1560 Broadway Suite 1600

Denver, CO 80202

December 2017

Teacher Shortages Across the Nation and Colorado Similar Issues, Varying Magnitudes

ColoradoDepartmentofHigherEducationKimHunterReed,Ph.D.ExecutiveDirector

ColoradoDepartmentofHigherEducation1560Broadway,Suite1600Denver,Colorado80202TheColoradoDepartmentofHigherEducation(CDHE)HomePageaddressishttp://highered.colorado.gov/TheCDHEPublicationsandProductsaddressishttp://highered.colorado.gov/Data/Reports.aspx.Thispublicationisonlyavailableonline.Todownload,view,andprintthereportasaPDFfile,gototheCDHEReportsandPublicationsaddressshownabove.ThisreportwaspreparedfortheColoradoDepartmentofHigherEducationbyCynthiaCole,Ph.D.ofCole,Alex,andMiles,LLCincollaborationwithDr.RobertMitchellandtheColoradoDepartmentofEducation,KatyAnthes,Ph.D.,Commissioner.

ContentContactColoradoDepartmentofHigherEducation303.862.3001

TableofContentsEXECUTIVESUMMARY..................................................................................................7TEACHERSHORTAGESACROSSTHENATION.......................................................9SIMILARISSUE,VARYINGMAGNITUDE............................................................11GeographicandEconomicStatusVariance..............................................................13ContentAreaVariance.......................................................................................................18

CULTIVATION,DEVELOPMENT,ANDRETENTIONOFTEACHERS...............20PRE-SERVICE:EDUCATORPREPARATIONPROGRAMS...............................20NationalandColoradoEnrollmentandCompletionTrends............................20

ATTRACTINGEDUCATORTALENT:RECRUITMENTANDINDUCTION...25EDUCATORTALENTRETENTION.......................................................................29

PROMISINGPRACTICES:ADDRESSINGTEACHERSHORTAGES....................35RECRUITMENT..........................................................................................................35ColoradoPromisingPractices........................................................................................35PromisingPracticesAcrosstheNation......................................................................35

INDUCTION................................................................................................................36PromisingPracticesinColoradoandAcrosstheNation....................................36TeacherResidencies...........................................................................................................36

RETENTION................................................................................................................36ColoradoPromisingPractices........................................................................................36PromisingPracticesAcrosstheNation......................................................................36GrowYourOwn...............................................................................................................36SalaryIncreasesandIncentives...............................................................................36

POLICYRECOMMENDATIONS..................................................................................38CULTIVATIONOFTOMORROW’STEACHERS:PRE-SERVICESTRATEGIES..............................................................................................................38NonCosttoLowCostStrategies...................................................................................38ModeratetoHighCostStrategies.................................................................................39HighCostStrategies............................................................................................................40

ATTRACTINGEDUCATORTALENT:RECRUITINGANDHIRINGSTRATEGIES..............................................................................................................41LowCostStrategies............................................................................................................41HighCostStrategies............................................................................................................41

EDUCATORTALENTRETENTIONSTRATEGIES.............................................41CONCLUSION.................................................................................................................43REFERENCES.................................................................................................................44

FiguresandTablesFigure1: StateswithTeacherShortagesbyContentArea...........................9Figure2: U.S.PublicSchoolswithTeachingVacanciesSelectedYears.11

Figure3: ColoradoSchoolDistrictMappingbyType..................................14

Figure4:NationalandColoradoRuralStatistics.........................................15

Figure5: PercentageofColoradoCompletersbyContentArea..............18

Figure6:NationalEPPProgramEnrollmentandCompleters.................21

Figure7:ColoradoEPPEnrollmentandCompleters...................................22

Figure8: NationalCompletersbyProgramType.........................................22Figure9:ColoradoCompletersbyProgramType........................................23

Figure10:NationalPercentageofTeachersbyRace/Ethnicity................26

Figure11:ColoradoPercentageofTeachersbyRace/Ethnicity...............26Figure12:NoviceTeacherInductionSupportbyType................................27Figure13:NationalandColorado4-YearAverageTeacherAttrition.....29Figure14:U.S.TeachersMovingorLeavingProfession..............................30

Table1:ColoradoTeacherSalaries,Turnover,andCostofLiving.......33

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EXECUTIVESUMMARYAteachershortageintheUnitedStateshasbeenprojectedforover20years,largelybasedontheprojectionofpopulationgrowthdue to therateof immigration,expandingandmaturing familiescoupledwiththeforecastedmassretirementofthebabyboomers(NationalCommissiononTeachingandAmerica’sFuture,1996).Schooldistrictsacrossthenationinurban,suburban,andruralareasarefacedwiththechallengeofprovidingstudentswithqualifiedteachers.Insum,thereareteachershortagesacrossthenation;however,theshortagesvaryacrossandwithinstates,schooldistricts,andschoolswithinthesamedistrict(Dee&Goldhaber,2016).

Myriadreasonsarecitedfortheshortagesinteachersupplyacrossthenation:lowteachersalaries,risingcostsofcollegeeducationcoupledwithincreasedstudentloandebt,competitionwithmoreprestigious and higher paying professions, high costs of teacher licensure, increased teacheraccountabilityresultinginlowerjobsatisfaction,educatorpreparationprogram(EPP)requirements,restrictionsonfull-timeemploymentduringstudentteachingpracticumandtheresultingincreaseinfinancialstrainonteachercandidates,lackofdifferentiationintheteachercareerpathway,etc.

ThestateofColoradoisoneofmanystatescurrentlygrapplingwithteachershortages.Throughoutthelastsevenyears,ColoradohasseenadecreaseinenrollmentandcompletionofEPPs. Asthesenumbers decline, the demand for qualified educators continues to rise due to career attrition andincreasing numbers of retirees. As a result, the state annually licenses approximately 50% of itsteachers fromout-of-state (ColoradoDepartmentofEducation,2017).Thestate legislaturepassedColorado House Bill 17-1003, Concerning a Strategic Action Plan to Address Teacher Shortages inColorado,anditssubsequentinclusionintheColoradoRevisedStatutesunder23-1-120.9toaddressthispressingandgrowingneed.

In response to the legislation, a collaborative effort between The Colorado Department of HigherEducation(CDHE)andTheColoradoDepartmentof(CDE)wasformedtoanalyzetheteachershortageandprovideastrategicactionplan,Colorado’sTeacherShortages:AttractingandRetainingExcellentEducators,basedonthefindings. Asspecifiedin law,significanteffortshavebeenmadetoincludefeedbackandguidancefromstakeholdersfromallregionsofthestateasteachershortagesinColoradoarestatewidechallengesthatuniquelyaffectallareasofthestateand;therefore,allresidentstosomedegree.

