Governor Easley’s Teacher Working Conditions Initiative

Presentation by Eric Hirsch, Director of Special Projects, New Teacher Center

UNC-Wilmington - 3/11/08

Teacher Retention: An Essential Issue

• Statewide teacher turnover in NC is 12.31% for 2006-2007 school year. – 22.2% leave to teach elsewhere– 16.5% retire– 13.4% resign due to family relocation– 12.9% resign for unknown reasons

• School level turnover rate is much higher• Prepare roughly 3,200 in NC for roughly 11,000 positions in

the state annually. • 1 of 10 states that get more than 40% of teachers from out of

state and exponential growth in lateral entry teachers

Factors Influencing Dissatisfaction of Teachers Who Move to a New School

0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

50%

Poor Salary Inadequateadministrative

support

StudentDisciplineProblems

Lack ofFaculty

Influence

Lack ofCommunity

Support

UnsafeEnvironment

Lack ofStudent

Motivation

Source: Ingersoll R. (2001). “Teacher Turnover and Teacher Shortages: An Organizational Analysis.” American Educational Research Journal. 38, no. 3, 499-534.

Need for TWC Initiative

• NCES data from a random sample of teachers across country

• Each school and community is different – with different resources, having embraced different reforms, and different concerns and priorities

• Need customized data from the voice of those who matter most to that particular community

• Build the profession and change the notion of what is meant by working conditions

Surveys in 2008

• Maine: survey in December and January at www.tellmaine.org

• Kansas: survey in January at www.kantell.org

• Alabama: survey in January at www.take20alabama.org

• West Virginia: survey in February at www.westvirginiavital.org

• Massachusetts: survey in February at www.masstells.org

• Fairfax County, VA survey in February at www.fcpstwcs.org

• North Carolina: survey in March and April at www.ncteachingconditions.org

• Illinois: voluntary survey in April at www.tellillinois.org

NTC will survey approximately 400,000 educators in 2007-2008

Teacher Working Conditions are Student Learning Conditions

Teachers on Which Working Condition is Most Necessary to Improve Student Learning

“If I am allowed to utilize my teaching expertise—to draw from what I know will engage and stimulate my students—then students will achieve at levels no one could dream of. If I am hampered…then I can’t do what I do best.”

- Teacher, Published in Threshold Magazine article on teacher working conditions

Domain/Question(percent that agree or strongly agree)

Lowest Quartile

2nd Quartile

3rd Quartile

Highest Quartile

Difference Between Highest

and Lowest

The school environment is safe

71.3% 81.0% 85.8% 90.9% 19.6%

There is an atmosphere of trust and mutual respect

53.1% 60.1% 62.8% 70.5% 17.4%

School leadership shields teachers from interruptions

51.4% 56.2% 59.7% 67.3% 15.9%

Teachers have sufficient access to appropriate instructional materials

63.6% 71.0% 72.5% 78.7% 15.1%

The faculty has a common vision

60.2% 64.9% 68.2% 74.4% 14.2%

TWC Questions by High School by Performance

Teacher Working Conditions are Student Learning Conditions

• Six studies from five states demonstrate clear and significant connections between teaching conditions and student achievement and academic growth

– In North Carolina the models explained between 68-71 percent of the difference in school achievement on the performance composite, up to 20 – 25 percent of the differences in school achievement could be attributed to teaching conditions (particularly empowerment and leadership questions) at all levels

– Trusting environments with sufficient supports and materials were important to school success

Teacher Working Conditions Survey Questions Statistically Significant in at Least One of the Achievement Models

Faculty is committed to helping every student learn

Sufficient access to appropriate instructional materials

Class sizes are reasonable

There is an atmosphere of trust and mutual respect

School leadership shields educators from interruptions

The school is safe or clean and well maintained

School leadership clearly communicates expectations to parents and students

Effective process for making collaborative decisions

Teachers role in devising instructional techniques

• A 0.5 estimated increase in the high school performance composite was found for every 10 percent of educators who agree that the faculty is committed to helping every student learn, that school leadership clearly communicates expectations to parents and that teachers’ play a large role in devising instructional techniques

