andretaineducatorsforAlaska.ThereportthenaddressesarecentquestiontheLegislatureraisedaboutwhysomeoftheUAteachereducationgraduatesarenotcurrentlyteachinginAlaska’spublicschools.

ThethreeUASchoolsandCollegeofEducationproduced242newteachersinAY2012.Fourteenofthesewerenewspecialeducationteachers.Inadditionanother66certifiedteachersearnedspecialeducationendorsements.

UAprogramsproduced80principalsand34counselors.171degreeswereawardedinothereducationalareassuchassuperintendentcertification,masterteachers,educationaltechnology,readingspecialistandsoforth.

Schooldistrictscontinuetohirearound400teacherseachyearfromoutsideofAlaska. AllthreeUAeducationprogramsengageineffortstorecruitandpreparemorerural

educators. TheUASchoolsandCollegeofEducationeachruninitiativesaimedatincreasingthe

numberofAlaskaNativeteachers. AlloftheUASchoolsandCollegeofEducationofferprogramsthatpreparenewand

practicingteachersfromurbanAlaskaandoutsidethestateforworkinginrural,remoteandindigenouscommunities.

TheUAStatewideOfficeofK‐12Outreachalsoisengagedineffortstorecruitteachercandidates,provideprofessionaldevelopmenttocurrentteachersandmentornewteachersfrombothwithinandoutsideAlaska.

EducationfacultyacrossthethreeSchoolsandCollegeofEducationandresearchersattheUAACenterforAlaskaEducationPolicyResearch(CAEPR)areconductingresearchoncriticalissuesofpracticeandpolicyincludingstudiesofteacherevaluation,teacherturnoverinruralandremoteAlaska,andculturallyresponsivemathematicsteaching.

Inresponsetolegislators’questionsin2012,theUASchoolsandCollegeofEducationandCAEPRexploredwhymanyUAteachereducationgraduateswerenotteachingimmediatelyaftergraduation.Themajorreasonsincludetoomanygraduatescompetingforthelimitedpositionsinthestate’slargestdistrictsandtoofewwillingorabletorelocatetoruralandremoteschoolswheredistrictsneedmoreapplicants.Otherfactorsinclude:somegraduatesarelesspreparedtoteachthanothers,moreUAstudentschoosetostudyelementaryeducationthanthereareelementaryteacheropeningsinschools,andtoofewchoosehard‐to‐fillareassuchasspecialeducation,secondarymath,andsecondaryphysicalscience.

Alaska’sUniversityforAlaska’sSchools2013 ii

Alaska’sUniversityforAlaska’sSchools2013 iii

TableofContents

ExecutiveSummary...............................................................................................................................................i

Introduction............................................................................................................................................................1

WhataretheneedsandchallengesinstaffingAlaska’sschools?........................................................3

UniversityofAlaskateacherpreparationandretentionefforts..........................................................6

Additionaleffortstoaddresschallengesinrecruiting,preparingandretainingteachers.....13

ResearchonUniversityofAlaskainitiallicensuregraduates:Whyaren’ttheyteaching?.....15

Summary................................................................................................................................................................18

AppendixA:DetailedDataTables..............................................................................................................................20

A1.UniversityofAlaskaEducationProgramGraduates..................................................................................20

A2.TeacherTurnoverRatesbyDistrict,1999‐2012.........................................................................................23

AppendixB:EducationCertificationProgramsattheUniversityofAlaska............................................25

AppendixC:ProgressTowardtheGoalsoftheUATeacherEducationPlan...........................................27

AppendixD:UniversityofAlaskaTeacherEducationConsortium..............................................................29

AppendixE:WhyAren’tTheyTeaching?................................................................................................................33

AppendixF:SB241legislation....................................................................................................................................42

Alaska’sUniversityforAlaska’sSchools2013 iv

Alaska’sUniversityforAlaska’sSchools2013 1

IntroductionIn2008,AlaskaGovernorSarahPalinsignedintolawAS14.40.190(b),whichrequirestheUniversityofAlaskaBoardofRegentstopresenttotheAlaskaStateLegislatureareportthat“describestheeffortsoftheuniversitytoattract,train,andretainqualifiedpublicschoolteachers.Thereportmustincludeanoutlineoftheuniversity'scurrentandfutureplanstoclosethegapbetweenknownteacheremploymentvacanciesinthestateandthenumberofstateresidentswhocompleteteachertraining.”Thisreporthasbeenpreparedannuallysince2009;asofthisiterationitwillbecomeabiennialreport,providedtothelegislaturenolaterthanday30oftheregularsession,perAS14.40.190(b).TeacherpreparationiscentraltothemissionoftheUniversityofAlaska(UA)system.In2010,theUABoardofRegentsendorsedtheUATeacherEducationPlan(AppendixC)whichestablishedprioritiesforfulfillingthismission.UnderPresidentGamble’sleadership,thesystemisengagedinanorganizationalchangeeffortcalledthe“StrategicDirectionInitiative”(SDI).TheSDIisaimedatincreasingtheUAsystem’sabilitytomeettheneedsofstudentsandthestateandfosteringacultureofcontinuousimprovement.(http://www.alaska.edu/shapingalaskasfuture/what‐is‐sdi/)

ThefiveStrategicDirection(draft)themesare:

StudentAchievementandAttainment ProductivePartnershipswithAlaska’sSchools ProductivePartnershipswithAlaska’sPublicandPrivateIndustries ResearchandDevelopmenttoBuildandSustainAlaska’sEconomicGrowth AccountabilitytothePeopleofAlaska

Thetheme“ProductivePartnershipswithAlaska’sSchools”isofparticularimportanceforthisreport.Thethemeincludesthreebroadareas:Alignment,TeachersforAlaska’sSchools,andRuralEducation.Alignmentincludesissuesaroundsupportingandstrengtheningsecondarypreparationofstudentsforpostsecondaryeducation;TeachersforAlaska’sSchoolsaddressesrecruitmentofyoungpeopleintotheteachingprofession,preparationofteachersintheUAsystem,andinductionandmentoringfornewteachers;andRuralEducationlooksattheroleUAcanplayinimprovingtheeducationalachievementofruralstudentssothat,amongotherachievements,theyqualifyfortheAlaskaPerformanceScholarshipanddonotneedremediationoncetheyenterthepostsecondarysystem.Thisreportprimarilycoverstheissuesunder“TeachersforAlaska’sSchools.”ThereportdoesdescribesomeoftheUASchoolsandCollegeofEducationeffortsaroundimprovingalignmentandruraleducation,butthemainfocushereisonthetopicsofrecruiting,preparingandsupportingK‐12educators.AfterdocumentingsomeoftheshortageareasintheAlaskateachingworkforceandadiscussionofdifficultiesinstaffingAlaska’sschools,wedescribetheUAteachereducationprograms,providedataonteachereducationgraduatesfromtheUniversityofAlaska,discussinitiativesacrossthesystemtoencouragemoreyouthandadultstoenterteaching,anddescribe


effortstomentorandsupporteducatorspreparedbothwithinandoutsidetheUAsystem.Wealsodescribesomeoftheresearchbeingdoneonthechallengesofattracting,preparing,andretainingschoolteachersandeducatorsforAlaska.Finally,thereportaddressesarecentquestiontheLegislatureraisedaboutwhysomeoftheUAteachereducationgraduatesarenotteachinginthepublicschools.Subsequentreportswilladdressadditionalspecificissuesofconcernindepth,fromtheeffectivenessofteacherinductionandmentoringeffortsacrossthestatetothecostofteacherturnover.


WhataretheneedsandchallengesinstaffingAlaska’sschools?StaffingschoolsinAlaskahasbeenachallengesinceterritorialdays.Thelivingconditionsandremotenessofmanycommunities,andthedistanceofthestatefromelsewhereintheUnitedStateshavemadeitdifficulttohireandretaineducators–bothfromwithinAlaskaandfromoutsidethestate.Educationalinstitutionswithinthestatehaveneverproducedenoughteacherstomeettheannualplacementneedsofschools.Inthissection,weaddresssomeofthecontemporaryissuesaroundteacherpreparation,recruitmentandretention.Amorecompletediscussionoftheseissueswillbeavailableinanupcomingreportonteacherturnover,supplyanddemandfromtheCenterforAlaskaEducationPolicyResearch(CAEPR).TeacherTurnoverAsthechartbelowshows,turnoverinruralAlaskaschooldistrictsisapersistentproblem.Althoughtherehasbeenaslightdeclineoverthelastdecade,ruraldistrictsstillaveragealmostdoubletheturnoverofAlaska’sfivelargest,urbandistricts–about19%comparedtojustunder10%fortheurbandistricts.AppendixAincludesturnovernumbersforeachdistricteachyearfromAY1999‐2000toAY2011‐2012.Thedipinturnoverbetween2008and2009mayberelatedtothenation’sfinancialcrisis;districtsacrossthecountrywereeithernothiringorwerelayingoffteachers,andthismayhaveledteacherswithjobsinAlaskatostayinthosejobslongerthantheymightiftheythoughttherewerereadilyavailableoptionselsewhere.

Thecausesofthehighteacherturnoverarecomplexandvaried.AmongthemarethatteachersrecruitedfromtheLower48arefarfromtheirhomesandfamilies;theremotenessofmanyruralcommunitiesisdifficultforsome;therearelimitedchoicesforhousingandmedicalcareinvillages

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Alaska Average Teacher Turnover by Statewide,Rural and Urban Districts, 2000‐2012

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Urban

Urban districts are Anchorage, Mat‐Su, Kenai, Fairbanks, and Juneau; Rural districs are all other districts


andurbanamenities(suchassupermarkets,restaurants,andsoon)aregenerallynotavailable;teachersarenotalwayspreparedforthedifferencesbetweentheircultureandthatofthecommunitiesinwhichtheyteach;andtherearedifficultiesassociatedwithteachinginschoolswithahistoryofhighpovertyratesandlowstudentachievement.Districtsacrossthestateconsistentlyreportchallengesrecruitingandkeepingspecialeducationteachersandrelatedserviceproviderssuchasoccupationaltherapistsandspeech‐languagepathologists.Teacherdatacollectedbythestateeachyearprovidesinformationonspecialeducationteacherturnover.Fromthe2010‐11schoolyeartothe2011‐12schoolyear,about13%ofgeneraleducationteachersdidnotreturntoageneraleducationpositionintheirdistrict;but21%ofspecialeducationteachersdidnotreturntoaspecialeducationpositionintheirdistrict.InruralAlaska,specialeducatorturnoverwas31%,comparedto19%forteacherswhowerenotinspecialeducation1.Similardataisnotavailableforrelatedservicespositions,butina2009surveyofschooldistrictsaboutspeech‐languagepathologists,districtsreportedcontractingforthoseservicesratherthanhiringforthembecausetheycouldnotcompetewithprivatesectorwagesandbecausetherewerenotenoughspecialistsavailabletohire.Theyreporteddifficultiesfindingevencontractserviceswithinthestateandinsomecasescontractedwithfirmsinthelower48,orusedtelepracticetoprovideservices.Teacherturnoverisdefinedasthepercentofteachersinagivenyearwhodonotreturntoteachthefollowingyearintheirsamedistrict.Thisisausefuldefinitionwhenweanalyzewaysthatdistrictscanbetterretaintheirteachers.However,whenweconsiderdistricteffortstorecruitnewteachers,weneedtolookathowmanyteachersdistrictshavetohire;thatis,howmanyofagivenyear’steacherswerenotinthedistrictthepreviousyear.Twofactorscanmakehiringandturnovernumbersdifferent.First,ifteacherneedsarechanging(duetoenrollmentchanges,budgetconstraintsorotherfactors),thendistrictsmayhavetohiremoreteachers(tofillnewpositions)orfewer(aspositionsarereduced)thanthenumberthatleave.ThetotalnumberofAlaskapublicschoolteachershasbothincreasedanddecreasedinrecentyears.Second,ifteachersleavetheclassroomtogointoadministration,thendistrictshavetohirenewteacherstofillthosepositions.Alaskadistrictshiremanyoftheiradministratorsfromwithin;Alaska’sdistrictstypicallyhavetohire50to100teacherstoreplacethosemovingintoadministrativepositions.

Eachyear,AlaskaschooldistrictsrecruitnotonlywithinAlaska,butatjobfairsanduniversitiesacrossthecountry,bothincollaborationwithUAAlaskaTeacherPlacement(describedbelow)andontheirown.Thereissomeresearchshowingthatteacherspreparedinstatearemorelikelytostay,especiallyinruralareas,butruraldistrictsreportbeingabletorecruitonlyasmallfractionoftheirteacherneedsfromAlaskateachereducationprograms.Eachyear,forthelastthreeyears,districtshavehiredjustunder1100teachers;abouthalfofthose(504of1085)havebeenexperiencedteachers,alreadyinAlaska.Some(about140)changeddistrictsfromthepreviousyear,over20%(about220)havetaughtinAlaskapublicschoolsbeforebuttookoneormoreyears

1UnpublishedISERanalysis,EEDcertifiedstaffaccountingdatabase


away;andsome(about140)areexperiencedteachersalreadyinAlaska,buthavenottaughtherebefore.Districtshiredabout210newteacherAlaskans–thisincludesbothAlaska‐preparedteachersandAlaskanswhowenttoschoolsoutsidethestatefortheirteacherpreparation.Thisleftdistrictsstillneedingtohireabout370teachersfromoutofstate;about40%ofthosealreadyhadoneormoreyearsintheclassroom,andabout60%werenewteachers.