Includedinthisstudyandthestrategicplanareresearch-basedfindings,bestpractices,andpolicyrecommendations, as well as the perspectives and suggestions received from parents, students,communitymembers,businessleaders,teachers,schooladministrators,schoolstaffmembers,stateelected officials, educational organizations, boards of cooperative educational services (BOCES),educatorpreparationleadersacrossColorado,andthegeneralpublic.

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ThisstudyprovidesanuancedapproachtoexaminingnationalteachershortagesascontextforthisanalysisofteachershortagesintheStateofColorado.InColorado,aswellasthroughoutthenation,experiences with teacher shortages vary by geographic location and content area. This studyexamines teacher shortage experiences in urban, suburban, rural, and remote rural areas tounderstandColoradoschooldistricts’challengeswithteachersupplyandthecomplexityofissueforalldistricts.Thestudyalsocomparesnationalteachershortageareas(TSA)totheteachershortageareas in the State of Colorado. Finally, the report examines the teacher shortage phenomenonthroughthepre-servicetoretirementorexitcontinuumandprovidespolicyrecommendationsforEPPs,schooldistricts,aswellasstateandfederallawmakers.

We acknowledge there are shortages of other education professionals across the nation and inColoradosuchasschoolcounselorsandspeechpathologists;however, thisstudyfocusesonearlychildcareprovidersandP-12teachers.

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StateswithTeacherShortagesbyContentAreaAY2014-15

SPECIALEDUCATION 94%

PercentageofStateswithShortage

TEACHERSHORTAGESACROSSTHENATIONAteachershortageintheUnitedStateshasbeenprojectedforover20years,largelybasedontheexpected population growth due to the rate of immigration, expanding and maturing families,coupledwiththeforecastedmassretirementofthebabyboomers(NCTAF,1996).Theseprojectionswerebasedontraditionalimmigrationpatterns,statistics,anddata;thus,theydidnotinclude theimpact of the Great Recession. However, the country experienced a greater percentage ofimmigrationand,hence,apopulationswellinsomeurbancenters,aswellassomeruralareasduetotheincreaseinimmigrantlabor.

Forawhile,somespeculatedthattheprojectededucatorshortagewasmoremyththanfactastherecessionextendedtimetoretirementforbabyboomers.Whennewlylicensedteachersinsearchofemploymentfacedajobmarketriddledwithteacherlayoffsandthecontinuedemploymentofretirementeligibleteachers,theprojectionappearedtobeanerror. However,thedownsizingofthe teaching force and delayed retirements were reflective of economic conditions, not thepopulationgrowth(Sutcher,Darling-Hammond,&Carver-Thomas,2016).Apossibleexplanationforthedisagreementontheaccuracyofthepredictionoronsetoftheteachershortageisthatitwasanticipatedtobeacollective,uniformedshortageacrossthenation.Infact,theteachershortageismuchmorenuanced.Thereareteachershortagesacrossthenation;however,theshortagesvaryacrossandwithinstates,schooldistricts,andschoolswithinthesamedistrictbycontentarea(Dee&Goldhaber,2016)(seeFigure1).

Figure 1

MATHEMATICS

88%

SCIENCE

86%

FOREIGNLANGUAGE

76%

TESOL/ENGLISHASASECONDLANGUAGE 62%

Source:U.S.DepartmentofEducation(2016,August).TeacherShortageAreasNationwideListing1990–1991through2016–2017.

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Myriadreasonsarecited for theshortages in teachersupply: lowteachersalaries, risingcostsofcollegeeducationcoupledwithincreasedstudentloandebt,competitionwithmoreprestigiousandhigherpayingprofessions,highcostsofteacherlicensure,increasedteacheraccountabilityresultingin lower jobsatisfaction,gatekeepingassociatedwithmatriculationthroughEPPs,restrictionsonfull-time employment during student teaching practicum and the resulting increase in financialstrainonteachercandidates,lackofdifferentiationintheteachercareerpathway,etc.

ThestateofColoradoisoneofmanystatescurrentlygrapplingwithteachershortages.Throughoutthelastsevenyears,ColoradohasseenadecreaseinenrollmentandcompletionofEPPs.Asthesenumbersdecline, thedemandforqualifiededucatorscontinuestoriseduetocareerattritionandincreasingnumbersof retirees. Asa result, the stateannually licensesapproximately50%of itsteachersfromout-of-state(ColoradoDepartmentofEducation,2017).ThestatelegislaturepassedColoradoHouseBill 17-1003,Concerning a Strategic Action Plan to Address Teacher Shortages inColorado,anditssubsequentinclusionintheColoradoRevisedStatutesunder23-1-120.9toaddressthispressingandgrowingneed.

In response to the legislation, a collaborativeeffortbetweenTheColoradoDepartmentofHigherEducation (CDHE) and The Colorado Department of (CDE) was formed to analyze the teachershortageandprovideastrategicactionplan,Colorado’sTeacherShortages:AttractingandRetainingExcellentEducators,basedonthefindings.Asspecifiedinlaw,significanteffortshavebeenmadetoincludefeedbackandguidancefromstakeholdersfromallregionsofthestateasteachershortagesinColorado are statewide challenges that uniquely affect all areas of the state and; therefore, allresidentstosomedegree.

Datawascollectedthroughaseriesofthirteentownhallmeetingsheldthroughoutthestateandviaa targeted on line survey. Thismixedmethod design approach resulted in nearly 400 individualparticipants in in-depth conversations regarding teacher shortages andmore than 6,500 surveyresponsescollectedfromColoradans.ThesurveywasavailableinbothSpanishandEnglish,designedspecificallyforthisinitiative,andavailabletothegeneralpublicformorethansixweeks.Codingofthequalitativedataobtainedthroughthetownhallmeetingsandsurveysconsistedofstrategiesinthefollowingcategories:(1)perceptionsofteachingandeducation(2)compensationandsalary(3)educatorpreparation(4)retentionand(5)workingconditions.Theneedforaffordablehousingforteacherswasalsostressedintownhallmeetings,asmanyteachersareunabletoliveinthedistrictsinwhichtheyteachduetohousingcostsand/orlackofavailability.