• High schools with positive responses to the set of leadership questions (3.90 domain average or above) were 2.2 times more likely to meet or exceed growth expectations

Examples of the Impact of TWC on Student Learning for NC High Schools

Teacher Working Conditions Affect Teacher Retention

Teachers on Which Working Condition is Most Important to Future Employment Plans

“Without a doubt, the principal is the number one factor in determining the desirability of being a part of a particular school community. Being respected and valued personally and professionally is something I have to have in order to stay in a school.”

- Teacher, published in Threshold Magazine article on teacher working conditions

Teacher Working Conditions Survey Question

Percent of Teachers Who Agree

Stayers Movers Leavers

Opportunities are available for members of the community to contribute actively to this school’s success.

71% 26% 48%

There is an atmosphere of trust and mutual respect within the school. 66% 22% 44%

The school improvement team provides effective leadership at this school. 60% 23% 39%

The school leadership support teachers’ efforts to maintain discipline in the classroom. 70% 31% 48%

In this school we take steps to solve problems. 67% 28% 47%The school leadership shields teachers from disruptions, allowing teachers to focus on educating students

62% 25% 41%

Working Conditions Influence Future Employment Plans

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king

Con

ditio

ns b

y P

erfo

rman

ce C

ompo

site

Qua

rtile

Domain Question (percent that agree or

strongly agree)

Lowest Turnover

2nd Quartile

3rd Quartile

Highest Turnover

There is an atmosphere of trust and mutual respect 67.4% 63.3% 60.2% 55.4%

School leadership shields teachers from interruptions 64.6% 59.3% 56.8% 53.5%

School leadership consistently supports teachers 72.0% 67.8% 64.4% 60.9%

Overall the school leadership in my school is effective 67.8% 65.3% 61.8% 57.2%

The School Improvement Team provides effective leadership 61.4% 58.1% 55.5% 51.1%

Working Conditions by High School Turnover

*** = Could not be modeled due to multicolinearity with other statistically significant leadership variables

Teacher Working Conditions Survey Question

Level Where Modeling Demonstrated a Statistically

Significant Connection

Teacher performance evaluation process is consistent

Elementary

Role in selection of instructional materials Elementary

The non-instructional time received is sufficient

Middle, High School

Leadership addresses concerns about new teacher support

Middle

School leadership is effective High School

There is an atmosphere of trust and mutual respect

***

Teachers and Administrators View Working Conditions Differently

Agreement on Select Working Conditions Questions

Teachers Agreeing

Principals Agreeing

The non-instructional time provided for teachers in my school is sufficient 45% 76%

Teachers and staff work in a school environment that is safe 65% 79%

Teachers are centrally involved in decision-making about educational issues 51% 96%

There is an atmosphere of trust and mutual respect within the school 62% 95%

The faculty has an effective process for making group decisions and solving problems 56% 95%

Professional development provides teachers with the knowledge and skills most needed to teach effectively 63% 91%

Overall this school is a good place to work and learn 77% 92%

School leadership makes a sustained effort to address teacher concerns about:

Teachers Agreeing

Principals Agreeing

The use of time in my school 60% 98%

Facilities and resources 68% 99%

Empowering teachers 58% 98%

Leadership issues 57% 97%

Professional development 69% 98%

New Teacher Support 62% 97%

Other Findings from the NC Report

• In North Carolina, schools that used working conditions results as a tool for school improvement showed improvements in critical areas. For example, low TWC data use schools dropped from 63 percent to 42 percent agreement that there is an atmosphere of trust versus high use schools improved 2.2 percent (from 76 to 79 percent) between 2004 and 2006

• Little variation in how individual educators viewed working conditions was found. But big differences existed across states in whether or not there was a teacher working conditions gap present in schools serving high poverty and high minority student populations. In North Carolina there were differences in leadership, empowerment and facilities and resources, but not professional development and time