Alaska School Districts’ Teacher Hiring by Prior Alaska and Teaching Experience

Average, FY2009‐2012

Experienced teachers

New teachers Total

Alaskans 504 211 715

Non‐Alaskans 153 217 370

Total 658 428 1085

InductionandMentoringforNewTeachersDistrictshaveworkedtorecruitandretaineffectiveteachersthoughimprovedinductionandmentoring,loanforgivenessandotherfinancialincentives,andprofessionaldevelopmentaimedatimprovingteachereffectiveness.Theseprogramshavehadvaryingdegreesofsuccessovertheyears.Districtsandthestatehaveimplementedanumberofinductionandmentoringprogramstohelppreparenew‐to‐AlaskateachersforthechallengesofteachinginAlaska,especiallyinruralAlaska.However,manyoftheseinitiativeshavebeenfundedthroughfederalgrantsandarenotsustainedwhenthefundingdisappears.Also,therehasnotbeensystematicresearchonwhichmodelsaremostsuccessfulacrossthestate.AsisdescribedbelowthereisnowacomprehensiveevaluationoftheStatewideTeacherMentoringprojectunderway;thiswilladdresssomeofthegapsinknowledgeaboutwhatworksinAlaska.

OneChallengeinRecruitingTeachersfromWithinAlaska:ThePoolofPotentialCandidatesOnereasonAlaskahastrouble“growingourown”isthattoomanyofourstudentsdon’tgraduatefromhighschool,andofthosewhodotoomanydon’tgoontocollege.WhileAlaska’shighschoolgraduationrateshaveimprovedoverthelastdecade,thestategraduaterateisstillinthebottomquarterofstates(NCESDigestofEducationstatistics2011,Table113,averagedfreshmangraduationrates1990‐91through2008‐09).Boththepercentofourhighschoolgraduateswhoattendcollegeandthepercentwhoattendhereintheirhomestateareinthebottomfewstates.Soforeveryonehundredninthgradersnationally,about48willentercollegefouryearslater;inAlaskaonlyabout33willdoso.Finallyoncestudentsentercollege,theyhavenumerouscareerchoices,andteachingisnotalwaysthemostattractivetothem(seereportsummaryformorediscussionofteacherrecruitmentissues).Addressingtheneedtoprepareourownteacherswilltakeimprovementinallofthesemeasures.


UniversityofAlaskateacherpreparationandretentionefforts

TeacherPreparationwithintheUniversityofAlaskaSystemTheUniversityofAlaskasystemoffersteacherpreparationatallthreeMajorAcademicUnits(MAUs)–Anchorage(UAA),Fairbanks(UAF),andSoutheast(UAS),viabothface‐to‐faceandonline/e‐Learningformats2.Allthreeuniversitiesofferprogramsthatleadtoelementary,secondary,andspecialeducationinitialcertification.UAAoffersinitialcertificationinearlychildhoodeducationandinearlychildhoodspecialeducation.Allthreeuniversitiesalsoofferspecialeducationendorsementsandcertificatesforteachersinterestedinmovingintothatarea.Betweenthethreecampuses,studentscancompletemanydegreeprogramscompletelyonline,including(butnotlimitedto)abachelorofartsinelementaryorspecialeducation,amasterofartsinteaching,amasterofeducationineducationalleadership,andamasterofeducationinspecialeducation.Inaddition,betweenthethreeMAUstherearemanyprogramsforeducatorswishingtoaddendorsementstotheirlicensureorobtainmastersdegreesorcertificatesinspecializedareas,including(butnotlimitedto)readingspecialistandcross‐culturaleducationmasters.Themajorityoftheseprogramsareofferedviae‐learning.Allthreeuniversitiesalsoofferprofessionaldevelopmentopportunitiestoeducatorsacrossthestateandbeyond,manyincollaborationwithschooldistrictsorprofessionalorganizations.UAanditsfacultyarecommittedtostudent‐centeredlearning.Facultymodelanindividualized,learner‐centeredapproachtoeducationthattheywantcandidatestousewiththeirP‐12students.Candidatesaregivenscaffoldingandmultipleopportunitiestomeettargetexpectationsoncourseprojects/assessments.Reasonableaccommodationsaremadetosupportcandidatelearning;whenappropriate,courseprojects(andcoordinatedfieldexperiences)areindividualizedtomeetcandidateneedsandinterests.Courseworkisintentionallydesignedtopromoteaninterchangeofpracticalknowledgeforcandidateswhoareoftenworkinginschoolswithfewresourcesandinfrequentsupportfromoutsideagencies.

AllstudentsinUniversityofAlaskateachereducationprogramsmusttakethePraxisIandPraxisIIexams.StudentsmustpassthePraxisI(Pre‐ProfessionalSkillsTest)withscoresthatmeetorexceedstatestandardsbeforetheyenterstudentteaching,andtheymustpassoneormorePraxisIIcontentareaexamswithscoresthatmeetorexceedstatestandardsinordertoreceiveaninstitutionalrecommendationforstatelicensure.ThishelpsensurethatUniversityofAlaska

2Onlineore‐learningcoursesareofferedinanumberofformats.TheUniversityofAlaskadefinese‐Learningasplannedlearningthatpredominantlyoccursinsituationswhereastudentisnotrequiredtobeinapredeterminedlocation.Deliverymaybebyvideoconference,audioconference,correspondence,tele‐courses,satellitetelecasts,viatheInternet,CD‐ROM,and/orvideo/audiotape.Acoursemaybedeliveredentirelyviae‐Learningorbyahybridofe‐Learningandon‐campusmethods.eLearningmaybeasynchronous(suchasaBlackboardcourselearningsoftware‐basedcoursesthatdoesnotrequirelarge‐groupsessionswiththeinstructor)orsynchronous,wheretheclassmeetsonascheduledorregularbasiswiththeinstructorviavideoconference,Internet‐basedsoftwareoraudioconference.


teachereducationgraduatesmeetnationalstandardsforcontentknowledgeintheirareasofspecialization.AllUniversityofAlaskateachereducationprogramshavereceivednationalaccreditationfromtheNationalCouncilforAccreditationofTeacherEducation(NCATE).Twenty‐sixseparateprogramswithinthoseschoolsandcollegearenationallyrecognizedbytheirrelevantSpecialtyProfessionalAssociations(SPAs),thusensuringthattheprogramsandtheinstitutionsinwhichtheyoperatemeetorexceednationalstandards.NCATEisoneoftwoorganizationsrecognizedbytheU.S.DepartmentofEducationasanaccreditinginstitutionspecifictoteachereducationanditcurrentlyrepresentsover3millionindividuals.Tomeetthenecessarystandardsforinitialandadvancedprograms,educationinstitutionsengageinaself‐study,followedbyarigorousinformationreviewandsitevisit.TomakesurethatUAteacherpreparationprogramsaremeetingboththeneedsofschooldistrictsthroughoutthestateanduniversityexpectations,theCollegeandSchoolsengageinseveralprogramimprovementactivities.Missionstatementsandprogramoutcomesarereviewedannuallytoensurethatclassesandprogramofferingsalignwiththem.WealsosurveycurrentandformerstudentsaswellasadministratorsandmentorteachersaboutthequalityofUAstudentsandprograms,andonwhetherornotgraduatesarepreparedtohandletherigorsofteachingortheirothereducationalresponsibilities.ThisinformationisusedtohelptheSchoolsandCollegeimproveprogramofferings.InitiativestoIncreasetheNumberofAlaskaNativeEducatorsTheSchoolsandCollegeofEducationattheUniversityofAlaska(UA)haveastrongcommitmenttothepreparationofAlaskaNativeandNativeAlaskanstudentsfortheteachingfield.Thisissupportedbymultipleprogramdeliveryformatsincludingtraditionalon‐siteface‐to‐faceteaching,e‐learningformatsincorporatingmanyadvancedtools,summerinstituteswhereon‐siteexperienceshelpbuildcollegialrelationshipsandon‐sitevisits.Forexample,since1972UAFhasofferedafullBAinElementaryEducationdegreeforstudentswhoareinruralcommunitiesandwhowanttostayinruralcommunities.Nearlyallofthestudentswhocompleteadegreewhileintheirownvillagesstayandteachintheircommunityorregion.UAFalsohasafulltimeRuralAdvisorpositiontosupporttheruralstudentsintheirprograms.Asnotedbefore,allthreeMAUsofferpost‐baccalaureateprogramstostudentsinruralcommunitiesviaonlinedistancelearning.UAF’spost‐baccalaureatecurriculumisdesignedspecificallytopreparegraduatestoteachinruralandurbancontexts.Thecurriculumisculturallyresponsiveandplace‐basedsothatstudentsknowhowtomakestateandnationalstandardsanddistrictcurriculumrequirementsrelevantinwhatevercontexttheyarein.Manyoftheirfacultyhaveexperienceinruralareasandthusareabletomakecourseworkrelevantandmeaningfulforruralstudents.TheUAFSchoolofEducationrecentlyhousedanAlaskaNativeTeacherPreparationProgramgranttoincreaseNativeAlaskaneducators.ItprovidedfundingforanumberofAlaskaNativesto


completeteachingdegrees;18candidatescompletedateachercertificationprogram,ofwhom17areteachinginAlaskaschools.AsanoutcomeofdiscussionswiththeRuralAlaskaHonorsInstitute(RAHI)duringthe2012SummerSessionatUAF,theSchoolofEducation(SOE)ElementaryEducationProgramhasbeenapprovedtoofferED245(ChildDevelopment)asdualcreditcourseforRAHIstudents,startingSummer2013.ThisfalltheUAFSOEenteredintodiscussionswiththeLowerKuskokwimSchoolDistrict(LKSD)onwaysthedistrictcanworkwithitsparaprofessionalstohelpthemcompletetheeducationanddegreerequirementsnecessaryforstateteachercertification.ThegoalofthiscollaborationistoincreaseLKSD’steachercorpsforitsdualimmersionprogram.AtUAS,thePreparingIndigenousTeachersandAdministratorsforAlaskaSchools(PITAAS)programsupportsbothteachercandidatesandteacherswhoareworkingtowardadvanceddegreesintheacquisitionofstrongacademicskillsandrichindigenousknowledgesothattheycanprovideculturallyrelevantK‐12instruction.ElevenPITAASstudentsgraduatedin2012.TheUASVillageTeacherprogramsupportselevenAlaskaNativestudentspreparingtobecomereadingspecialistsandninewhoarepreparingtobecomemathspecialistsintheirdistricts.ApartnershipbetweentheUAACollegeofEducation(COE)andtheKashunamiutSchoolDistrictwasformedin2010tosupporttwelveparaprofessionalswhoareworkingtowardtheirbachelor'sdegreesinelementaryeducation.Thispartnership,knownastheChevakTeacherEducationInitiative,embracestheconceptsofinclusivityandculturallyrelevantteaching.CourseworkreflectsbothWesternandCup'ikculturesandphilosophies.ByDecember2013,abouthalfofthegroupwillhaveearnedtheirassociatesdegrees.Thisinitiativeisprovidingimportantinsightsaboutthepowerofcollaborationasanindigenouscommunity,schoolanduniversitycometogethertocreateaspacethatsupportsculturalandlanguagerevitalization.TheUAACOEiscurrentlydevelopingexpansionsandrefinementstotheprogrambasedonresearchontheinitiativeaswellasinsightsgainedthroughthepartnershipandproject.PreparingAlaskansaswellasEducatorsfromElsewheretoWorkinRuralSchoolsElementary,SecondaryandSpecialEducationcertificationprogramswhichare100%distancebasedareofferedsothatstudentswhocurrentlyresideinaremotecommunitycanearnateachingcertificatewhileremainingintheircommunity.Becauseexperienceintheclassroomiscrucialtothepreparationofgoodteachers,theteachereducationprogramsatallthreeUAcampusesdevoteasignificantportionoftheirnon‐personnelbudgettotravelsothatuniversityfacultycansupervisepracticumandstudentteachingexperiences.Forexample,UAFstudentteachersandschoolcounselinginternsarepracticingin25sitesthroughoutAlaska,rangingfromAnaktuvukPassinthenorthtoThorneBayandKetchikaninthesouth,andallofthesecandidatesneedsupervision.Thecostforthiscanbequiteconsiderable,butitisonetheUASchoolsandCollegeofEducationwillinglysupportgiventheimportanceofpreparingqualityteachers(aswellascounselorsand


principals)forruralcommunities.WearecurrentlycompilinginformationonthecostsassociatedwithpreparinganeducatorinAlaska,includingthecostsassociatedwithruralpracticumsupervision;thisinformationwillbeavailablelaterthisspring.UniversityofAlaskaSchoolsandCollegeofEducationofferstudentsaminimumoneweekruralpracticumexperience.Universityfacultyandstaffarrangeclassroomplacements,travelandaccommodationsforeachstudent.ThisexperienceistypicallyarrangedinconjunctionwiththejobfairheldinAnchorageeachyear.Inthiswayteachercandidatesareencouragedtothinkoftheexperienceintermsoffutureemployment.Inaddition,whentheyreturntotheirhomecampusoron‐lineclasses,studentspresentprojectscompletedduringtheruralpracticumandsharetheirexperienceswiththeirfellowstudents.Whiletheexperiencedoesnotalwaysleadtoimmediateemployment,itdoesallowthestudenttomakeaninformedchoiceregardinglivingandworkinginaruralcommunity.AnewpilotprogramthisyearmakesuseoftheAlaskaTeacherPlacementofficestostrategicallyplacestudentsindistrictsthatwillhaveaspecificneedfortheircontentarea.Additionally,principalsandsuperintendentswillreceiveaportfolioofinformationoneachstudentsothattheycanrecruitbasedoncontentareaaswellaspositionsuitability.TheRuralAlaskaPrincipalPreparationandSupport(RAPPS)Program,a$3.6millionfederallyfundedpartnershipbetweenUAAandtheAlaskaStaffDevelopmentNetwork,hasbeensuccessfulinpreparingandplacingruraladministrators.Overthepastfouryears,74RAPPSparticipantsreceivedscholarships.Ofthese,63remainintheirhomedistrictsin2012,allofwhomwillhavecompletedtheiradministrativecertificationbyMay2013,whenthegrantends.Onlytwoofthecandidatesmovedoutofthestatetoacceptadministrativeplacements.Twodistrictshave100%retentionofRAPPScandidatesintheirrespectivedistricts.Districtleadershaveexpressedinterestincontinuingthedevelopmentofruraladministratorsbeyondthelifeofthefederalgrant.Partneringsuperintendentshavecreatedashortlistofpotentialcandidates.TheUAAStatewideInductionSeminarisayear‐longhybriddistancecourseforteachersandadministratorsnewtoruralAlaska.ItseekstonarrowtheachievementgapbyaddressingtheculturaldissonanceoftheWesternpedagogies,curriculaandschoolreformspresentinmostschoolsbyintegratingapproachesmorealignedwithAlaskaNativewaysof“being,valuinganddoing.”TheSeminarwasdesignedbyWesternandAlaskaNativeuniversityfacultyworkingincollaboration.ThisincreasesthelikelihoodthattheteachersandadministratorsnewtoruralAlaskaunderstandthelocalculturalcontextandhowdeeplyitaffectsstudentlearning.Withthisvitalawareness,theteachersandadministratorshavethetoolstoprovideculturallyappropriatelearningexperiencestostudentsandalsobecomemoreintegratedintotheircommunities,easinghighattritionrates.UASisofferingAlaska’sfirstMassivelyOpenOn‐lineCourse(MOOC)intheeducationfield.TeachersacrossAlaskacanregistereitherforcreditortoparticipatefreeofchargeinasemesterlongcoursedesignedtoenablethemtodesigndifferentiatedcurriculumtomeetthediverseneedsofAlaskastudents.