Intotal,289specificstrategiesweredevelopedthroughthetownhallprocessthatincludedbothnon-cost and cost strategies designed to address teacher shortages in Colorado. The predominatestrategies,asarticulatedbytownhallattendeesandsurveyrespondents,havebeenincludedinthestrategicactionplan,Colorado’sTeacherShortages:AttractingandRetainingExcellentEducators.Includedinthisstudyandthestrategicplanareresearch-basedfindings,bestpractices,andpolicyrecommendations, as well as the perspectives and suggestions provided by parents, students,communitymembers,businessleaders,teachers,schooladministrators,schoolstaffmembers,state

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elected officials, educational organizations, boards of cooperative educational services (BOCES),educatorpreparationleadersacrossColorado,andthegeneralpublic.

ThisstudyprovidesanuancedapproachtoexaminingnationalteachershortagesascontextforthisanalysisoftheteachershortageintheStateofColorado.InColorado,aswellasthroughoutthenation,experiences with teacher shortages vary by geographic location and content area. This studyexamines teacher shortage experiences in urban, rural, and remote rural areas to understandColoradoschooldistricts’challengeswithteachersupplyandadequatelyaddressthecomplexityofissueforalldistricts.Thestudyalsocomparesnationalteachershortageareas(TSA)totheteachershortage areas in the State of Colorado. Finally, the report examines the teacher shortagephenomenon through the pre-service to retirement or exit continuum and provide policyrecommendationsforEPPs,schooldistricts,aswellasstateandfederal lawmakers, includinglowcostoptionstomeetthestatutoryrequirements.

We acknowledge there are shortages of other education professionals across the nation and inColoradosuchasschoolcounselorsandspeechpathologists;however,thisstudyfocusesonearlychildcareprovidersandP-12teachers.

SIMILARISSUE,VARYINGMAGNITUDESchooldistrictsthroughoutthecountryarefacedwithincreasingchallengesinhiringteachers(seeFigure 2). The challenges are more intense in hard-to-staff schools such as economicallydisadvantagedschools,particularlythoseschoolsservinghighpopulationsofminoritystudents.

Figure 2 Source:U.S.DepartmentofEducation,NationalCenterforEducationStatistics,SchoolsandStaffingSurvey(SASS),"PublicSchoolsDataFiles,"1999-2000,2003-04,2007-08,and2011-12.

Schoolswithatleastoneteachingvacancy

Schoolswithatleastonesubjectareawithdifficult-to-staffteachingpositions

U.S.PublicSchoolswithTeachingVacanciesSelectedYears(AY1999-2000throughAY2011-12)

90 80 70 60 50 40 30 20 10

8374

7968

3625 27

15

1999-2000 2003-04 2007-08 2011-12

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Economicallydisadvantagedschoolsarepresentinurban,rural,andsomesuburbandistrictsinthecountry(Podolsky,Kini,Bishop&Darling-Hammond,2016).Fortheseschools,thehiringstruggleisnotrestrictedtothetraditionalhiringseason,butisongoingthroughouttheschoolyearastheyareoftenforcedtobegintheschoolyearwithunfilledteachingpositionsorconducthiringsearchesduetomidyeardepartures.

In Colorado, several school districts (particularly those districts serving remote rural and urbanschools) struggling to recruit and retain teachershaveno alternativebut to staff classroomswithteacherswhoarenotyetqualifiedtoteachinthosesubjects(Goodland,2016).Hiringandretentioninhard-to-staffschoolsisaffectedbysalary,workingconditions,i.e.,schoolclimate,aswellasteachersupply, but teacher staffing is more acutely impacted during teacher shortages as competitionbetween schools and school districts increases (Brown, 2015). The disparity in salary betweenColoradourban/suburbanand rural schooldistricts greatly impactshiringand retention for ruralschooldistrictsthatofferlowersalariesas95%ofColoradoruralschooldistrictssalariesarebelowthecostofliving(Bissonette,2016).

The U.S. Department of Education Office of Postsecondary Education guidance states a teachershortagecanbeidentified:(1)atthestatelevelinspecificgeographicalareaswithinthestatesuchascertainschooldistrictsorschoolswithinadistrictand(2)bygradelevelsandbyacademiccontentarea.

ThedisparityinsalarybetweenColoradourban/suburbanandruralschooldistrictsgreatlyimpactshiringandretentionforruralschooldistrictsthatofferlowersalaries

as95%ofColoradoruralschooldistrictssalariesarebelowthecostofliving(Bissonette,2016).

The federal guidance on teacher shortage areas stipulates that the following three categories ofteaching positions should be counted when determining a shortage: (1) unfilled positions (2)positionsheldbycertifiedteachersteachinginareasinwhichtheyarenotcertifiedand(3)positionswithconditionalcertificationssuchastemporary,provisional,emergency,orirregular(Cross,2016).Based on this guidance, there is not a collective, uniformed teacher shortage; however, there arevariedshortagesacrossthenation.Whiletherehasbeenadeclineinthenumberofeducationmajorsinrecentyears,thenumberofEPPcompleters (students who have met all requirements of a state-approved educator preparationprogramandaredocumentedassuch)outpacesthenumberof teachershirednationallyeachyear(Dee&Goldhaber, 2017). This suggests that there is not a shortage in theproductionof teachercandidates eligible for licensure (though there are shortages in some content areas).However, inColorado,thenumberofteachercandidateseligibleforlicensureislessthanthenumberofteachershired annually overall, and ismorepronounced in content shortage areas. Therefore, inColoradofocus must be placed on retention of educators and recruitment of students into educationpreparationprograms,includingminoritystudents.

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GeographicandEconomicStatusVariance

Teachershortagesareexperienceddifferentlyacrossstatesandgeographicallocales.Sutcher,Darling-Hammond, andCarver-Thomas state, “Each state experiences teacher supply anddemanddifferently, because there are state-level labormarkets created by different policies and contextsaffecting teaching. These include funding levels and allocations, salary levels, teaching conditions,licensureandaccreditationpolicies,concentrationofpreparationinstitutions,demographicsoftheteachingforce,concentrationorsparsityofthepopulation,andtopography,amongothers”(2016,p.11).However,wedoknowruralschoolsandschoolsservinglow-incomestudentsexperiencegreaterhiringandretentionchallenges.Stateswithruralareas,suchasColorado,strugglewithrecruitmentand retentionof qualified teachers,but theseissuesare intensifiedinremoteruralareas that facetransportation (distance fromhighwaysandroutes)andcommunicationchallenges (technologicalconnectivitysuchasaccess to the internet); hence, increasing the isolation of such communities(NASBE,2016).

