District Administration - February 2010 - (Page 46)

ResearchCenter istics that hinder retention: lack of teacher autonomy, student behavioral problems and lack of support by administrators. The report suggested that states and districts should collect and analyze more student and teacher data, work more closely with teacher unions in developing high-quality teacher plans, build the skills of existing teachers as opposed to encouraging effective teachers to transfer from other schools and understand that a productive school culture and effective leadership may be as significant as teacher income. Statewide Efforts in Delaware and Tennessee The examples of Delaware and Tennessee may provide state education agencies (SEAs) and local education agencies (LEAs) with a better understanding of the challenges and next steps in ensuring the equitable distribution of high-quality teachers. In Delaware, teacher vacancies are most prevalent at the secondary level, and in the subject areas of mathematics, science and special education—typical throughout the United States. Through interviews with principals and human resources directors, researchers identified three key factors in Delaware that positively affect the equitable distribution of teachers: 1. All 14 principals said that school-based incentives, such as “extra pay for extra duties” and “better facilities,” attract high-quality teachers. 2. The human resources directors felt that the state’s efficient processing of teacher licensure allows districts to make informed decisions about teacher quality. 3. Some LEAs provide a small stipend to teachers who provide timely notice of their employment intentions for the following year. The human resources directors stated that this gives them a head start in filling potential vacancies. As part of this same study, interviews with 539 secondary teachers also produced interesting results. They identified the following factors as the most important in deciding to stay in their current positions: teaching assignment (37.7 percent), school leadership (18.3 percent), extra time during the workday (16.6 percent), and collegial environment (15.2 percent). The least significant factors were teacher empowerment (4.9 percent), school facilities and resources (4.6 percent), and professional development opportunities (2.7 percent). The researchers urged that individual states may want to conduct their own studies since the factors may vary across the nation. In 2007–2008, the Tennessee Department of Education audited six districts using a tool developed by Edvantia and the Council of Chief State School Officers (Sheinker et al., 2005). Based on these results, the TQ Center compiled researchbased recommendations for schools facing the greatest challenges: Recruitment • Create high-quality alternative routes for teacher preparation and certification. • Fully utilize community colleges for teacher preparation. • Implement grow-your-own strategies for hard-to-staff schools. • Revise transfer and hiring practices for at-risk schools to provide more options and control over budgets and recruitment decisions. Retention • Provide comprehensive induction and support for new teachers. • Improve working conditions at schools. • Recognize and support quality leadership in at-risk schools. • Provide professional development and challenging career options—including leadership opportunities—for teachers. • Create learning communities. How Other States Are Addressing the Problem The TQ Center supplemented this report with a research and policy brief that analyzed efforts in California, Georgia and Ohio to address inequitable distributions of high-quality teachers by encouraging data study and self-analysis (Imazeki & Goe, 2009). California developed a toolkit to help districts define their strengths and needs (California Department of Education, 2007). The state’s intention is that districts will use data to identify apparent factors that affect student academic performance. These factors may include the number of high-quality teachers overall and in core classes, teacher qualifications and professional development, and the pairing of ineffective teachers in schools with ineffective administrators. Georgia created Project EQ, which allows districts to analyze their highquality teacher distribution by comparing and contrasting data online. The system enables districts to draw their own conclusions by comparing factors such as student results, teacher experience and students’ socioeonomic status. Likewise, the Ohio District Teacher DA Web Seminars 46 February 2010 CDI 8th Feb.indd 2 Archive Now Available! Get more technology for your money with refurbished computers www.DistrictAdministration.com/webseminars Sponsored by: District Administration 1/13/10 3:13:51 PM http://www.DistrictAdministration.com/webseminars http://www.DistrictAdministration.com/webseminars

Table of Contents for the Digital Edition of District Administration - February 2010

District Administration - February 2010
Contents
Advertiser Index
News Update
Facilities Update
District Profile
Administrator Profile
New Books
Problem/ Solution
Pursuing Peace in Chicago
English Language Learner Charter Schools
Tweeting Your Own Horn
Tech Disruptions
Professional Opinion
Research Center
New Products
Product Focus

District Administration - February 2010

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