UAFProfessorJerryLipkareceivedathree‐yearU.S.DepartmentofEducationgrant.The“MeasuringProportionally:Elders’WisdomAppliedtoTeachingandLearningMathProject”respondstothewell‐documentedneedtoimprovetheacademicperformance(mathinthisproject)ofAlaskaNativestudentsbyincorporatingtheElders’wisdom.Theprojectwillrefine,develop,andimplementelementary‐mathematicsinstructionalmaterialsaswellasprofessionaldevelopment(PD)thatwilldevelopCulturallyCompetentMathematicsTeachers(CCMT).Theprofessionaldevelopmentactivitiesandsupportswillengageteachersastheylearntoconstructanduseculturalmediatingmathtools,suchasnumberlines,geometricsets,andfractionsets.ByapplyinglessonslearnedfromElders,theprojectwillshowhoweachtoolcanbeusedtoteachacrossthemathstrands.TheprojectincludestheAlaskaNativeCulturalCharterSchool(Anchorage),AlaskaGatewaySchoolDistrict,HoonahCitySchoolDistrict,theKoliganekSchool(SouthwestRegionalSchoolDistrict),andtheYupiitSchoolDistrict.Additionalschooldistrictswillbeselectedforpilotingandforthequasi‐experimentalstudyinthirdyearoftheproject.FacultyResearchonIssuesaroundTeacherRetentionandQualityInadditiontotheeducatorpreparationandsupportprogramsandinitiativesdescribedabove,facultyattheUniversityofAlaskaSchoolsandCollegeofEducationareengagedinresearchtobetterunderstandthechallengesaswellaspotentialsolutionsaroundteacherretentionandqualityimprovement.Severaloftheseprojectsarehighlightedhere.UAFAssistantProfessorUteKadenreceivedathree‐yeargrantfromtheNationalScienceFoundationforthestudy“FactorsRelatedtoTeacherRetentioninArcticAlaska,anIntegralPartoftheCircumpolarNorth.”Thestudyaimstoidentify1)thedegreeofschoolandcommunityintegrationwhichinfluenceteacherretention;2)schoolworkplacecharacteristics,includingrecruitmentpractices,whichinfluenceteacherretention;3)teacherpreparationpracticeswhichinfluenceretention;and4)otherkeyvariablesforunderstandingteacherretentioninArcticAlaska.ResearchersworkingonthisgrantincludefacultyfromtheUAFSchoolofEducationwithbackgroundsinindigenousstudies,mathematicseducation,andspecialeducationandfromUAOfficeofK‐12Outreach,includingresearchersworkingontheAlaskaStatewideMentorProject.UASAssistantProfessorMartinLasteriscompletingthestudy”DrivingandRestrainingForcesforQualityTeacherEvaluationinAlaska,”fundedbytheCenterforAlaskaEducationPolicyResearch.Dr.Lasterisexploringthefactorsthatimpactqualityteacherevaluationacrossthecontinuumofruraltourbandistricts,andlookingatwhetheranymightbemodifiedbypolicydecisions.DataonNewTeacherPreparationintheUniversityofAlaskaSystemInitialteacherpreparationprogramsattheUniversityofAlaskaproduced242newteachersfromJune2011‐May2012(AcademicYear2012);theaveragenumberofnewteachergraduatesoverthelastsevenyearsis214.Theseteachergraduatesincluded155elementary‐levelteachers(including17specializinginearlychildhood),77secondaryteachersand10certifiedforgradesK‐12,inArt,MusicorSpecialEducation.Amongthesecondaryteacherswere16newmathteachersand12newscienceteachers.FourteenofthenewteacherswerecertifiedinSpecialEducation(someattheelementarylevel,someatsecondary,andsomeforK12).Whilethetotalnumberatalllevelshas


rangedfrom180to242,therearenostatisticallysignificanttrendsforthetotalinitialteachers,newelementaryteachersornewsecondaryteachers.

SpecialEducationTeachersInadditiontothe14newteacherswhoobtainedspecialeducationendorsementsalongwiththeirinitialcertification,66existingteachersearnedspecialeducationcertificates,fora2012totalof80newspecialeducationteachers.ThenumberofteachersreceivingspecialeducationendorsementsatUAhasgrown5‐foldbetween2006and2012,from16to80.

AY06 AY07 AY08 AY09 AY10 AY11 AY12

K12 2 0 3 6 2 8 10

Secondary 87 115 67 84 78 81 77

Elementary 91 121 104 144 120 142 155

0

50

100

150

200

250

300

University of Alaska Teacher Preparation Program Graduates by Level of Endorsement, 2006‐2012


RetentionofUniversityofAlaska‐preparedTeachersBetween2006and2012,theUniversityofAlaskagraduatedabout200newteacherseachyear.UniversityofAlaskagraduatesmadeupabout12%ofnewhiresacrossthestatein2011andagainin2012.TeacherspreparedinAlaskatendtostayinAlaska’sschoolslongerthanthosewhocomefromoutsidethestate.So,whileinagivenyearUApreparededucatorsmayonlymakeonlyabout12%oftheneweducatorsthatdistrictshire,UA‐preparedteachersmakeup28percentofthestatewideteachingforce.Moreover,thepercentofallcertifiedstaffthatreceivedanyeducationdegreeorendorsementfromUAisslightlyhigher–about32percent.AppendixAincludesdetailedtablesandgraphsshowingUAteachereducationdegreesandcertificatesgrantedfromAY2006‐AY2012.3 3ThisreportonlyaddressesteacherspreparedbyUniversityofAlaskaprograms.TheforthcomingEducationSupplyandDemandUpdateReportwillincludedataoneducatorspreparedatAlaskaPacificUniversityandviain‐statealternativecertificationprogramssuchasthatoperatedbytheAlaskaDepartmentofEducationandEarlyDevelopment.


Endorsement 16 13 25 54 53 59 66

Initial certificate 0 4 2 5 7 13 14

0

10

20

30

40

50

60

70

80

90

University of Alaska Special Education Graduates, 2006‐2012

16 17

27

59 60

72

80


Additionaleffortstoaddresschallengesinrecruiting,preparingandretainingteachersInadditiontotheprogramsandresearchintheUASchoolsandCollegeofEducationdescribedabove,thereareprogramsandresearchbeingconductedintheUAOfficeofK‐12Outreach,aswellasresearchbeingdoneattheUAACenterforAlaskaEducationPolicyResearch.WealsobrieflydescribethenewUniversityofAlaskaTeacherEducationConsortium,whichisfacilitatingconversationsonteacherpreparationandsupportissuesbetweentheUASchoolsandCollegeofEducationandkeystakeholdersacrossthestate.FutureEducatorsofAlaska(FEA)In2013,FEAisevolvingintoaCareerandTechnicalStudentOrganization(CTSO).Forthisreason,thefocusofFEAthisyearisonpreparinghighschoolstudentsforleadershiproles.FEAwillcontinuetohelpstudentsplanforcareersineducation,workwithFEAstudentsinafter‐schoolclubs,andguideFEAstudentsenrolledin"ExploringEducationCareers"courses.Inaddition,FEAstudentswillparticipateincompetitionsthathonetheiroralpresentationskills.Forthefirsttime,morethanadozenelectedFEAstudentsfromacrossruralAlaskawillparticipateinyouthleadershiprolesatthe2013CTSOPerformanceBasedAssessmentConference(March21‐23inAnchorage).TheseFEAyouthleadersalsowillguidetheannualFEAstudentgathering(April2013ontheUAAcampus).Inadditiontothe"ExploringEducationCareers"course,aseconddual‐creditcourseisbeingplannedtohelpeasegraduatingFEAhighschoolstudenttransitionintoUASchoolsandCollegesofEducation.AlaskaTeacherPlacement(ATP)In2013,ATPwillhostonemajorin‐stateandtwoout‐of‐statejobfairstoconnectqualifiededucatorswithAlaskadistricts,alongwithdozensofvirtualjobfairsand24‐houriCommunitysupport.Thisyear,ATPisincreasingcollaborationwiththeDeansofUASchoolsandCollegeofEducationtodeterminehowtooffercareerservicestoeducationmajorsintheirfinalyearsatUA,withtheultimategoalofassuringplacementinAlaskadistrictsforincreasingnumbersofUAeducationgraduates.BecauseISERstatisticsshowthatteachersfromAlaskastaylongerinAlaskanschools,theATPbridgebetweenUASchoolsandCollegeofEducationandAlaskadistrictsforourUAeducationgraduatesshouldleadtoincreasedretentionanddecreaseddependenceonteachersfromoutofstate.ApilotprojectbetweenATPandUASisunderwaytodeterminehowmuchandwhatkindofinterventionisneededtoincreaseUAEducationstudentinterestinjobsinruralAlaska.StatewideTeacherMentoringTheAlaskaStatewideMentorProjectisapartnershipbetweentheUniversityofAlaskaandtheStateDepartmentofEducationandEarlyDevelopment.Statefundingcurrentlyprovidesmentorstoanaverageof380earlycareerteachersannuallyinmostlyruraldistrictsacrossthestateeachyear.ASMPhasreceiveda$15milliongranttoexpandtheprogramtofirst‐andsecond‐yearteachersintheAnchorage,Fairbanks,Mat‐Su,SitkaandKenaischooldistricts.Alargepartofthemoneywill


fundarandomizedcontrolledtrialtotesthowmentoringaffectsearlycareerteachers’effectivenessandtheirstudents’achievementwhileservinganadditional520earlycareerteachersoverthreeyears.PREPARESPREPARESisa5‐yrNationalScienceFoundationfundedscale‐upresearchprojectexploringwhetheramodelthathasshownpromiseinimprovingteacherretentioninrural,predominantlyindigenousandlow‐incomeservingAlaskadistrictsistransferabletootherpartsofAlaskaandthenation.Themodelinvolvesprovidingprofessionaldevelopmentforteachersbasedondata‐drivenandresearch‐basedbest‐practicesforengagingindigenousstudentsinthestudyofscience,math,andothersubjects.Theprofessionaldevelopmentenablesteacherstoprovideplace‐based,community‐relevant,culturallyresponsiveinstructionintheirclassrooms,andisbasedonthepremisethatteacherswholearntoprovideplace‐basedinstructionthatisalsocommunity‐relevantandculturallyresponsivearemorelikelytoseeanincreaseinboththeengagementandachievementoftheirstudentsacrosssubjectareas,arethereforearemorelikelytostayinruraldistrictslongerthanteacherswhodonotoffersuchinstruction.Unanticipatedbenefitstothemodeltodateincludepersistentincreasedcommunityandparentalengagementinstudentscholasticendeavors.CenterforAlaskaEducationPolicyResearchTheCenterforAlaskaEducationPolicyResearch(CAEPR)isengagedinresearchprojectsonteacherretentionaswellasonbroadereducationissuesinAlaska,includingastatewideteachersurveytostudythereasonsteachersstayinorleavetheirschoolsandtobetterunderstandteacherperceptionsoftheplacestheywork.Thisprojectisdescribedingreaterdetailinthe“FutureReports”sectionofthesummary,alongwithseveralotherprojectsonrelatedtopics.BringingAllthePlayersTogether:TheUniversityofAlaskaTeacherEducationConsortiumOnSeptember25,2012,thefirstmeetingoftheUniversityofAlaskaTeacherEducationConsortiumwasheld.Themeetingincludedamorninglisteningsession,whereeducatorsandotherswereinvitedtosharetheirthoughtsontheUATeacherEducationprograms,specificallyonwhattheprogramsaredoingwellandshouldcontinuetodo,whatcouldbedonetoimprovethem,challengesinteacherpreparation,andprioritiesforimprovement.Theafternoonmeetingfocusedondevelopingactionsthatmembersoftheconsortiumcantaketoimproveteacherrecruitment,preparationandretention.NotesfromthemeetingareincludedasAppendixD.


ResearchonUniversityofAlaskainitiallicensuregraduates:Whyaren’ttheyteaching?