RuralAreas

AccordingtotheU.S.CensusBureau,thepopulationofaruralcityortownislessthan50,000thatisnotincludedinaclusterofothercitiesortownswithpopulationsbetween2,500to50,000people.Ruralcommunitiesmustalsomeetthefollowingthreegeographiccriteria:(1)remotelocation:more

Stateswithruralareas,suchasColorado,strugglewithrecruitmentandretentionofqualifiedteachers,buttheseissuesareintensifiedinremoteruralareasthatface

transportation(distancefromhighwaysandroutes)andcommunicationchallenges(technologicalconnectivitysuchasaccesstotheinternet);henceincreasingtheisolation

ofsuchcommunities(NASBE,2016).

than25milesfromanurbanareaandcloserthan10milesfromanurbanarea(2)distancefromothertownsandcities:morethan5milesbutlessthanorequalto25milesfromanurbanarea,aswellasruralareathatismorethan2.5milesbutlessthanorequalto10milesfromanurbanareaand(3)fringe:lessthanorequalto5milesfromanurbanareaorruralterritorythatislessthanorequalto2.5milesfromanurbanarea(NCES,2013,p.11).

InColorado,theruraldesignationforschooldistrictsisbasedonsize,thedistancefromthenearestlargeurbanarea,andanenrollmentsizeof6,500studentsor less.Smallruralschooldistrictsalsomustmeetthesecriteria,butmusthaveastudentpopulationof1,000orless(ColoradoDepartmentofEducation,2013).Ofthe196schooldistrictsinColorado,thereare147ruralschooldistrictswithatotalenrollmentofapproximately180,000students. Ashighlightedinnumerousscholarlyarticlesandintheregionalmedia (seeMaranto&Shuls,2012; Simmons,2015; andSchimke,2016), these rural schoolshaveexperienced increased difficulty recruiting and retaining educators—particularly in the areas ofsecondarymath,secondaryscienceandspeechpathology.Amaphighlightingtheseruraldistrictsin

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Coloradoisprovidedbelow(seeFigure3).Pleasenotethatthedistrictsinlightgreenareconsidered“smallrural”(K-12enrollmentunder1000students);districtsindarkgreenareconsidered“rural”(enrollment of 1001-6500 students) and districts in gray are considered urban or suburban(enrollmentofmorethan6501students).

Figure3

ColoradoSchoolDistrictMappingbyType

Source:ColoradoDepartmentofEducationandWesternStateColoradoUniversity,RuralSchoolsMap,Retrievedfromhttps://www.western.edu/rural-schools-map

Asillustratedbythegrayshading,allurban/suburbandistrictsaresituatedalongtheI-25andI-70corridors.Atpresent,74%ofalldistrictsinthestateofColoradoareconsideredruralorsmallrural.Whileallschooldistrictshaveseenareductioninthenumberofapplicantsseekingemploymentasteachers, the limitednumberof individualsseekingpositions inschoolsanddistricts inColorado’srural regions has provided unique challenges to offering high-quality public education (Engdahl,2016). In a town hallmeeting held in remote rural Vilas (30miles from theOklahoma border insoutheastern Colorado), stakeholders discussed the severity of the challenge in recruiting andretainingeducatorsandstatedthatinitiativestargetedatremoteruralareasareneeded.

ThepercentageofruralschoolsinColoradoisslightlylessthanthepercentageofruralschoolsacrossthe nationwith approximately 25% of Colorado schools designated as rural comparedwith 29%nationally.However,thepercentageofsmallruralschooldistrictsinColoradoisconsiderablyhigherat

RuralSmallRuralUrban/Suburban

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74%thanthenationalpercentage(approximately50%)(seeFigure4).Thepercentageofstudentsinthe state attending rural schools (6%) is significantly less than the percentage of students in thecountryattendingruralschools(approximately19%).DisaggregationofthedatashowsthatColoradohasahigherpercentageofruralstudentsofcolorthanthenation(28%comparedto25%),aswellasahigherpercentageofEnglishLanguageLearners(6%)comparedto3.5%nationally(seeFigure4).

Figure 4

Source: Showalter, D., Klein, R., Johnson, J. & Hartman, S.L. (2017).Why Rural Matters: Understanding the ChangingLandscape.

Thoughthepercentageofstudents(43%)eligibleforfreeorreducedlunchinColoradoisslightlylessthanthenationalpercentage(approximately50%),thepercentageofstateeducationfundsallocatedtoruralschooldistrictsinColoradois8%less(9%comparedto17%)thantheaveragepercentageofstatefundsallocatedtoruralschoolsacrossthecountry(Showalter,Klein,Johnson,&Hartman,2017)(seeFigure4).

EducatorPreparationinRuralAreas

Allowing interested rural students to have access to educator preparation programs in theircommunitiesisimportant.However,four-yearinstitutionsareoftennotlocatedinruralareas.Evenin those communitieswith two-year associatedegree granting institutions, students interested incompletingbachelordegreesareoftenforcedtoleavetheircommunitiestodoso,particularlyiftheydonot enroll indistanceeducationprograms.Additionally, in remote rural communities that lackinternetaccessandbroadbandconnectivity,distanceeducationisnotanavailableoption.

Most states require completion of a state-approved educator preparation program and licensurerequirements for certification. However, a lack of access to four-year institutions’ educator

17%

50%

4%

19%

50%

29%

9%

43%

6%

6%

74%

25%

STATEFUNDSTOEDUCATION

FREE/REDUCEDLUNCH

STUDENTSOFCOLOR

STUDENTSINRURALSCHOOLS

RURALDISTRICTS

RURALSCHOOLS

Percent

NationalandColoradoRuralStatisticsAY2015-16

Colorado National

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preparation programs and internet connectivity required for distance education, facilitates anexportation of potential teachers out of their home communities (NASBE, 2013). This need forcompletionofastate-approvedprogram,coupledwith theurgencyof theneed for teachers in theclassroomhasalsoresulted inan increase inalternativecertification programs. Theseprogramsofferexpeditedacademicofferings(theaverageprogramlengthbeing18months);someoffersalariedpositionsduringprogramcompletion,aswellasassistancewithplacementand inductionsupport(Jang&Horn,2017).Coloradooffersalternativeeducatorpreparationprogramsineverycornerofthe state through the Board of Cooperative Educational Services (BOCES) and other nonprofitproviders.Thechallengeinremoteareasisfindingthecandidatestoentertheseprograms.

Coloradoisworkingtoincreaseruralresidents’accesstofour-yearinstitutions’educatorpreparationprograms inanumberofways. Forexample, theUniversityofColoradoDenver’sagreementwithrural Otero Junior College (OJC), offers students the opportunity to earn a bachelor’s degree inelementaryeducationintheircommunitybyattendingclassesatOJC’sLaJuntacampus.ArticulationagreementsbetweenTheColoradoofDepartmentofHigherEducation,statecollegesanduniversities,and the Colorado Community College System (CCCS) make these partnerships possible. Thesecollaborativeefforts areessential topreparing teachersandaddressing teacher shortages in ruralareas.

