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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.
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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
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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
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effortstomentorandsupporteducatorspreparedbothwithinandoutsidetheUAsystem.Wealsodescribesomeoftheresearchbeingdoneonthechallengesofattracting,preparing,andretainingschoolteachersandeducatorsforAlaska.Finally,thereportaddressesarecentquestiontheLegislatureraisedaboutwhysomeoftheUAteachereducationgraduatesarenotteachinginthepublicschools.Subsequentreportswilladdressadditionalspecificissuesofconcernindepth,fromtheeffectivenessofteacherinductionandmentoringeffortsacrossthestatetothecostofteacherturnover.
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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
Rural
Total
Urban
Urban districts are Anchorage, Mat‐Su, Kenai, Fairbanks, and Juneau; Rural districs are all other districts
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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
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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.
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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.
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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
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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
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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.
Alaska’sUniversityforAlaska’sSchools2013 10
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
Alaska’sUniversityforAlaska’sSchools2013 11
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
Alaska’sUniversityforAlaska’sSchools2013 12
RetentionofUniversityofAlaska‐preparedTeachersBetween2006and2012,theUniversityofAlaskagraduatedabout200newteacherseachyear.UniversityofAlaskagraduatesmadeupabout12%ofnewhiresacrossthestatein2011andagainin2012.TeacherspreparedinAlaskatendtostayinAlaska’sschoolslongerthanthosewhocomefromoutsidethestate.So,whileinagivenyearUApreparededucatorsmayonlymakeonlyabout12%oftheneweducatorsthatdistrictshire,UA‐preparedteachersmakeup28percentofthestatewideteachingforce.Moreover,thepercentofallcertifiedstaffthatreceivedanyeducationdegreeorendorsementfromUAisslightlyhigher–about32percent.AppendixAincludesdetailedtablesandgraphsshowingUAteachereducationdegreesandcertificatesgrantedfromAY2006‐AY2012.3 3ThisreportonlyaddressesteacherspreparedbyUniversityofAlaskaprograms.TheforthcomingEducationSupplyandDemandUpdateReportwillincludedataoneducatorspreparedatAlaskaPacificUniversityandviain‐statealternativecertificationprogramssuchasthatoperatedbytheAlaskaDepartmentofEducationandEarlyDevelopment.
AY06 AY07 AY08 AY09 AY10 AY11 AY12
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
Alaska’sUniversityforAlaska’sSchools2013 13
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
Alaska’sUniversityforAlaska’sSchools2013 14
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.
Alaska’sUniversityforAlaska’sSchools2013 15
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
Alaska’sUniversityforAlaska’sSchools2013 16
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
Alaska’sUniversityforAlaska’sSchools2013 17
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.
Alaska’sUniversityforAlaska’sSchools2013 18
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/
Alaska’sUniversityforAlaska’sSchools2013 19
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.
Alaska’sUniversityforAlaska’sSchools2013 20
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
AY06 AY07 AY08 AY09 AY10 AY11 AY12
Other
Principals
Counselors
Teachers
University of Alaska Education Graduates by Area of Study, 2006‐2012
Alaska’sUniversityforAlaska’sSchools2013 21
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
AY06 AY07 AY08 AY09 AY10 AY11 AY12
University of Alaska Teacher Preparation Program Graduates by Level of Endorsement, 2006‐2012
Alaska’sUniversityforAlaska’sSchools2013 22
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
AY06 AY07 AY08 AY09 AY10 AY11 AY12
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
Alaska’sUniversityforAlaska’sSchools2013 25
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
Alaska’sUniversityforAlaska’sSchools2013 26
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.
Alaska’sUniversityforAlaska’sSchools2013 27
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
Alaska’sUniversityforAlaska’sSchools2013 28
• 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
Alaska’sUniversityforAlaska’sSchools2013 29
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
Alaska’sUniversityforAlaska’sSchools2013 30
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
Alaska’sUniversityforAlaska’sSchools2013 31
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
Alaska’sUniversityforAlaska’sSchools2013 32
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
Alaska’sUniversityforAlaska’sSchools2013 33
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
Alaska’sUniversityforAlaska’sSchools2013 34
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%
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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%
Alaska’sUniversityforAlaska’sSchools2013 36
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
Alaska’sUniversityforAlaska’sSchools2013 37
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.
Alaska’sUniversityforAlaska’sSchools2013 38
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
Alaska’sUniversityforAlaska’sSchools2013 39
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.
Alaska’sUniversityforAlaska’sSchools2013 40
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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.
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Foradditionalinformationorcopiesofthereport,pleasecontactDanaThomas,VicePresidentforAcademicAffairs,UniversityofAlaska,[email protected],ChairoftheAcademic&StudentAffairsCommittee,UniversityofAlaskaBoardofRegents,[email protected].