InresponsetoquestionsraisedbytheAlaskaLegislatureandtheUABoardofRegentsregardingwhymoreUAgraduatesarenotintheclassroom,infall2012CAEPRresearcherssurveyedgraduatesofUniversityofAlaskainitialteacherpreparationprogramswhograduatedbetweenthefallof2010andthesummerof2012(MoreinformationonthisstudyisprovidedinAppendixE.).Thesurveyaskedwhetherrespondentshadappliedforateachingcertificateorforajob,whethertheywereworkingasteachers,inothereducationjobs,orinotherfields.Forthosegraduateswhodidnotlookforateachingjob,weaskedwhytheychosenottoteach;forthosewholookedandwerenothired,theyaskedwhytheythoughttheyweren’tsuccessfulinobtainingateachingposition.Theresponserateforthesurveywaslessthan30%‐toolowtostatisticallygeneralizethesefindingsorgeneralizethefrequencyoftheseoutcomestoallprogramgraduates.However,ourrespondentsincludedgraduatesofalltypesoninitialteacherprograms,andwereemployedinpublicschoolsatsimilarratestoUAgraduatesoverall.WebelievetheresultsofthisstudyshedinsightintotheexperiencesofmanyUAgraduates.Ofthe113respondents,90%appliedforateachingcertificateuponcompletionoftheirprogram.The10%whodidnotapplywerenotseekingateachingjobandcitedtravel,pursuitofotherinterests,acceptanceorcontinuationofemploymentinnonteachingjobs,lackofavailableteachingjobs,orsimplyhadnodesiretoteach.

95percentofourrespondentswereemployedthefallimmediatelyfollowingtheirgraduation.Morethan4outof5respondents(84%)workedinsometypeofeducationjob,althoughonlyabout40%wereteachers(seetablebelow).Ofthoserespondentsworkingineducation,14%workedinearlychildhood(pre‐K)settings,64%workedinelementary(K‐6),and66%inmiddle/highschoolsettings.

Answer Response %

employedasateacher 47 41%

workingasasubstituteteacher 33 29%

workinginsomeothereducationjob 17 15%

workinginajoboutsideofeducation 12 11%

notworking 4 4%

Total 113 100%

Weaskedthe59percentofourrespondents(68of113)whowerenotemployedasteachersthefallfollowinggraduation,abouttheirjobsearches(67ofthe68respondedtothesequestions).Morethan70%ofthem(48)hadappliedforateachingjobimmediatelyaftergraduation.The19


whodidnotapplyforpositionsmostfrequentlycitedgoingbacktoschoolforadvancededucation,lackofjobavailability,anduncertaintyaboutteachinginthecurrenteducationalsystemaswhytheyhadnotapplied.Otherreasons,suchasstayinghometohaveababy,needingabreak,transferringwiththemilitary,acceptingapositioninaprivateschool,andwaitingoninstitutionalrecommendationandteachercertificateweregivenbyjustoneortworespondents.Abouthalfofthosenotemployedasteachers(9outof19)latersearchedforateachingjob.

Ofthe48whoappliedforteachingjobsimmediatelyfollowinggraduation,mostappliedtooneormoreofAlaska’sfivelargestdistricts(Anchorage,Mat‐Su,Kenai,Fairbanks,andJuneau)andfewerthan20%appliedtoanyotherAlaskadistrict.

Answer Response %

AnchorageSchoolDistrict 21 44%

FairbanksNorthStarBoroughSchoolDistrict 9 19%

Mat‐SuBoroughSchoolDistrict 10 21%

KenaiPeninsulaBoroughSchoolDistrict 8 17%

JuneauSchoolDistrict 10 21%

OtherAlaskapublicschools 8 17%

SchoolsoutsideAlaska 10 21%

Alaskanon‐publicschools 3 6%

Weaskedallthosewhohadsearchedforateachingjobeitherimmediatelyaftergraduationorlaterabouttheirwillingnesstorelocate.Ofthose58graduates,almost60%werenotabletorelocatebecausetheyneededtostayintheirhomecommunity.Most(23of25)respondentswhowerewillingtorelocatealsoidentifiedplacestheywereunwillingtorelocate.WhilethreesaidtheywouldnotbewillingtoleaveAlaska,15saidtheywouldnotmovetosomeorallofruralAlaska.Thismeansthatonly10of58graduateslookingfor(butnotfinding)workwereableandwillingtorelocatetoruralAlaskadistricts.Family/personalreasonsandenvironment(includingweather,lifestyle,andteaching/livingconditions)werethemajorreasonsrespondentswouldnotbewillingtorelocatetospecificareas.

Weaskedourrespondentswhoappliedbutdidnotgetajob,whytheybelievedtheywerenothired.Byfarthemostfrequentanswerwascompetition,lackofjobs,orboth,citedbyalmosttwo‐thirds(35ofthe54)ofourrespondents.Sevenwereunwillingtorelocateandafew(2to4foreachreason)citedlackofexperience,lackofinterviewingskills,movingandhavingababy.Weinterviewed21ofoursurveyrespondents(representingallUAinitialteacherpreparationprograms)whowerenotemployedasteachersthefallimmediatelyfollowinggraduationtoexplorethesereasonsinmoredepth.

Reflectingtheanswersabove,80%(17)indicatedtherewerelimitedteachingjobopportunities,whichincludedcommentsrelatedtonoopenings,nooffers,districtbudgetconstraints,and


competition/lackofexperience.Addingtothoseanswers,one‐third(7)listedotheropportunities,suchastravel,employmentinnonteachingjobs,andfamilyasreasons.Third,slightlylessthan20%(4)expresseduncertaintyaboutteaching.(Percentagesdonotequal100becausemanyrespondentsprovidedmultiplereasons.)

WhenaskedwhatUAcoulddotoassistintheirsearchforemployment,themostfrequentresponse(8ofthe21)wasnothingor“Idon’tknow.”Twograduatesrecommendedresumewritinghelp,andoneeachrecommendedhelpwithclassroommanagement,assessment,interviewingpractice,coverletterwriting,jobhuntingprotocol(whotocontact),informationaboutjobfairsandjobopenings,clarificationofthecertificationprocess,andhonestyaboutthebleakjobopportunities.

TogainanadditionalperspectiveonUAgraduates,weinterviewedhumanresourcepersonnelfromthefiveAlaskaschooldistrictsthathirethelargestnumberofUAgraduates(Anchorage,Fairbanks,Juneau,Kenai,andMat‐Su).Thesekeyinformantshavegeneralknowledgeofthequalityofteachershiredbytheirdistricts.WhenaskedhowwellpreparedtheyfoundUAgraduates,twowerecomplimentary,twowereneutral,andonewasuncomplimentary.

KeyinformantsreportedbothconsistentstrengthsandweaknessesofUAgraduates.Strengthsincludedunderstandingtheenvironmentanddiversestudentpopulationsofthedistrict,roleofthegeneraleducationteacherworkingwithELLstudents,classroommanagement,assessment,andtheconnectionbetweeninstructionandassessment.Otherstrengthsincludedpassionforteaching,loveofstudents,interestandpassionforbeingineducation,andknowledgeofthestateandthedistrictinwhichtheyhaveapplied.OnekeyinformantindicatedthattherewerenoconsistentstrengthsthatsetUAgraduatesapart.Weaknessesincludedpreparationinspecialeducation,instructionalpractices,literacyintegrationatthesecondarylevel,andtheroleofthegeneraleducationteacherinworkingwithspecialeducationstudents.Twokeyinformantsindicatedthattherewerenoconsistentweaknesses,butoneoftheseindicatedmorepreparationindealingwithdiversepopulationswouldbebeneficial.

NationalandAlaskaresearchershavelongdocumentedthatteachershortagesarebothlocationandsubject‐specific(NCREL,2000;McDiarmid,2003),andthesedataareinlinewiththosefindings.WhileUAgraduatesaregenerallypreparedtoteach,therearesomegraduateswhoarelesspreparedfortheclassroom,asreflectedbyoneofourkeyinformants.Thelargestfactorinexplaininggraduates’inabilitytofindingteachingjobs,though,seemstobethattoomanygraduatesarecompetingforthelimitedpositionsinthestate’slargestdistricts,andtoofewareabletorelocatetoruralandremoteschoolswheredistrictsneedmoreapplicants.Anotherfactoringraduates’difficultyfindingjobsisthatmoreprospectiveteachersarechoosingelementaryeducationdegreesthanthereareopeningsforthem,andtoofewarechoosingtoteachinhard‐to‐fillareassuchasspecialeducation,secondarymathandsecondaryphysicalscience.


SummaryTheUniversityofAlaskasystemcontinuestofocusonexpandingthenumberofqualifiedAlaskanswhocanbeemployedinAlaska’sschools.Eachyear,theUAsystemaddsabout200newteacherstoAlaska’steachingforceand60‐70%ofthosegoontoteachinAlaska’spublicschools.However,mostofthesenewlycertifiedteachersseekemploymentinurbanorroadsystemdistricts,whilemostoftheteachingvacanciesoccurinremoteandruraldistricts.Thisleavesthestate’sschools,especiallytheruralschools,needingtohireseveralhundredteachersfromelsewhere.NosystematicresearchhasbeenconductedonwhytherearenotmoreAlaskanschoosingtoentertheteachingprofession.However,thereareanumberoffactorsthatmaybeaffectingthesedecisions,fromchangesintheteacherretirementsystemtoareductioninthecompetitivenessofAlaska’steachersalariescomparedwithsalariesinotherprofessionsandinotherstates,totheexpensesteachercandidatesmustincurduringtheireducation,inparticularduringtheirunpaidclinicalpractice,whenitisnearlyimpossibletomaintainoutsideemployment.Addingtothisisconcernabouttrendsinteacherevaluation;anewteacherevaluationplanjustadoptedinAlaskareliesextensivelyonstudentachievementdata,andbothwithinthestateandacrossthenationthereisuneaseabouthowthiswillaffectteacheremploymentandsalaries.CAEPRisconductingresearchthisspringthatshouldhelppolicymakersandteachereducatorsbetterunderstandtheimpactoftheseissues.Finally,thedownturnintheeconomythepastfewyearsmadeteachingjobslessavailable;fewerteachersleftAlaska’sschools,andflatfundingforthestate’sschoolsalsoledtofeweropeningsandevenlayoffsinsomedistricts.4ThisreporthighlightswhattheUniversityofAlaskaisdoingtoimprovetherecruitmentandretentionofstudentsforteachereducationprogramsandtostrengthenexistingprograms.TheUATeacherEducationPlanidentifiedseveralgoalsinthisareathatfacultyandstaffarenowworkingon,andCAEPRisdoingresearcharoundissuesthatimpactthosegoals.Inaddition,theUniversityofAlaskaOfficeofK‐12Outreachissupportingeffortstorecruitandretainteachersacrossthestate,workingdirectlywithdistrictsandconductingresearch.AlloftheseeffortsshouldmovetheUniversityofAlaskasystemtowardbettermeetingtheneedsofAlaska’sschools.However,thebroaderfactorsaffectingthedecisionsofstudentstoentercollege,pursuetheteachingprofession,choosetoworkinruralschools,andstayintheprofessiononcetheycompletetheirtrainingrequireabroadeffortthatincludescurrentteachersandadministrators,parents,communityleaders,andpolicymakers.Weneedtoexplorequestionsandhavefrankdiscussionsaroundworkingconditions,teachercompensationandincentivestoenterthefield,amongotherissues.AllofthesearefactorsthataffecttheabilityofAlaska’sschoolstoattractandretaineducators.

4In2012‐2013theAnchorageSchoolDistrictlaidoffteachersanddidnotacceptnewapplicationsforteachersinseveralcontentareas.http://www.asdk12.org/employment/certificated/12‐13applications/


FutureReportsThenextinstallmentofthisreportisdueinspring2015.InadditiontoreportingupdateddataonteachersandothereducatorspreparedbytheUniversityofAlaska,wewillcontinuetoexploreissuesofconcernaroundteacherrecruitment,preparationandretentioninAlaska.Thereareseveralresearchprojectsunderwaythatwillinformthenextreport:

a) StatewideTeacherSurveyInSpring2013,CAEPRwillconductasurveyonthefactorsinfluencingteachers’decisionstostayintheirschools/districtsortoleave.Teacherswillbeaskedaboutissuessuchastheirperceptionsofleadershipintheirschool;theirrelationshipswithparentsandcommunity;salary,benefitsandfinancialincentivestostayintheirschool;andmentoringandprofessionaldevelopmentefforts.ThissurveywillbedoneincollaborationwithUAFAssistantProfessorUteKaden.Infall2013,CAEPRwillmatchdataonteacheremploymenttoseewhichteacherswhoparticipatedinthesurveycontinuedtoteachinAlaskaandintheirsameschool,andwhichdidnot,andanalyzetherelationshipbetweenteachersurveyresponsesandworkoutcomes,sothattheycancreatemodelsaroundthefactorscontributingtoteacherretentionandturnover.

b) EducatorSupplyandDemandStudyCAEPRispreparingacomprehensiveupdateofdataonteacherandadministratorsupply,demandandturnover,includingacomprehensiveliteraturereviewonfactorsinfluencingteacherretentionandturnover;dataonthenumberofteachersandadministratorspreparedbyinstitutionsin‐stateversuscominginfromoutsideAlaska;teacherandadministratorturnoverratesbydistrict;andalookspecificallyatthenumbersandcareerpathwaysofAlaskaNativeteachersandadministrators.

c) UniversityofAlaskaTeacherEducationGraduateSurveysIncollaborationwiththeUASchoolsandCollegeofEducation,CAEPRwillbeconductingsurveysofgraduatesfromalloftheeducationprogramsacrosstheUAsystemone,threeandfiveyearsaftertheygraduateaswellasjustbeforegraduation.Wewillreportspecificallyontheteachereducationgraduates,focusingontheirperceptionsofhowwelltheywerepreparedfortheircurrentpositionsandsuggestionstheyhaveforstrengtheningteacherpreparationprograms.