RuralTeacherShortageAreas

Due to the unique challenges of rural areas,many rural districts throughout the countryand inColoradoexperience teachershortagesinelementaryteachersandsecondaryteacherswith endorsements in English literature andsocial studies—areas that are not commonlyshortageareasinothergeographicallocations(NASBE, 2016). Some rural areas offer greatracial, ethnic, and cultural diversity.Consequently, teachers in rural areasincreasingly require training and competencyin cultural and linguistic diversity, “Diversity,persistentpoverty,multipleculturalidentities,andisolation(duetogeography,culture,orsometimes,lackofbroadband)providethebackdropformanyruralschools”(NASBE,2016,p.7).Duetothesmallsizeofruralschooldistrictsandschools,manyschoolsneedtargetedresourcesandqualifiedteacherstoaddresstheneedsofdiversestudents.

Ruralcommunities—particularlythosethataremoredemographicallyhomogeneous—arepresentedwithgreaterhiringandretentionchallengesrelatedtorecruitingteachersofcolor,whoarevitaltotheeducationofallstudentsandessentialtotheeducationofstudentsofcolor(Egalite,Kisida,&Winters,2015).

Rural teachers are more likely to have increased teaching responsibilities such as teaching multiple content areas, as well as performing ancillary duties. Principals are also required to serve in multiple capacities, which decreases time and focus from school leadership duties and responsibilities.

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UrbanAreasUrbanandruralschooldistrictsandschoolsexperiencemoreteachershortageslargelybasedonthehigh concentration of economically disadvantaged students. However, urban areas are home to agreater number of students of color who are culturally and linguistically diverse. Furthermore,researchsuggeststhatareaswithgreaterconcentrationsofhighpovertyandstudentsofcolor facegreaterteachershortages(Will,2016).

Whiletheteachertostudentratioisdecreasingacrossthecountry,theratioremainshigherinurbanschools(Podolsky,Kini,Bishop,andDarling-Hammond,2016).Theoverallteacherattritionrateintheteachingprofessionishigh;however, theattritionrate inmanyurbanschoolsoutpacesthatofsuburbanschools(Goldring,Taie,&Riddles,2014).Consequently,hiringandretentioninmanyurbanschooldistrictspresent challenges for educator talentdepartments, but fordifferent reasons thanruralschooldistricts.

EconomicStatusTheU.S.DepartmentofEducation’s2016–17reportof teachershortageareasdesignatedbilingualeducationandEnglishLanguageAcquisition,foreignlanguage,mathematics,readingspecialist,

Urbanandruralschooldistrictsandschoolsexperiencemoreteachershortageslargelybasedonthehighconcentrationofeconomicallydisadvantagedstudents.However,urbanareasarehometoagreaternumberofstudentsofcolorwhoareculturallyandlinguisticallydiversestudents.Furthermore,researchsuggeststhatareaswithgreaterconcentrationsofhighpovertyandstudentsofcolorfacegreaterteachershortages

(Will,2016).

science,andspecialeducationashigh-needsareasforschoolsservinglow-incomestudents(Cross,2016). The overlap in content areas commonly shared across the country such as English,mathematics,science,andspecialeducationcouldpresenthiringchallengesforschoolsservinglow-incomestudentsastheytendtobeamongthosedesignatedashard-to-staff.

Teachers’ working conditions greatly impact where they decide to teach. Working conditions inschoolsservinglow-incomestudentsarereportedasbeingmorechallengingduetolowerpay,higherstress,fewerteachingresources,largerclasssizes,schoolfacilityconditions,andlessadministrativesupport(Podolsky,Kini,Bishop&Darling-Hammond,2016).Thesefactorsarelessprevalentinmoreaffluentschoolswhichlessenstheattractivenessofteachinginschoolsservinglow-incomestudents;hence,themorechallengingworkingconditionscreateagreaterdisadvantageforlow-incomeschoolsandpossiblymoreteachervacanciesthatlastforgreaterlengthsoftime.

In theMonteVista andLasAnimasTownHallmeetings, stakeholders from the southernSanLuisValley and Las Animas discussed the need for substantive change in how schools are financed in

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Colorado. Monte Vista participants focused on the disparity between socioeconomicallydisadvantaged,minorityschooldistrictsandmoreaffluent,majorityschooldistricts.Severalofthedistrictleadersinattendanceexpressedtheirfrustrationregardinglimitedstate-levelfundingforP-12educationandtheirdistrictlimitationsregardingmill-levyoverrideefforts.ContentAreaVarianceColoradoteachershortagesareasreflectthenationalshortageareas.Forexample,in2016–17thestatereportedshortagesinspecialeducation,mathematics,andEnglish,andworldlanguage.

Figure 5

Source:TheColoradoDepartmentofHigherEducation(2016).EducatorPreparationReportAY2015-16TheonlyteachingshortageareasreportedbyColoradonotreflectedatthenationallevelwereearlychildhoodspecialeducation,andart/music/drama.However,therewerelowpercentagesofstudentscompletingprogramsinthefollowingareas:earlychildhoodeducation,4%;andculture&linguisticdiversityeducation,4%indicatingthattheseareasarelikelytobeexperiencingshortagesinthefuture(seeFigure5). ThenumberofEarlyChildhoodEducationAssociateofArtsdegreesawardedinColoradohasdroppedby approximately 20% and enrollment has declined by 30% since 2013. The low percentage ofcompleterinearlychildhoodeducationislikelyaneffectoflowwagespaidtoearlycareeducators.Arecent report commissioned by Early Milestones Colorado, Bearing the Cost of Early Care andEducationinColorado:AnEconomicAnalysis,statesthatmanyearlycareeducators’compensationisbelow the cost of living resulting in eligibility for public assistance from Housing and UrbanDevelopment, Medicaid/Child Health Insurance Plans, and Supplemental Nutrition AssistanceProgram(Franko,Brodsky,Wacker,&Estrada,2017).

PercentageofColoradoCompletersbyContentAreaAY2015-16

25% 29%

4% 4%

9% 6%

6% 9% 1%

4% 3%

Elementary Education English/Language Arts World Language Mathematics Science Cultural & Linguistic Diversity Ed Social Studies Special Education Early Childhood Education Music Other

19

ThedecreaseinthenumberofeducatorsenteringColorado’sclassroomshasresultedintheneedforthe state to invest in recruiting teachers fromout-of-state. In fact, approximatelyhalf of thenewteachers licensed inColoradoare recruited fromother states (ColoradoDepartmentofEducation,2017).