Working Conditions Domain

Elementary School

Middle School

High School

Time Domain 3.09 3.19 3.19

Facilities and Resources Domain

3.71 3.64 3.53

Empowerment Domain 3.52 3.38 3.36

Leadership Domain 3.68 3.47 3.50

Professional Development Domain

3.46 3.39 3.33

High Schools Are Less Likely to Report That Working Conditions are in Place

• Less than half of NC teachers agree that the non-instructional time they receive during the school day is sufficient (but 59.5 percent of HS do vs. 37.2 percent of elementary)

5 2 3

58

373531

2419

6

3741

0 1 20

10

20

30

40

50

60

None Lessthan 3Hours

3-5Hours

5-10Hours

Morethan 10Hours

Elementary

Middle

High School

High Schools Report More Non-Instructional Time

• Almost half of high school teachers (44.6 percent) report having no collaborative planning time and 88 percent had 3 hours or less in an average week, despite receiving significantly more non-instructional time than educators at other levels

• One-quarter of elementary educators in North Carolina report having, on average, no time available to them to plan with colleagues (compared with 14 percent at the middle school level) and 92 percent report having less than 3 hours

But It is Time Spent Alone

Changes in State Policy to Improve Teacher Working

Conditions

Established TWC Survey as permanent part of budget• TWC every 2 years as part of the budget• Associated research and findings at both the statewide and

school levels• Established NC TWC Advisory Board to oversee

implementation and dissemination of survey and the findings to school level as well as policy development

• Provides funding for SIT integration of working conditions data and the Real DEAL conference

Evaluation of school principals• SBE required to revise evaluation instrument for principal

evaluation to include accountability of teacher retention, teacher support, and school climate

State TWC Policies Passed in North Carolina

Revision of MSA standards (Masters in School Administration)

• SBE required to revise MSA program standards to focus on providing positive school climate, teacher support, and teacher retention

Requires all new principals • To complete the  Principals Executive Program

(PEP) - focusing on TWC; provides $125K 

Creating 100 school-based family support teams - including school nurse and social worker at 100 schools in need

State TWC Policies Passed in North Carolina

Planning time for teachers- HB 1151 passed- requiring all SIT to document a plan to provide planning time for every teacher (goal of 5 hours per week) , and a duty-free lunch

Expansion of Learn and Earn and New Schools Project (Gov.'s 21st Century High Schools) - at the core of the design of these new high schools is the foundation of planning time for teachers to be able to do their work

Unprecedented funding to support disadvantaged students and districts: $112 Million in new dollars

• This includes the Low Wealth fund, DSSF monies to all 115 districts, and return of the discretionary reduction- new focus on teacher recruitment, retention, and support

State TWC Policies Passed in North Carolina

Leandro districts: provides continuation $2M of custom professional development to DSSF schools/ districts based on TWC survey and ABC scores. $6M in 2006 for literacy coaches in middle schools with lowest reading scores

Customized analysis for original DSSF districtshigh schools in Turnaround High SchoolsAll high schools under 70% proficiency for last two years

Best Practices highlighted and shared through the Real D.E.A.L. Award winning schools

State TWC Policies Passed in North Carolina

• This is bigger than any individual and it will take more than any one individual to address these conditions

• This is about schools and school improvement planning, not accountability

• Works best when done as a faculty together given some of the disparities in perceptions identified between teachers and principals

• Not an event, it’s a process and needs to be a part of ongoing faculty conversations, not a one-time glance at the report

First Word/Last Word • What is one area of working conditions that you

identified in looking at your data that you believe should be prioritized? (2 minutes)

• Go around the small group and offer an insight based on what is working in your school or other ideas you may have (2 minutes)

• Presenter end with ideas he/she thinks may work or clarifying questions (1 minute)

To take the survey, learn more about the initiative, access data and more!

www.ncteachingconditions.org