AppendixA:DetailedDataTables

A1.UniversityofAlaskaEducationProgramGraduates

University of Alaska Education Graduates by Area of Study

AY06 AY07 AY08 AY09 AY10 AY11 AY12Teachers 180 236 174 234 200 231 242

Counselors 29 28 30 30 32 19 34

Principals 42 62 61 39 51 90 80

Other 75 89 112 110 135 143 171

326 415 377 413 418 483 527

180236

174234

200231 242

29

28

30

30

3219

3442

62

61

3951

9080

75

89

112

110 135

143171

0

100

200

300

400

500

600


Other

Principals

Counselors

Teachers

University of Alaska Education Graduates by Area of Study, 2006‐2012


University of Alaska Initial Teacher Program Graduates by Level

AY06 AY07 AY08 AY09 AY10 AY11 AY12Elementary 91 121 104 144 120 142 155

Secondary 87 115 67 84 78 81 77

K12 2 0 3 6 2 8 10

check 0 0 0 0 0 0

0

50

100

150

200

250

300


University of Alaska Teacher Preparation Program Graduates by Level of Endorsement, 2006‐2012


University of Alaska Special Education Graduates - Initial Licensure & Endorsement

AY06 AY07 AY08 AY09 AY10 AY11 AY12Initial certificate 0 4 2 5 7 13 14

Endorsement 16 13 25 54 53 59 66

SpED total 16 17 27 59 60 72 80

0

10

20

30

40

50

60

70

80

90


University of Alaska Special Education Graduates, 2006‐2012

Alaska’sUniversityforAlaska’sSchools201323

A2.TeacherTurnoverRatesbyDistrict,1999‐20121999-2000

2000-2001

2001-2002

2002-2003

2003-2004

2004-2005

2005-2006

2006-2007

2007-2008

2008-2009

2009-2010

2010-2011

2011-2012

2 ‘Denali ' 28.6% 13.8% 33.3% 14.8% 37.9% 17.2% 20.0% 18.2% 21.2% 23.3% 26.7% 23.1% 14.8%

3 ‘Alaska Gateway‘ 12.5% 20.0% 13.9% 24.2% 23.5% 12.1% 28.6% 31.3% 18.8% 25.8% 12.9% 13.3% 11.8%

4 ‘Aleutian Region‘ 42.9% 33.3% 33.3% 16.7% 33.3% 57.1% n/a n/a 33.3% 33.3% 50.0% 60.0% 50.0%

5 ‘Anchorage‘ 8.0% 7.8% 9.7% 11.9% 9.8% 10.2% 8.5% 9.7% 11.9% 8.8% 7.1% 8.0% 9.1%

6 ‘Annette Island‘ 18.2% 23.3% 37.0% 7.4% 25.0% 18.2% 34.4% 30.0% 40.6% 6.9% 18.8% 41.4% 29.6%

7 ‘Bering Strait‘ 33.1% 34.0% 23.5% 32.2% 34.1% 32.7% 21.9% 19.3% 24.7% 22.8% 27.9% 25.6% 25.7%

8 ‘Bristol Bay‘ 8.3% 8.3% 12.5% 18.2% 35.0% 21.1% 37.5% 20.0% 37.5% 25.0% 20.0% 43.8% 40.0%

9 ‘Chatham‘ 19.0% 28.6% 12.5% 34.8% 35.0% 23.8% 40.0% 31.3% 33.3% 52.6% 16.7% 15.0% 35.3%

10 ‘Chugach‘ 16.7% 8.3% 35.7% 7.1% 35.3% 25.0% 7.1% 8.3% 7.1% 0.0% 7.7% 21.1% 12.5%

11 ‘Copper River‘ 13.6% 14.6% 9.5% 14.0% 11.9% 15.8% 13.2% 17.9% 15.8% 15.8% 13.5% 21.1% 16.7%

12 ‘Cordova City‘ 27.8% 8.6% 18.9% 17.1% 15.2% 25.0% 6.3% 22.6% 7.1% 10.7% 3.4% 10.0% 17.9%

13 ‘Craig City‘ 23.1% 11.5% 9.7% 28.6% 17.1% 16.2% 17.6% 12.5% 8.8% 20.0% 10.8% 31.0% 11.1%

14 ‘DeltaGreely‘ 12.9% 22.0% 19.1% 11.9% 24.5% 14.8% 14.5% 12.7% 16.4% 18.5% 19.4% 20.0% 14.5%

15 ‘Dillingham‘ 31.7% 19.4% 22.0% 40.5% 22.5% 15.8% 22.5% 25.6% 37.8% 31.0% 22.0% 12.8% 10.5%

16 ‘Fairbanks‘ 0.4% 15.5% 8.8% 10.6% 11.2% 10.5% 8.4% 10.9% 10.0% 11.7% 8.8% 10.3% 10.9%

17 ‘Galena‘ 9.8% 19.0% 8.9% 7.9% 13.2% 11.8% 18.2% 13.8% 3.2% 19.1% 7.6% 10.9% 12.3%

18 ‘Haines‘ 14.7% 11.4% 12.9% 23.3% 23.1% 19.0% 4.5% 22.7% 9.5% 4.8% 13.0% 16.0% 23.1%

19 ‘Hoonah‘ 19.0% 4.5% 4.5% 26.1% 15.8% 20.0% 7.7% 14.3% 7.7% 33.3% 50.0% 50.0% 25.0%

20 ‘Hydaburg‘ 33.3% 44.4% 44.4% 18.2% 63.6% 40.0% 9.1% 9.1% 20.0% 27.3% 11.1% 22.2% 11.1%

21 ‘Iditarod‘ 35.0% 38.5% 50.0% 48.4% 68.8% 46.7% 25.8% 41.4% 37.5% 29.6% 19.0% 52.0% 48.0%

22 ‘Juneau‘ 17.7% 8.5% 11.0% 10.3% 13.0% 8.5% 10.9% 10.1% 9.8% 10.2% 10.2% 11.1% 10.5%

23 ‘Kake‘ 33.3% 41.2% 7.1% 0.0% 18.8% 42.9% 31.3% 38.5% 11.1% 20.0% 9.1% 8.3% 0.0%

24 ‘Kenai‘ 12.8% 6.8% 9.0% 12.1% 13.6% 10.8% 11.2% 13.3% 12.7% 10.1% 10.5% 9.0% 9.2%

25 ‘Ketchikan‘ 9.7% 14.3% 9.7% 11.9% 8.5% 7.7% 4.2% 10.6% 12.3% 13.5% 11.3% 10.1% 9.2%

27 ‘Klawock‘ n/a n/a 18.8% 17.6% 26.7% 7.1% 26.7% 6.7% 13.3% 0.0% 6.7% 13.3% 5.9%

28 ‘Kodiak‘ 12.3% 14.1% 10.7% 13.0% 11.5% 11.0% 14.8% 11.6% 10.8% 14.8% 8.8% 17.0% 14.0%

29 ‘Kuspuk‘ 27.7% 29.8% 34.8% 36.2% 33.3% 42.1% 22.6% 34.3% 16.7% 22.5% 17.9% 26.5% 5.7%

30 ‘Lake & Peninsula‘ 32.0% 37.5% 42.6% 27.5% 27.5% 20.4% 34.0% 39.1% 27.5% 8.9% 31.9% 28.3% 18.2%

31 ‘Lower Kuskokwim‘ 23.4% 18.4% 22.1% 23.7% 24.0% 19.8% 20.3% 14.8% 21.6% 10.8% 16.4% 16.0% 11.7%

32 ‘Lower Yukon‘ 22.7% 22.6% 31.0% 29.5% 17.1% 21.1% 30.1% 31.9% 25.0% 27.9% 22.8% 20.7% 29.5%

33 ‘MatSu ‘ 14.7% 5.6% 6.0% 7.6% 8.9% 8.8% 7.5% 6.7% 10.5% 7.4% 6.6% 5.4% 10.7%

Alaska’sUniversityforAlaska’sSchools201324

1999-2000

2000-2001

2001-2002

2002-2003

2003-2004

2004-2005

2005-2006

2006-2007

2007-2008

2008-2009

2009-2010

2010-2011

2011-2012

34 ‘Nenana‘ 13.3% 18.2% 14.3% 32.4% 41.9% 18.2% 14.3% 7.7% 24.0% 9.1% 12.0% 3.8% 20.0%

35 ‘Nome‘ 21.8% 16.4% 25.0% 17.6% 22.4% 14.9% 6.5% 10.0% 20.0% 13.7% 9.8% 17.0% 18.2%

36 ‘North Slope‘ 6.0% 31.4% 21.3% 22.7% 17.7% 20.9% 24.2% 46.2% 42.6% 50.0% 25.9% 29.3% 24.4%

37 ‘Northwest Arctic‘ 23.2% 26.0% 29.3% 25.9% 19.3% 24.6% 24.7% 19.0% 22.0% 29.5% 16.8% 26.2% 33.3%

38 ‘Pelican‘ 25.0% 25.0% 75.0% 100.0% 33.3% 75.0% 100.0% 50.0% 100.0% 0.0% 50.0% 0.0% 50.0%

39 ‘Petersburg‘ 6.5% 10.9% 2.1% 14.6% 14.6% 7.0% 15.2% 9.1% 11.1% 12.2% 7.0% 9.5% 7.9%

40 ‘Pribilof ‘ 28.6% 25.0% 54.5% 38.5% 16.7% 18.2% 35.7% 41.7% 36.4% 50.0% 36.4% 27.3% 45.5%

42 ‘Sitka‘ 7.4% 10.3% 7.2% 6.7% 17.1% 7.5% 8.3% 4.6% 12.8% 9.3% 9.4% 11.9% 7.7%

43 ‘Skagway‘ 15.4% 23.1% 30.8% 21.4% 15.4% 38.5% 8.3% 7.7% 30.8% 16.7% 8.3% 30.8% 11.1%

44 ‘Southeast Island‘ n/a n/a 27.3% 29.2% 33.3% 38.1% 13.6% 42.9% 30.0% 25.0% 26.1% 15.8% 27.3%

45 ‘Southwest Region‘ 27.9% 27.7% 35.8% 36.4% 15.6% n/a n/a 39.3% 16.1% 29.7% 28.6% 40.3% 25.9%

46 ‘Saint Marys‘ 36.4% 41.7% 7.1% 42.9% 64.3% 38.5% 60.0% 33.3% 30.8% 30.8% 14.3% 7.1% 57.1%

47 ‘Unalaska‘ n/a n/a 10.3% 20.0% 10.0% 6.7% 12.9% 6.3% 28.1% 21.9% 16.1% 12.5% 9.4%

48 ‘Valdez‘ 7.0% 6.9% 11.1% 20.0% 11.5% 11.9% 8.6% 5.5% 7.7% 5.9% 4.1% 9.6% 7.8%

49 ‘Wrangell‘ 15.2% 20.6% 0.0% 6.3% 21.2% 0.0% 7.4% 19.2% 12.0% 14.8% 11.5% 10.3% 3.6%

50 ‘Yakutat‘ 31.3% 31.3% 35.3% 36.8% 17.6% 20.0% 16.7% 7.1% 23.1% 15.4% 15.4% 0.0% 21.4%

51 ‘Yukon Flats‘ 40.0% 28.6% 26.8% 31.4% 47.1% 28.1% 34.4% 45.5% 37.9% 37.5% 29.0% 32.3% 33.3%

52 ‘Yukon Koyukuk‘ n/a n/a 44.2% 32.0% 32.0% 24.5% 21.5% 39.4% 31.6% 24.4% 12.8% 23.6% 17.6%

53 ‘Tanana‘ 62.5% 16.7% 66.7% 25.0% 55.6% 71.4% 16.7% 42.9% 25.0% 83.3% 50.0% 40.0% 60.0%

54 ‘Yupiit‘ n/a n/a 26.5% 29.7% 32.4% 25.7% 18.4% 43.9% 35.0% 46.5% 52.3% 39.1% 22.2%

55 ‘Kashunamiut‘ 35.0% 20.0% 18.2% 8.0% 19.2% 17.2% 40.7% 37.9% 29.4% 31.3% 15.6% 15.2% 50.0%

56 ‘Aleutians East‘ 36.7% 38.2% 27.8% 28.9% 47.1% 23.5% n/a n/a 40.0% 24.2% 5.7% 41.2% 9.7%

98 ‘Mt Edgecumbe‘ 7.1% 20.0% 6.7% 7.1% 0.0% 0.0% 16.7% 10.5% 8.7% 4.2% 0.0% 8.3% 16.0%

99 Alyeska Central Sch 20.0% 19.0% 5.6% 15.0% 35.0% 100.0% School no longer in operation

Alaska total 12.1% 12.7% 13.0% 14.7% 14.3% 13.1% 12.2% 13.6% 14.6% 13.0% 10.8% 12.0% 12.5%

Urban 8.7% 8.7% 9.1% 11.0% 10.5% 10.0% 8.7% 9.8% 11.3% 9.2% 7.8% 8.2% 9.7%

Rural: 19.7% 21.4% 21.2% 22.5% 22.4% 20.0% 19.9% 21.9% 21.7% 21.4% 17.4% 20.7% 19.0% Notes:Turnoverdefinedasthepercentofteacherswhodonotremaininthesamedistrictfromoneyeartothenext.‘Urban’districtsareAnchorage,Fairbanks,Juneau,Kenai,andMatanuska‐Susitna.‘Rural’districtsareallotherdistricts

‘n/a’meansdatanotavailableforthatdistrictthatyear.