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CULTIVATION,DEVELOPMENT,ANDRETENTIONOFTEACHERS

PRE-SERVICE:EDUCATORPREPARATIONPROGRAMSNationalandColoradoEnrollmentandCompletionTrends

Colorado,likemoststates,requirescompletionofastate-approvededucatorpreparationprogramtoobtainteacherlicensure.Therearetworoutesavailabletoaspiringteachersinthestateandacrossthe country, i.e., traditional andalternativeprograms.Coloradooffersprograms through21 state-approved traditional educator preparation providers and 25 alternative educator preparationprogramproviders.

Traditional programs are typically offered by four-year institutions of higher education withundergraduate and post baccalaureate programs that include coursework requirements andpracticum experience. These programs require that teacher candidates complete all programrequirements,includingcourseworkandpracticumexperiences,beforetheyareeligibleforlicensureandserviceasateacherofrecord.

Both traditional and alternative route programs can be offered completely or partially throughdistanceeducation.However,therearesomedistinguishingcharacteristicsbetweentraditionalandalternative programs. Teacher candidates enrolled in traditional teacher preparation programstypicallydonotholdabachelor’sdegree.

Most alternative programs require participants have an undergraduate degree. Also, alternativeprogramsallowparticipantstocompleterequiredlicensurecourseworkandpracticumexperienceswhileservingasa teacherof record.Someprogramsrequirea limitedamountof courseworkandpracticumexperiencepriortoenteringtheclassroom;however,somedonot.Additionally,theamountofcourseworkandlengthofteachingpractice(ifrequired)varies.Lastly,whereasteachercandidatesin traditional educator preparation programs are not allowed full-time employment during thestudentteachingpracticum,mostalternativeprogramsrequireplacementand/orserviceasateacherofrecordasaconditionofadmission.Hence,participantsreceiveateacher’ssalaryiftheyarerequiredto serve as a teacher of record while matriculating through the program. Teacher residencyparticipantsreceiveastipendduringtheirresidency.Educatorpreparationprogramshaveexperiencedadeclineinenrollmentinrecentyears.AccordingtotheU.S.DepartmentofEducation,educatorpreparationprogramenrollmenthasdecreasedby31percentbasedonAY2010-11throughAY2014–15data.Inthe2010–11academicyear,684,801

21

studentswereenrolledineducatorpreparationprogramscomparedtoAY2014-2015where418,573studentswereenrolled(seeFigure6).

Figure 6

Source:U.S.DepartmentofEducation,OfficeofPostsecondaryEducation(2015).HigherEducationActTitleIIReportingSystem.

DatafromtheU.S.DepartmentofEducationrevealsthatwhilethenumberofEPPcompletersoutpacesthenumberofnoviceteachers,therehasbeenadeclineinthenumberofcompleters. InAY2014–15,EPPsproduced172,139completers—a5%decrease fromthe180,750completers in the2013–14academic year. This decrease continued a downward trend in the numbers of completers as the192,459completersinAY2012–13wasa5%decreasefromthe203,175whocompletedinAY2011–12(ED,2016)(seeFigure6).Colorado’sEPPcompleterdatavariesfromthenationaldatainthatthenumberofEPPcompletersislessthanthenumberofnoviceteachershiredeachyear,asitisestimatedthatapproximatelyhalfofthe teachershiredeachyearare fromout-of-state. Similar to thenational trend, therehasbeenadeclineinthenumberofColoradoEPPcompleters.Basedonthemostrecentavailabledata(AY2015–16)atotalof3,268studentscompletededucatorpreparationprograms,averyslightdecreasefromthe3,345studentscompletingprogramsinAY2014–15.InAY2011–12,atotalof3,924completersexitedEPPs(seeFigure7).

684,801

623,190

499,800455,328

418,573

216,630 203,175 192,459

180,750172,139

0

100,000

200,000

300,000

400,000

500,000

600,000

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AY2010-11 AY2011-12 AY2012-13 AY2013-14 AY2014-15

Num

bero

fStude

nts

NationalEducatorPreparationProgramEnrollmentandCompletersAY2010-11throughAY2014– 15

NumberofEnrollees NumberofCompleters

Linear (Number of Enrollees) Linear (Number of Completers)

22

Figure 1

Source: The ColoradoDepartment ofHigher Education,Educator Preparation Reports AY 2010-11 throughAY 2015-16 andU.S.DepartmentofEducation,OfficeofPostsecondaryEducation.HigherEducationActTitleIIReportingSystem.

TherehasbeenadeclineinthenumberoftraditionalEPPcompletersacrossthenation.TraditionalEPPprogramsthroughoutthecountryprepareanoverwhelmingmajorityofcompleters(81%inAY2014–15,86%inAY2011-12).CloserexaminationofcompleterdatareflectsdecreasingnumbersoftraditionalEPPprogramcompleters. TraditionalEPPsprepared139,256completersinAY2014–15,a20%decreasefromthe174,206completersinAY2011–12(seeFigure8). Figure 8

Source:U.S.DepartmentofEducation,OfficeofPostsecondaryEducation(2015).HigherEducationActTitleIIReportingSystem.

13,10311,987 11,387

10,537 9,891 9,896

3,924 3,786 3,298 3,277 3,345 3,268

02,0004,0006,0008,000

10,00012,00014,000

AY2010-11 AY2011-12 AY2012-13 AY2013-14 AY2014-15 AY2015-16

Num

bero

fStude

nts

ColoradoEducatorPreparationProgramEnrollmentandCompletersAY2010– 11throughAY2015-16

NumberofEnrollees NumberofCompleters Linear(NumberofEnrollees)

174,206 163,613 149,601 139,256

28,96914,846 31,149 32,704

2011-12 2012-13 2013-14 2014-15

Completers

NationalCompletersbyProgramTypeAY2011-12throughAY2014-15

TraditionalEPPs AlternativeEPPs

23

In Colorado, the number of students completing traditional educator preparation program hasconsistently declined over the last six years. Recent data shows a 24%decrease in enrollment inColoradotraditionaleducatorpreparationprogramsfromAY2010–11throughAY2015-16(3,274inAY2010–11comparedto2,472traditionalprogramcompletersinAY2015–16)(seeFigure9).Figure 9 Source:TheColoradoDepartmentofHigherEducation,EducatorPreparationReportsAY2010-11throughAY2015-16andU.S.DepartmentofEducation,OfficeofPostsecondaryEducation.HigherEducationActTitleIIReportingSystem.

ThenumberofcompleterspreparedthroughalternativerouteEPPshasincreasednationally,aswellasinColorado.However,thepercentageofalternativeEPPcompletersishigherinColoradothanatthenationallevel.Nationally,32,704completerswerepreparedbyalternativeprogramsinAY2014–15,an11%increasefromAY2011–12(28,969)(seeFigure8).Coloradoeducatorpreparationdatashows that in AY 2015–16, 24% of completers (796) exited alternative educator preparationprograms(seeFigure9).ThemostrecentnationaldataavailablefromtheAY2011–12SchoolandStaffingSurvey,reflectsthesamepercentageofalternativerouteprogramcompletersasColorado,i.e.,24%,anincreasefromAY1999–2000whichdocumentedanalternativeprogramcompleterrateof13%.ColoradohasalsoseenaconsistentincreaseinthenumberofalternativelypreparedteachersfromAY2010–11toAY2015–16asthepercentageincreasedby18%duringthatperiod.

FactorsImpactingEnrollmentandCompletionThereisadecreasingtrendinthepercentageofbachelor’sdegreesconferredintheU.S.ineducation.Academic year 2012–13 represents the third year of decline in the percentage of undergraduateeducationdegrees,5.7%comparedto5.9%inAY2011–12and6.1%inAY2010–11(NCES,2016).Theenrollmentdecreaseintraditionaleducatorpreparationprogramsisatroublingtrendthatmust

ColoradoCompletersbyProgramTypeAY2010-11throughAY2015-16

650 708 440 573 816 796

3,274 3,078 2,858 2,704 2,529 2,472

2010-11 2011-12 2012-13 2013-14 2014-15 2015-16

TraditionalEPPs AlternativeEPPs

24

bemonitored closely as fewer undergraduate students declare education as amajor and receiveeducationdegrees.

Current challenges faced by the teaching profession are cited as disincentives for the selection ofteachingasacareer:lowersalariesthanotherprofessions,lackofprestigeoftheprofession,thecostof aneducationdegreevs. the returnon the investment, theexpenseassociatedwith certificationexamination, and the restriction on employment for teacher candidates enrolled in traditionalprogramsduringstudentteachingpracticumisadeterrentforcollegestudentsrequiredtoworktocontribute to tuitionand livingexpenses(AASCU,2016). Inresearchoncollegestudentsandtheirviewsofteachingasamajor,onereasoncitedfornotenteringtheteachingmajorwastheincreasedaccountabilityandasaresult,concernoverjobstability,“Prospectiveteachers,muchliketheyoungeducatorsalreadyworkinginschools,areespeciallyskepticalofaccountabilitymeasuresthattieateacher’sjobsecurityorpaygradetostudenttestscores.Andmanyarebotheredbythewayteachersare blamed formuch broader social problems” (Mucher, 2015). Historically, current and formerteachershaverecruitedfutureteachersintothefieldthroughdirectencouragementorthroughthefulfillment they enjoy from teaching. Unfortunately,more former and current teachers dissuadeaspiringteachersfromenteringthefield,citingjobsatisfactionissues(AASCU,2016).

IntheColoradotownhallmeetingsandsurveysonteachershortages,participantsechoedsomeofthesamechallengingfactors.RidgewayandParachutetownhallmeetingsfocusedontheneedtocreatemorepositivenarrativessurroundingteachingtoaddressthedecreaseinenrollment,completion,andretention. Themost commonly cited factors impacting educator preparation program enrollmentwerelowsalariesandnon-competitivecompensationstructures,asParachute,FortCollins,Denver,ColoradoSprings,andIgnaciotownhallmeetingsfocusedonthesefactors.Poorperceptionofcareersineducationandworkingconditions(workload,workclimate,andschoolenvironment)werealsofactorsdiscussedattheParachuteandFortCollinstownhallmeetings.Significantissuesofretentiondirectly related to school climate, principal leadership, and district leadershipwere raised in theDenvertownhallmeeting.

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ATTRACTINGEDUCATORTALENT:RECRUITMENTANDINDUCTION

Salaryisastrongdeterminingfactorinteacherrecruitmentacrossthecountry,aswellasinColorado.TheaveragestartingsalaryforteachersinColoradois9%lowerthanthenationalaverage,$32,126versus$36,141(LPI,2015).Lowersalariesexacerbatehiringandrecruitmentchallenges.Theimpactoflowersalariescoupledwithaneducatorpreparationcompleterratethatislowerthantheestimatedteachervacanciesinthestate,presentsrecruitmentchallenges.RecruitmentissuesaremoreacuteinmanyruralareasthroughoutColoradoasdataonColoradoteachersalaries,costofliving,and4-yearturnoverratefromAY2012–15revealsthatover95%ofruralschooldistricts’teachersalariesarebelowthecostofliving(Bissonette,2017).

In 2015–16, educator preparation programs in Colorado produced 3,268 completers (ColoradoDepartment of Higher Education, 2016); however, national estimates show that nearly a third ofcompleters do not enter teaching (U.S. Department of Education, 2016). The significance of thenumber of Colorado completers becomes more apparent when compared to the state’s teacherturnoverrate.In2016-17,theStateofColoradoemployed53,568teachers,9,319ofwhomwerenewtotheschooldistrictinwhichtheywereteachingforaturnoverrateofapproximately17%(ColoradoDepartmentofEducation,2017).Includedinthe“newtotheschooldistrict”statisticisin-stateandout-of-statenoviceteachersholdinganinitiallicense,out-of-stateexperiencedteachersnewto

RecruitmentissuesaremoreacuteinmanyruralareasthroughoutColoradoasdataonColoradoteachersalaries,costofliving,and4-yearturnoverratefromAY2012–15revealsthatover95%ofruralschooldistricts’teachersalariesarebelowthecostof

living(Bissonette,2017).

Colorado,retiredColoradoteachersre-enteringtheclassroomduetotheColoradoPublicEmployeesRetirementAssociation(PERA)HouseBill17-1176,aswellascurrentColoradoteacherswholefttheschool at which they were employed that academic year, but obtained employment in anotherColoradoschooldistrict.Thisin-state,acrossdistrictmobilitydynamicofcurrentColoradoteachersisimportanttonoteasmanyteacherscitehighersalaryasthereasonformovingintootherschooldistrictswithinthestate—aneffectoftenseeninstateswithoutstatewidesalaryschedules.