Source:AkDepartmentofEducationandEarlyDevelopmentCertifiedStaffAccountingDatabase;dataanalyzedbytheInstituteofSocialandEconomicResearch,UAA


AppendixB:EducationCertificationProgramsattheUniversityofAlaskaBaccalaureatedegreeswithCertification

(InstitutionalRecommendations)UAA UAF UAS Review/Approvals

EarlyChildhoodB.A.Pre‐K‐3 F NAEYC,DEEDElementaryEducationK‐6 F F,D ACEI,DEEDElementaryB.A.K‐8 F,D ACEI,DEEDSpecialEducationB.A. D NewFall2012BachelorofMusicinMusicEducation F NASM

UndergraduateCertificates(InstitutionalRecommendations)

UndergraduateCertificate,K‐12Art, F.D NAEAUndergraduateCertificate,Secondary7‐12 F,D DEEDandSPAs

Post‐BaccalaureateCertificates(InstitutionalRecommendations)

EarlyChildhoodPre‐K‐3rdgrade F NAEYC,DEEDElementaryEducationK‐6 F F,D ACEI,DEEDSecondary7‐12 F,D DEEDandSPAsK‐12Art F,D NAEASpecialEducation F,D CEC,DEEDMasterofArtsinTeaching(MAT)Certification

(InstitutionalRecommendations)

ElementaryEducationMAT F,D ACEI,DEEDSecondary:ContentAreasMAT,Distance D D H DEEDSpecialEducationMAT D CEC,DEED

GraduateCertificates(InstitutionalRecommendations)

Counseling F,D CACREPEducationalLeadership:Principal D ELCC,DEEDEducationalLeadership:Superintendent D ELCC,DEEDLanguageEducation(EnglishLanguageLearner) F DEEDSpecialEducation D D CEC,DEED


MasterofEducation(MEd)withLicensure(InstitutionalRecommendations)

UAA UAF UAS Review/Approvals

Counseling F,D,H F,D CACREPEducationalLeadership(principal) D H ELCC,DEEDEducationalLeadership(superintendent) ELCC,DEEDEducationalTechnology D ISTE,DEEDMathematicsEducation D DEEDTeachingandLearning D DEEDEarlyChildhoodSpecialEducation F DEC,DEC,DEEDSpecialEducation D F,D F,D CEC,DEEDReadingSpecialist H IRA,DEED

Non‐LicensurePrograms

EarlyChildhoodDevelopmentUndergraduateCertificate

F NAEYC,DEED

EarlyChildhoodDevelopmentAssociateofAppliedScience(AAS)

F NAEYC,DEED

EarlyChildhoodSpecialEducationM.Ed. F DEC,DEC,DEEDCounselingGraduateCertificate F,D,H CACREPM.Ed.CommunityCounseling F,D CACREPM.Ed.inOnlineInnovation&Design D ISTETypeofProgramKey: F=FacetoFace,D=Distance,H=HybridProgramApprovalsKey: ACEI AssociationforChildhoodEducationInternational CACREPCouncilfortheAccreditationofCounseling&RelatedEducationalPrograms

CEC CouncilforExceptionalChildrenELCC` EducationalLeadershipConstituentCouncilDNAEA NationalArtEducationAssociationNAEYC NationalAssociationfortheEducationofYoungChildrenNASM NationalAssociationofSchoolsofMusicIRA InternationalReadingAssociationISTE InternationalSocietyforTechnologyinEducationSPAs SpecialtyProfessionalAssociations

UAASpecialNotes:1. ContentareasofMATatUAAinclude:BusinessEducation,English/LanguageArts,ESL,Familyand

ConsumerScience,GeneralScience,Mathematics,Music,PhysicalEducation,SocialStudies,TechnologyEducation,andWorldLanguages.

2. MAT,GraduateCertificate,andMEdprogramsatUAAare100%availablethroughdistancedelivery.3. BaccalaureateandPost‐Baccalaureateprogramsare60‐80%availablethroughdistancedelivery.

UASSpecialNotes:1. Allprogramsareavailableviahybridordistancedeliverymodels.Someprogramrequireshorton‐

campussummercourses,buttheelementaryB.A.andMAT,SpecialEducationB.A.,MATandM.Ed.,MathematicsEducationandTechnologyEducationare100%distancedelivered.


AppendixC:ProgressTowardtheGoalsoftheUATeacherEducationPlanIn2010,theDeansofEducationandprovostsatthethreeMAUsdevelopedthe“UniversityofAlaskaTeacherEducationPlan,”whichlaidoutthefollowinggoals:

A. Recruitandretainmorestudentsineducation,particularlyAlaskaresidentsB. IncreaseprogramaccessthroughmultipledeliverymethodsC. Enhanceeducatorpreparationprogramsinspecialeducationandinmathandscience

teachingD. Conductresearchtoidentifycausesandproposesolutionsforeducationchallengesin

AlaskaThefollowingisabriefoverviewofprogresstowardmeetingthosegoals:A. RecruitandretainmorestudentsinEducation,particularlyAlaskaresidents

• UASchoolsandCollegesofEducationhavewrittenseveralcompetitivegrantstohelpsupportAlaskaNativeswhoareinterestedinbecomingteachers.ThesegrantsprovidefundingandotherresourcesthathelpputAlaskacitizensintoAlaska’sschoolsandincludethefollowing:

o USDepartmentofEducationfundedteachereducationprogramso PreparingIndigenousTeachersandAdministratorsforAlaskaSchools(PITAAS)

programsupportsbothteachercandidatesandteacherswhoareworkingtowardadvanceddegrees

o TheVillageTeacherProgramisfocusedonprovidingexperiencedAlaskaNativeteachersanopportunitytoobtainadvanceddegreesandadditionaltrainingforsupportingstudents.16arepreparingtobecomereadingspecialistsand11tobecomedistrictmathspecialists

o AprivatelyfundedprojectwithacohortofparaprofessionalsworkingtowardteachercertificationinChevak,Alaska

o NationalScienceFoundationgrantso StudentteacherretentioninarcticAlaskao Indigenousmathematicsknowledgeacrossthreecultures

B. Increaseprogramaccessthroughmultipledeliverymethods

• AllthreeMAUprogramsworkcloselywitheducationstudentstoguidethemtowardpositiveoutcomesandtohelpensuresuccessinteachereducation• Mostprogramsareavailablewithdistanceoptionssothatstudentsinruralandremotelocationshaveaccesstoteachereducationprograms

C. EnhanceEducatorpreparationinspecialeducationandinmathandscienceteaching

• Between2006and2011,theUniversityofAlaskasystemmorethandoubledtheannualnumberofspecialeducationgraduates,from29in2006to68in2011• Inordertoincreasethenumberofgraduates,UAAandUASassistedUAFindevelopingaSpecialEducationprogram,sothattherearespecialeducationprogramsatallthreeMAUs


• Toaddressissuesofstudentsmovingbetweencampuses,thespecialeducationfacultyandtheDeansfromeachMAUmettocollaborateover(1)acommoncoreofcourses;(2)thesamecreditrequirementsforthepost‐baccalaureatecertificationsandmaster’sdegreeprograms,makingiteasiertotransfercoursesbetweenprograms,and(3)sharingsupervisionofclinicalpracticestudentstosaveonthecostoftravel• AUSDepartmentofEducationgrantiscurrentlyfunding11NativeeducatorsfortheM.Ed.MathematicsSpecialistdegree.

D. ConductresearchtoidentifycausesandproposesolutionsforAlaska’seducationchallenges

• TheUACollegeandSchoolsofEducationarecollaboratingwiththeCenterforAlaskaEducationPolicyResearch(CAEPR)tostudyanumberofissuesrelatedtoteacherpreparationandretentioninAlaska.CAEPRisconductingastudyofrecentgraduatesfromthethreeMAUstofindoutwhysometeachereducationgraduatesarenotworkinginthefield• Deansatthe3MAUsareworkingwithCAEPRtodesignbothandalumniandemployersurveythatwillgiveusdataforprogramimprovement• CAEPRfundsfacultyacrossthethreeMAUstoconductresearchonimportanteducationpolicyissues

TheTeacherEducationPlanisavailableonlineat:http://www.alaska.edu/files/research/TeachPrepPlan_101112.pdf


AppendixD:UniversityofAlaskaTeacherEducationConsortium

September25,2012MeetingNotesInserviceofanoverarchinggoalofimprovingUAteachereducationprograms,twomeetingswereheldonSeptember25,2012togatherinputfromawiderangeofstakeholders.ThefirstmeetingwasaListeningSessionthattookplacefrom8:30amuntil10:00amintheLeeGorsuchCommons.FollowingtheListeningSession,theAlaskaEducationConsortiummetfrom10:30am–2:00pminthesamelocation.Thispaperisasummaryofbothmeetingsandprovidesaninterpretationofalignmentbetweentheclustersofinputandthe2011AlaskaTeacherEducationPlan.ListeningSessionThepurposeofthissessionwastotakecommentsfromavarietyofstakeholdersintheteachereducationsystem.Thirty‐twoparticipantsattendedthesessioninAnchorage,and19statewideparticipantscalledin.Thecommentswerecapturedintwoways:thesessionwasrecorded,andDianeHirshberg,AssociateProfessor,InstituteofSocialandEconomicResearchandinviteetotheAlaskaTeacherEducationConsortium,tooknotes.SeveralleaderswithintheUAsystemwerepresenttohearthecomments:DeansofEducationAllanMorotti,UAF,DeborahLo,UAS,andEdMcLain,interim,UAA;UAPresidentPatrickGamble,UAVicePresidentforAcademicAffairsDanaThomas,UAFProvostSusanHenrichs,andUAAProvostandViceChancellorforAcademicAffairsElisha“Bear”Baker.RichardCaulfield,UASProvost&ExecutiveDean,SchoolofCareerEducation,convenedthesession.Theparticipantswereaskedtofocustheircommentsonthesefourquestions:

1.Whatarewedoingwellandshouldcontinuetodo?2.Whatcanwedotoimproveourteacherpreparationprograms?Howandwherecanwebebetter?3.Whataresomechallengesyoufaceinteacherpreparation?4.Whereshouldtheprioritiesbeforimprovement?

Participantcommentscanbeorganizedintotheseclusters:

MentoringfornewteachersDialogue,partnerships,andcollaborationRecruitmentofAlaskateachersandNativeAlaskateachersQualityofnewAlaska‐educatedteachersTimingofstudentteachersintoschoolsSupportstrategiesforParaprofessionalsAlaskaTeacherEducationConsortium


MembershipPresidentGambleinvitedindividualsrepresentingkeyconstituenciestoserveasmembersoftheAlaskaTeacherEducationConsortium.Thefollowingparticipatedinthemeeting:EEDCommissionerMichaelHanley,AlaskaSchoolBoardExecutiveDirectorCarlRosewhowasrepresentedbyJosephReeves,AlaskaCommissiononPost‐SecondaryEducationExecutiveDirectorDianeBarrans,AlaskaCouncilofSchoolAdministratorsExecutiveDirectorBruceJohnson,PresidentofNEAAlaskaRonFurher,andPresidentofSealaskaHeritageInstituteRositaWorl.AlTamagni,representingAlaskaPTA,wasunabletoattend.AlsoparticipatingasmembersoftheConsortiumwereDeansofEducationAllanMorotti,UAF,DeborahLo,UAS,andEdMcLain,interim,UAA;UAVicePresidentforAcademicAffairsDanaThomas,UAFProvostSusanHenrichs,UAAViceChancellorandProvostElisha“Bear”Baker,andDianeHirshberg,Director,UAACenterforAlaskaEducationPolicyResearch.UASProvostRichardCaulfield,UAS,convenedthesession.HistoryIn2010,underthedirectionofthePresidentandRegentsoftheUniversityofAlaska,thedeansoftheSchoolsandCollegeofEducationdevelopedateachereducationplan.TheUniversityofAlaskaTeacherEducationPlan,publishedinJanuary2011,setsoutthefollowinggoals:

•Recruit,retain,andgraduatemorestudentsineducation,particularlyAlaskaresidents•Increaseprogramaccessthroughmultipledeliverymethods•Enhanceeducatorpreparationprogramsinspecialeducationandinmathandscienceteaching•ConductresearchtoidentifycausesandproposesolutionsforeducationchallengesinAlaska

Asasteptowardgreaterstrategicalignmentamongkeyeducationleadersandorganizations,thisplanestablishedtheAlaskaTeacherEducationConsortium.Accordingtotheplan,theConsortiumwillprovidea“forumtoco‐optinstitutionalexpertise,leverageacademicresources,andensurethatanystrategiesthatcomeoutoftheUAPlanafullycoordinatedwiththoseofpartnerorganizations.”MeetingSummaryThemeetingbeganwithadiscussionwithUAPresidentGamblewhospokeaboutthecontextanddirectionoftheConsortium’sworkandtheimportanceofteachereducationtothemissionoftheUniversity.HisremarksareparaphrasedinCAEPR’smeetingsummaryasfollows:

GrowthgoalhaschangedtointernalqualityFlat‐fundingstatushashelpedfocusonpriorities,collaboration,andcooperationGooddatamakesadifferenceinchoosingagooddirectionTakeariskongoodideassupportedbyresearchShowresultsinacost‐effectiveenvironmentTeachersareoneofthebiggestfactorsinstudentsuccess

Duringtheworkinglunch,Dr.KathrynBertram,UAStatewideK‐12OutreachDirector,presentedacontinuumofsupportavailableforprospectiveteachers,thatincludesFutureEducatorsofAlaska,AlaskaTeacherPlacement,theStatewideMentoringProject,andthePreparesprogram.Followinglunch,ConsortiuminviteeswereaskedtofocusonprioritizingUA'sworkintheareaof


teacherpreparation.InviteeswereaskedtoidentifythemostimportantoneortwothingstheywouldliketoseeUAdotoimproveteachereducationprograms.Theircommentsaregroupedintofourclustersandtheirspecificsuggestionsarebulleted.RuralandNativeEducation•Strongercollaborationwithindigenousorganizationstochangeruralteacherpreparation•Increasevariety,qualityandquantityofruralinternships(studentteachingplacements)•Promotecross‐culturalstudiesofAlaskaNativeculture,history,andlegalstatus•Use,expand,improveUAcapacitytoreachouttoruralpopulationthroughbothfacetofaceandenhanceddistancemediaUATeacherPreparationProgramsandCurriculum•Integrateskillsandtrainingforusingstudentperformancedatatoenhanceandimprovecontentorpedagogy•Integratetraditionalknowledgesystemsintocurricula;pairtraditionalvalueswithwesternvalues•Preparemorehighlyqualifiedteacherscapableofteachingatmultiplegradelevels;developskillsindifferentiationformulti‐levelclassrooms•Providefieldexperiencesearlierintheprogram•Providecomprehensiveadvisementthroughoutteachereducationtraining;considernon‐retentionofslow‐developingstudents•Improveliteracyteachingstandardsacrossallsubjectareas•EnsurethateachteachereducationgraduateisanexpertintheK‐12standardsandculturalstandardssheorhewillbeteaching•ShareinstructionalresourcesacrossMAUsGEREngagement•WorkwithcolleaguesinArts&SciencestostrengthencontentknowledgeofstudentsEngagementwithK‐12schools•RecruitandeducationmoreAlaskaNativeandotherminorityteachers•IncreaseUAvisibilityinK‐12schoolsaspartofarecruitmentstrategy•WorkwithP‐12schoolsandArts&Sciencestoensurepreparedness•ExplorewaystoencourageP‐12schoolstohireAlaskateachergraduatesAsafollow‐upquestion,eachinviteewasaskedtoidentifyanactionthattheyortheirorganizationcouldoffer.Theirresponsesfollow:•Research:providebestpracticestosupportchangeeffortsandprovideresearchandevaluationofeffortsonoutcomes•Helpmakeaconnectionbetweentheschoolsandthecommunities•Providestructurethroughpoliciesinrecruitment,training,evaluation,andretention•Findmemberswhocanprovidetheexpertise•WorkwithAlaskaStateBoardofEducationtoshareexpectationsandconcerns;draftateacherpreparationplan•Assistindevelopingstatecapacityforlongitudinaldatacollectionandanalysis•Incorporateeducatordevelopmentstrategiesthroughoutreachandearlyawarenesstoolsand


resources•BuildknowledgeofNativecommunity,culture,andhistorythroughpartnershipwithschoolsandUA•Providehonestytostudentsandadvisorsregardingprogressorlackofprogress•Reviewandrefinethepartnershipsinprocess;buildstateentitiesintothatprocess•Communicatewithothercampusesandcollegesregardingservicesofferedorindevelopment•EnsurethateachK‐12graduateknowstherecentlyadoptedK‐12Standards•Advocateforchanges(assuggestedinthesebullets)withinUAforteachereducation;communicateUAeffortstolegislators•AdvocateforresourceswithinUAforteachereducation•HelpensuretheinputfromthisgroupisbeingpursuedandthatUAmembersreportbackonprogress.TheAlaskaTeacherEducationConsortiumconcludeditsmeetingat2:00pmandagreedtothesefollow‐upactions:

1.TeleconferencecallMonday,October1,4pm–RickCaulfield2.IdentifythestatusofNativeparaprofessionalsinSEschools–RositaWorl3.OnbehalfofACPE,considerwaystostrengthensecondarytopostsecondaryAKCIScontentandadvocateforcontentenhancements–DianeBarrans4.Reportoutonteacherretentionresearch–DianeHirshberg


AppendixE:WhyAren’tTheyTeaching?

AStudyofWhySomeUniversityofAlaskaTeacherEducationGraduatesAren’tinClassrooms

IntroductionAlaskaStatute14.40.190(b),passedasSenateBill241in2008,requirestheUniversityofAlaska(UA)BoardofRegentstosubmitareporteachregularsessiontitledAlaska’sUniversityforAlaska’sSchoolsthat“describestheeffortsoftheuniversitytoattract,train,andretainqualifiedpublicschoolteachers.”In2012thisreportdocumentedthatapproximately50%ofUAinitialteacherpreparationgraduatesdidnotteachinAlaskapublicschoolsaftercompletingtheirprograms.Unfortunately,thedataavailablecouldnottellusthereasonswhysomanygraduateswerenotemployedasteachers.Inresponsetolegislators’questionsaboutthis,thethreeUAEducationdeans(withsupportfromtheCenterforAlaskaEducationPolicyResearch)madeacommitmenttoconducta2012researchprojecttounderstandwhygraduatesofUAinitialteacherpreparationprogramsdidordidnotteachinAlaskapublicschoolsaftercompletingtheirprograms.Thisprojectwasconductedinresponsetothatcommitment.ExistingResearchThereisalackofresearchonreasonswhyinitialteacherpreparationgraduatesarenotteachingacrossthenation.Muchofthecurrentresearchaddressesretentionissuesofnewteachersratherthaninitialemploymentofthem.However,mediaoutletsthroughouttheUnitedStates(Collins,2011;Eaton,2011;Hamilton,2011;Roberts,2011)andothercountries(Dedyna,2011;FairfaxNZNews,2012;Fergus,2012;Lepkowska,2011)reportteacherhiringfreezes,schoolbudgetcuts,teacherlayoffs,oversupplyofteachergraduatesoroversupplyinlow‐demandareas,andstiffcompetitionforfewpositionsasthereasonsnewteacherscannotfindjobs.Somerecentresearchhasbeenconductedwithregardtooversupply.Sawchuk(2013)exploredthepotentialeffectsandpolicyissuesrelatedtoanoversupplyofnewteachers,particularlyelementaryteachers,anddiscussedthesupplyanddemandmismatch.Hestated,“data,whileimprecise,suggestthatsomestatesareproducingfarmorenewteachersattheelementarylevelthanwillbeabletofindjobsintheirrespectivestates‐‐evenasdistrictsstruggletofindenoughrecruitsinothercertificationfields”(p.1).Similarly,OntarioCollegeofTeachersTransitiontoTeachingStudy(2012)found“thattheyearsofoversupplyofteachersinOntarionegativelyaffectednewteacherjoboutcomesmoreandmoreeachyear,”and“eachnewgroupofteachershasenteredanincreasinglycompetitivejobmarket”(p.3).Inaddition,aU.S.CensusBureauReport(2007)exploredreasonsthatadultswithbachelor’sdegreesmightnotbeworking5.Respondentswhospecifiedareasonotherthanretirementweremostlikelytocitetakingcareofchildren/others(35%),goingtoschool(12%),chronicillness/disability(10.3%),inabilitytofindwork(6.6%),andnointerestinworking(5.8%).Other

5Adultsaged20to64,notworking,2004


reasonsincludedtemporaryinjuryorillness(2%)andpregnancy/childbirth(1.5%).ThesereasonsmirrorwhatwehadheardanecdotallyfromAlaska‐preparedteacherswhowerenotworking.MethodologyTolookmoresystematicallyatwhysomeUA‐preparedteachersarenotemployedintheclassroom,wesurveyedrecentgraduatesabouttheiremploymentandinterviewedasampleofthosewhoreportedtheywerenotteaching.TheinterviewsamplewaschosentoincludegraduatesofallUAinitialteachereducationprogramareas.Wereceived113surveyresponses(a27%responserate)andinterviewed21ofthoserespondents.WealsointerviewedhumanresourcepersonnelwhorepresentedthefivedistrictshiringthelargestnumberofUAgraduates.Results‐OnlineGraduateSurveyOfthe113respondentstooursurvey,90%appliedforateachingcertificateuponcompletionoftheirprogram.The10%whodidnotapplywerenotseekingateachingjobandcitedtravel,pursuitofotherinterests,acceptanceorcontinuationofemploymentinnonteachingjobs,lackofavailableteachingjobs,orsimplynodesiretoteach.

Thefallimmediatelyfollowingtheirgraduation,95%ofourrespondentswereemployed.Morethan4outof5respondents(84%)workedinsometypeofeducationjob,althoughonly41%wereteachers(seetablebelow).Ofthoserespondentsworkingineducation,14%workedinearlychildhood(pre‐K)settings,64%workedinelementary(K‐6),and66%inmiddle/highschoolsettings.About72%ofthe107whowereemployedworkedinanAlaskaschool,10%workedinaschooloutsideofAlaska,5%workedinachildcareorganization,and13%wereemployedbysomeotherbusinessororganizationwithinoroutsideAlaska.Onceweaccountforunemployedgraduates,thoseworkingparttime,thoseworkinginnon‐teachingpositions,andthoseworkingoutsideAlaskapublicschools,just34ofthe113graduates(30%)wereworkingfull‐timeasteachersinAlaskapublicschoolsthefallaftertheirgraduation.ThemostfrequentlycitedreasonsforchoosingtoteachoutsideAlaska(10%ofrespondents)werefamilyandpersonalissues,suchasrelocationofaspouseforworkoreducation.Tworespondents

Answer Response %

employedasateacher 47 41%

workingasasubstituteteacher 33 29%

workinginsomeothereducationjob 17 15%

workinginajoboutsideofeducation 12 11%

notworking 4 4%

Total 113 100%


indicatedtheyhadnodesiretoliveinAlaskaandanotherwantedachangeinsceneryandclimate.TworespondentsindicatedtheywereunabletofindemploymentinAlaska,andtwopursuedinternationalteachingopportunities.Weaskedthe60%ofourrespondents(68of113)whowerenotemployedasteachersthefallfollowinggraduationabouttheirjobsearches(67ofthe68respondedtothesequestions).Morethan70%ofthem(48)hadappliedforateachingjobimmediatelyaftergraduation.The19whodidnotapplymostfrequentlycitedgoingbacktoschoolforadvancededucation,lackofjobavailability,anduncertaintyaboutteachinginthecurrenteducationalsystem.Otherreasons,suchasstayinghometohaveababy,needingabreak,transferringwiththemilitary,acceptingapositioninaprivateschool,andwaitingonaninstitutionalrecommendationandteachercertificateweregivenbyjustoneortworespondents.Abouthalfofthosenotemployedasteachers(9outof19)latersearchedforateachingjob.

Ofthe48whodidapplyforteachingjobsimmediatelyfollowinggraduation,morethan40%(21)appliedtotheAnchorageSchoolDistrict.About20%(9‐10)eachappliedtoFairbanksNorthStarBoroughSchoolDistrict,theJuneauSchoolDistrict,theMat‐SuBoroughSchoolDistrict,andschoolsoutsideAlaska.Alittlelessthan20%(8)eachappliedtotheKenaiBoroughSchoolDistrictandotherschooldistrictsinAlaska.Onlyabout6%(3)appliedtoAlaskanon‐publicschools.Ofthese48,3gotateachingjob,43continuedtotrytogetone,andonly2stoppedlookingforteachingjobs.Weaskedallthosewhohadsearchedforateachingjobeitherimmediatelyaftergraduationorlaterabouttheirwillingnesstorelocate.Ofthose58graduates,almost60%werenotabletorelocatebecausetheyneededtostayintheirhomecommunity.Oftheapproximately40%(25respondents)whowerewillingtorelocate,10indicatedtheywouldteachinanotherstate,5citedanywhereinAlaska,5indicatedsouthcentral,and2indicatedsoutheast.SixothersindicatedspecifiedandunspecifiedcaveatsonotherlocationsinAlaska.Oneexpressedinterestinrelocatingtoaforeigncountry.Mostrespondents(23of25)alsoidentifiedplacestheywereunwillingtorelocate.While3saidtheywouldnotbewillingtoleaveAlaska,15saidtheywouldnotmovetosomeorallofruralAlaska.Family/personalreasonsandenvironment(includingweather,lifestyle,andteaching/living

Answer Response %

AnchorageSchoolDistrict 21 44%

FairbanksNorthStarBoroughSchoolDistrict 9 19%

Mat‐SuBoroughSchoolDistrict 10 21%

KenaiPeninsulaBoroughSchoolDistrict 8 17%

JuneauSchoolDistrict 10 21%

OtherAlaskapublicschools 8 17%

SchoolsoutsideAlaska 10 21%

Alaskanon‐publicschools 3 6%


conditions)werethemajorreasonsrespondentswouldnotbewillingtorelocatetospecificareas.Outofthe68whodidnotgetateachingjobthefallimmediatelyfollowinggraduation,54gaveusoneormorereasonsforwhytheywerenothired.Byfarthemostfrequentanswerwascompetition,lackofjobs,orboth,citedbyalmosttwo‐thirds(35ofthe54)ofourrespondents.Sevenwereunwillingtorelocateandafew(2to4foreachreason)citedlackofexperience,lackofinterviewingskills,moving,havingababy,anddidn’tapply.Results‐InterviewswithNon‐teachingGraduatesWeinterviewed21ofoursurveyrespondentswhowerenotemployedasteachersthefallimmediatelyfollowinggraduationtoexplorewhythiswasthecaseinmoredepth.AllUAinitialteacherpreparationprogramswererepresented.Reflectingtheanswersabove,about80%(17)indicatedtherewerelimitedteachingjobopportunities,whichincludedcommentsrelatedtonoopenings,nooffers,districtbudgetconstraints,andcompetition/lackofexperience.Addingtothoseanswers,one‐third(7)listedotheropportunities,suchastravel,employmentinnonteachingjobs,andfamilyasreasons.Third,slightlylessthan20%(4)expresseduncertaintyaboutteaching.(Percentagesdonotequal100becausemanyrespondentsprovidedmultiplereasons.)Two‐thirdsofthoseinterviewedweresubstituteteaching,withonlytwoindicatingtheywerenotworkingwithchildrenatall.Thoseworkingwithchildren,butnotassubstituteteachers,citedsuchactivitiesasvolunteering(readingatschooleventsandinstructingrockclimbingandpotteryclasses),workingoutsidethehome(HeadStart,paraprofessional,after‐schoolprogram,specialeducationTAandIndianeducationtutor),andworkingwithchildreninahomesetting.Sixofthegraduateswereemployedinjobsthatdonotrequireteachercertification.Theseincludedresearchassistant,preparatorycollegecourseinstructor,paraprofessional,librarian,after‐schoolprogramcoordinator,andphysicaltherapyassistant.Amajorityofthoseinterviewed(13)indicatedthattheywerestillseekingteacheremployment,mostofwhom(11)useddistrictwebsitesasajobresource.OtherresourcestheyusedincludedAlaskaTeacherPlacement(4),wordofmouth(2),substituteteaching,jobfairs,Craigslist,AlaskaDepartmentofEducationandEarlyDevelopmentwebsite,ALEXsys,andaFacebookpagemaintainedbyagraduatecohortgroup.WhenaskedwhatUAcoulddotoassistintheirsearchforemployment,themostfrequentresponse(8ofthe21)wasnothingor“Idon’tknow.”Twograduatesrecommendedresumewritinghelp,andoneeachrecommendedhelpwithclassroommanagement,assessment,interviewingpractice,coverletterwriting,jobhuntingprotocol(whotocontact),informationaboutjobfairsandjobopenings,clarificationofthecertificationprocess,andhonestyaboutthebleakjobopportunities.Results‐KeyInformantInterviewsTogainanadditionalperspectiveonUAgraduates,weinterviewedhumanresourcepersonnelfromthefiveAlaskaschooldistrictsthathirethelargestnumberofUAgraduates(Anchorage,Fairbanks,Juneau,Kenai,andMat‐Su).Thesekeyinformantshavegeneralknowledgeofthequalityofteachershiredbytheirdistricts.WhenaskedhowwellpreparedtheyfoundUAgraduates,twowere


complimentary,twowereneutral,andonewasuncomplimentary.Paraphrasedstatementsareincludedbelow.

UAgraduatespassscreeninginterviewsatahigherratethanthegeneralpopulation. WehavehadgreatsuccesswithUAgraduates.Veryfewneedassistanceduetopoorteacher

evaluations. UAgraduatesareaspreparedaswellasanyothertraditionaluniversityprogram.Thereis

nosignificantadvantagetohiringaUAgraduate. Itdependsonthegraduate.Thequalityismoreinfluencedbytheirpreparationthroughout

liferatherthanwhataneducationprogramprovides. UAgraduatesarebelowaveragecomparedtootherinstitutions.

Laterintheinterview,oneoftheneutralkeyinformantsindicatedthatthedistricthadalwaysbeenpleasedwithUAgraduateswithonlyafewexceptions,andthoughtthatstudentteachinginthedistrictmadethetransitiontoteachingcomfortableforUAgraduates.KeyinformantsreportedbothconsistentstrengthsandweaknessesofUAgraduates.Strengthsincludedunderstandingtheenvironmentanddiversestudentpopulationsofthedistrict,roleofthegeneraleducationteacherworkingwithELLstudents,classroommanagement,assessment,andtheconnectionbetweeninstructionandassessment.Otherstrengthscitedwereapassionforteaching,loveofstudents,interestandpassionforbeingineducation,andknowledgeofthestateandthedistrictinwhichtheyhaveapplied.OnekeyinformantindicatedthattherewerenoconsistentstrengthsthatsetUAgraduatesapart.Weaknessesincludedpreparationinspecialeducation,instructionalpractices,literacyintegrationatthesecondarylevel,andtheroleofthegeneraleducationteacherinworkingwithspecialeducationstudents.OneinformantreportedthatUAgraduatesseemedtohavean“inherentbelief”thattheyshouldautomaticallygetjobsinthelocaldistrict,andheconveyedthatsuchanentitlementattitudewasaconsistentweakness.Twokeyinformantsindicatedthattherewerenoconsistentweaknesses,butoneoftheseindicatedmorepreparationindealingwithdiversepopulationswouldbebeneficial.WhenaskediftheysharedtheirperceptionsofgraduateswithUApersonnel,twoindicatedlittleornointeractionwiththeuniversityclosesttothem,oneindicatedparticipationonastatewidecommitteethatincludedrepresentationfromallUAcollege/schoolsofeducation,oneservedonacollegeadvisoryboard,andanotherhadregularcommunicationwiththelocalcampus.Finally,keyinformantswereaskediftherewereanythingelseUAshouldknowrelatedtotheirexperienceswithinterviewingandhiringgraduates.Twooftheinformantshadnoresponse.Responsesbytheotherthreeinformantsareparaphrasedbelow.

UAgraduatesarequiteprepared.Theregularmeetingswithuniversitystudentsandfacultyarehelpful.Wediscusswhatwelookforingraduatesandwhatisimportantduringinterviews.

OneofthelargerschooldistrictsinAlaskahiresthebestcandidatesbeforeothersmallerdistrictshaveanopportunitytoviewthem.


GraduatesfromtheUAAcampuswerelatesubmittingtheirapplications,whichcausedthemtomisssomejobopportunities.

TheoverallqualityofUASgraduatesappearstobelessthanthatofUAAandUAF.ThenumberofeligiblecandidatesfromUAShasdecreasedovertime.

UAhasdoneamuchbetterjobofprocessinginstitutionalrecommendationsmorequickly.

DiscussionTheresultsofourresearchheldfewsurprises.OurexperiencewiththeUAinitialteacherpreparationprograms,withteachercandidatesandwithcolleaguesinthedistrictsthathiremostofourgraduateshadindicatedthatUAteachereducationgraduates,onthewhole,arepreparedtoteachandwanttoworkasteachers.Weknewthatsomegraduatesdidnotgointoteachingbecausetheyleftthestate,hadchildren,orcouldnotfindajobintheirhomedistrictandwereunabletorelocate.OursurveysandinterviewsconfirmedboththatUAteachergraduateswerepreparedtoteach,andthatthereasonstheydidnotmirroredthosewehadheardanecdotally.Thisraisesthequestionofwhysomanyofourgraduatesdon’tfindemployment,yetdistrictsimportsomanyteachersfromoutofstate.Lookingatnew‐to‐districthiresin2012,weseethatjust23%ofnewhiresforteachingpositionsinthestate’sfivelargestdistricts6werefromoutofstate,comparedwith70%ofhiresintheremaining48districts.AndwhileoverhalfoftotaldistricthiresinthefivelargestdistrictswerenewteachersalreadyinAlaska,just3%ofhiresinotherdistrictswerenewteachersinAlaska.SoteacherslookingforjobsinurbanAlaskacan’tfindthem,anddistrictslookingtohireteachersforruralAlaskahavetolookoutsidethestate.

Big5Districts AllOtherDistrictsFTEofNewDistrictHires

ExperiencedNew

Teacher Total ExperiencedNew

Teacher Total

Alaskan 87 229 316 126 12 138

NewtoState 47 45 92 135 190 325

Total 134 274 408 261 202 463PercentofNewDistrictHires

Alaskan 21% 56% 77% 27% 3% 30%

NewtoState 12% 11% 23% 29% 41% 70%

Total 33% 67% 100% 56% 44% 100%Source:EEDCertifiedStaffData,FY12

InadditiontothisplacemismatchbetweenavailablejoblocationsandUAgraduateswillingtoteachinthoselocations,thereissomesubjectmismatchaswell.Asthetablebelowshows,thesamenumberofelementaryeducationrespondentssecuredjobsasteachersassecondaryrespondents;6Anchorage,Fairbanks,Matanuska‐Susitna,Kenai,andJuneau


butnearly40%moreofourrespondentswerepreparedaselementaryteachersthanassecondaryteachers7.Likewise,althoughtherewereonlysevenspecialeducatorsamongourrespondents,over50%ofthemhadteachingjobsthefallaftergraduation.

Elementary SecondaryRegular

education*Specialeducation

Number % Number % Number % Number %

Teaching 19 35% 19 48% 41 37% 4 58%Substituteteaching 18 33% 10 25% 33 31% 0%Othereducationjob 12 22% 4 10% 16 15% 1 14%

Non‐educationjob 3 6% 4 10% 11 10% 1 14%

Notworking 2 4% 3 7% 5 7% 1 14%

Total 54 100% 40 100% 106 100% 7 100%

*IncludesearlychildhoodandK‐12.NationalandAlaskaresearchershavelongdocumentedthatteachershortagesarebothlocationandsubject‐specific(NCREL,2000;McDiarmid,2003),andthesedataareinlinewiththosefindings.WhileUAgraduatesaregenerallypreparedtoteach,therearesomegraduateswhoarelessprepared,asreflectedbyoneofourkeyinformants.Thelargestfactor,though,seemstobethattoomanygraduatesarecompetingforthelimitedpositionsinthestate’slargestdistricts,andtoofewareabletorelocatetoruralandremoteschoolswheredistrictsneedmoreapplicants.Anotherfactoringraduates’difficultyfindingjobsisthattoomanyUAstudentsarechoosingelementaryeducation,andtoofewarechoosinghard‐to‐fillareassuchasspecialeducation,secondarymath,andsecondaryscience,acommonsupply‐and‐demandmismatchissuefacedbymanystates(Sawchuk,2013).

7OurrespondentsmirrorUAteachereducationgraduatesverycloselyonthismeasure.FromAY2007‐2008toAY2011‐2012,UApreparedabout50%moreelementaryteachersthansecondary–anaverageof117peryearelementaryand77peryearsecondary.


References

Chesbro,P.,etal.(2012).Alaska’sUniversityforAlaska’sSchools2012.Retrievedfromhttp://www.iser.uaa.alaska.edu/CAEPR/home/docs/FY12‐SB241REPORT.pdf

Collins,J.(2011,September24).Recessionupendsdreamsofaspiringteachers.TheNews‐Herald.Retrievedfromhttp://www.news‐herald.com/articles/2011/09/25/news/doc4e7e8e4465a9e819388733.txt

Dalirazar,N.,Reasonspeopledonotwork:2004,P70‐11,U.S.CensusBureau,Washington,DC:2007.Retrievedfromhttp://www.census.gov/prod/2007pubs/p70‐111.pdf

Dedyna,K.(2011,June13).Teachinggradsfaceslimprospectsincrowdedjobmarket.TheVancouverSun.Retrievedfromhttp://www.vancouversun.com/business/Teaching+grads+face+slim+prospects+crowded+market/4937804/story.html

Eaton,C.(2011,April6).Newteachersstrugglingintoughmarket.Statesman.Retrievedfromhttp://www.statesman.com/news/local/new‐teachers‐struggling‐in‐tough‐market‐1382299.html

FairfaxNZNews.(2012,October6).Nojobsforteachersin“wrong”subjects.Retrievedfromhttp://www.stuff.co.nz/national/education/7073803/No‐jobs‐for‐teachers‐in‐wrong‐subjects

Fergus,L.(2012,June5).Newteachersfilldoleofficesassupplyvastlyoutstripsdemand.BelfastTelegraph.Retrievedfromhttp://www.belfasttelegraph.co.uk/news/local‐national/northern‐ireland/new‐teachers‐fill‐dole‐offices‐as‐supply‐vastly‐outstrips‐demand‐16167945.html

Hamilton,T.F.(2011,August8).SaygoodbyetoMichiganteachers:Asschoolbudgetsshrink,sodotheirnumbers.TheGrandRapidsPress.Retrievedfromhttp://www.mlive.com/news/grand‐rapids/index.ssf/2011/08/say_good‐bye_to_michigan_teach.html

Lepkowska,D.(2011,September26).Newteachersarestrugglingtofindjobs.TheGuardian.Retrievedfromhttp://www.guardian.co.uk/education/2011/sep/26/no‐jobs‐for‐new‐teachers

McDiarmid,G.,etal.(2002).RetainingqualityteachersforAlaska.InstituteofSocialandEconomicResearch,UniversityofAlaskaAnchorage.Retrievedfromhttp://www.iser.uaa.alaska.edu/Publications/FINAL%20Teacher%20S‐D%2012_18.pdf

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AppendixF:SB241legislationAN ACT 1 Relating to a report to the legislature on teacher preparation, retention, and recruitment by the 2 Board of Regents of the University of Alaska; and providing for an effective date. 3 _______________ 4 * Section 1. AS 14.40.190 is amended by adding a new subsection to read: 5 (b) In addition to the report required under (a) of this section, the Board of 6 Regents shall prepare and present to the legislative committees having jurisdiction 7 over education an annual report, not later than the 30th legislative day of each regular 8 session of the legislature, titled "Alaska's University for Alaska's Schools" that 9 describes the efforts of the university to attract, train, and retain qualified public 10 school teachers. The report must include an outline of the university's current and 11 future plans to close the gap between known teacher employment vacancies in the 12 state and the number of state residents who complete teacher training. The information 13 reported under this subsection may also include short-term and five-year strategies Enrolled SB 241 -2- 1 with accompanying fiscal notes and outcome measures. 2 * Sec. 2. AS 14.40.190(b) is repealed and reenacted to read: 3 (b) In addition to the report required under (a) of this section, the Board of 4 Regents shall prepare and present to the legislative committees having jurisdiction 5 over education a biennial report, not later than the 30th legislative day of the first 6 session of each legislature, titled "Alaska's University for Alaska's Schools" that 7 describes the efforts of the university to attract, train, and retain qualified public 8 school teachers. The report must include an outline of the university's current and 9 future plans to close the gap between known teacher employment vacancies in the 10 state and the number of state residents who complete teacher training. The information 11 reported under this subsection may also include short-term and five-year strategies 12 with accompanying fiscal notes and outcome measures. 13 * Sec. 3. AS 14.40.250 is amended to read: 14 Sec. 14.40.250. Regents to act as trustees and administer money or 15 property. The Board of Regents may receive, manage, and invest money or other real, 16 personal, or mixed property for the purpose of the University of Alaska, its 17 improvement or adornment, or the aid or advantage of students or faculty, and, in 18 general, may act as trustee on behalf of the University of Alaska for any of these 19 purposes. The regents shall prepare a written report, in accordance with 20 AS 14.40.190(a) [AS 14.40.190], as to the administration and disposition of money 21 received under this section. 22 * Sec. 4. AS 37.25.010(d) is amended to read: 23 (d) The University of Alaska shall, in the report required under 24 AS 14.40.190(a) [AS 14.40.190], report the amount of university receipts received in 25 one year and expended in the succeeding fiscal year. 26 * Sec. 5. Section 2 of this Act takes effect July 1, 2012.


Foradditionalinformationorcopiesofthereport,pleasecontactDanaThomas,VicePresidentforAcademicAffairs,UniversityofAlaska,[email protected],ChairoftheAcademic&StudentAffairsCommittee,UniversityofAlaskaBoardofRegents,[email protected].

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