Thisdisparityincompletersandnumberof“newtotheschooldistrict”teacherscausesthestatetorelyheavilyonimportingeducatortalentfromout-of-stateformorethanhalfofitsnewteacherseachyear. This dependency increases hiring competitionwith other states,which is of concern due toColorado’slowerthannationalaveragestartingsalary,aswellaslowersalariesacrossschooldistrictswhichcontributetoteacherattritioninlowerpayingschooldistricts,manyofwhichareruraldistricts.OtherfactorsimpactingteacherrecruitmentbeyondsalaryinruralColoradoaresimilartothosefacedby rural areas across the county, i.e., geographic and technological isolation, increased teacherresponsibilitydue to teachers teachingmultiple subject areas and assumingother responsibilitiesbeyondteaching. Schoolleadersarealsooverburdenedduetoincreasedadministrative,aswellasotherdutiesandresponsibilities(NASBE,2013).

26

Thereisashortageofteachersofcolorthroughoutthenation,asthemostrecentavailabledatafromtheU.S.DepartmentofEducationshowsthatapproximately82%ofpublicandprivateschoolteachersarewhite,8%areHispanic,7%areblack,and2%areAsian(ED,2016b)(seeFigure10).

Figure 10

Source:U.S.DepartmentofEducation,NationalCenterforEducationStatistics,SchoolsandStaffingSurvey(SASS),“PublicSchoolTeacherDataFile,”1987–88through2011–12.

Colorado’sracial/ethnicdiversitycloselyresemblesnationalstatisticsasdatafromAY2016-17showsthat88%ofpublicandprivateschoolteachersarewhite,1%areblack,7.7%areHispanic,and1%areAsian(seeFigure11).Researchsuggeststhatallstudentsbenefitfromhavingteachersofcolor,butstudentsofcolorexcelacademicallywhentaughtbyteacherswiththesamebackground(ED,2016).However,students(includingminoritystudents)aremindfulofearningpotentialwhenselectingafieldofstudy.Forthisreason,thelowerpayinsalarycanbeadeterrenttoboththerecruitmentofteachersandthediversificationoftheprofession.

Figure 11

Source:ColoradoDepartmentofEducation,2016-17TeachersbyEthnicity/RaceandGender.

82%

7%

8%

2% 1%

NationalPercentageofTeachersbyRace/Ethnicity(PublicandPrivateSchool)AY2011-12

WhiteBlackHispanicAsianOther

88%

1%8%

1% 2%

ColoradoPercentageofTeachersbyRace/Ethnicity(PublicandPrivateSchool)AY2015-16

WhiteBlackHispanicAsianOther

27

Induction

Teachingisarewardingandchallengingcareer;however,theearlyyearsintheclassroomcanprovedifficult,particularlyfornoviceteachers.AccordingtoDeAngelis,Wall,&Che,themajorityofteacherscompleteastate-approvedteacherprogramforlicensure;however,researchstudiessuggestmanynoviceteachersstatethattheyfeelunpreparedwhentheyentertheclassroom(2013).Therefore,theinductionsupportteachersreceiveintheearlyyearsoftheprofessioniscriticaltotheireffectiveness,aswellasretention.

New teachers are typicallyprovided induction support through theirhiringdistricts. In Colorado,schooldistrictsandcharterschoolsarenotrequiredbylawtoprovideinductionsupportfornewlylicensedteachers;however,teachersarerequiredtohavecompletedaninductionprogramtomovefrom an initial license to a professional license.Most Colorado school districts have an inductionprogramorpartnerwith theirBOCES foraprogram. Somegrant funding throughTitle IImaybeavailable,butdistrictsandcharterschoolsdonot receive funding for inductionprograms throughlegislation.TheColoradoDepartmentofEducationapprovesandmonitorsinductionprograms.

Indatacollectedonnewteachersenteringthefieldin2011–12,84%reportedtheyparticipatedinaninductionprogram(Podolsky,Kini,Bishop,&Darling-Hammond,2016).However,asseeninfigure12, the range of induction support varied as 73% reported mentoring activities, 78% receiveddevelopmentalfeedbackfromadministrators,64%participatedinworkshopsorseminarsfornewteachers,58%hadcommonplanningtimewiththeircolleagues,andonly12%receivedareducedteachingload(NCES,2016)(seeFigure12).Thisdataisimportantasitsuggeststhatthoughthevastmajorityofnewteachersparticipateininductionprograms,thetypeofsupportvariesgreatly.

Figure 12

Source:U.S.DepartmentofEducation(2016).PreparingandCredentialingtheNation’sTeachers:TheSecretary’s10thReportonTeacherQuality.

73%

78%

64%

58%

12%

Reportedmentoringactivities

Receiveddevelopmentalfeedbackfromadministrators

Participatedinworkshopsorseminarsfornewteachers

Receivedcommonplanningtimewithcolleagues

Receivedreducedteachingload

Percent

NoviceTeacherInductionSupportbyTypeAY2011-12

28

Novice teachers who are provided district and school-specific training, as well as professionaldevelopmentandmentoringbyveteranteachersaremorelikelytoremaininthefield(Ingersoll&Strong,2011).Infact,teacherswhoreceivesuchstronginductionsupportareretainedinthefieldatdoublethelengthoftimeasteacherswhodonot(Ingersoll&Smith,2004).Inductionactivitiessuch as opportunities to participate in professional learning communitieswith fellow teachers,observationofmasterteachers,additionalplanningtime,reductioninnumberofpreparations,co-teaching opportunities, and one-on-one mentoring are essential and highly beneficial to newteachers.Oneadvantageandstrongaspectofteacherresidenciesistheinductionprocessthatisbuilt into the program. In these programs, residents complete a year-long practicumunder thementorshipofamasterteacherwhilecompletingtherequirededucatorpreparationcoursework.Thismentorshipservesastheinductionprocessforthepre-serviceteacherwhoisintegratedandacclimatedintotheschooldistrictandschoolpriortobecomingafull-timeteacherofrecordthefollowingyear.

The greatest strength of teacher residency programs is the strong induction and support, asinductionisessentialtoretainingeducatortalent.However,schooldistrictsandschoolsthatareunderfundedandunderstaffed—manyofwhicharehard-to-staff,economicallydisadvantagedschoolswithhighminoritystudentpopulations(wherestrongsupport ismostneeded to retainstaff)—lacktheresourcestosupportqualityinduction(Kardos&Johnson,2010).Thoughteacher

Ineconomicallydisadvantagedandhighminoritypopulationschools,inductionprogramsareessential;however,thequalityandcontentoftheinductionsupportisoftenmisalignedwiththeneed.Intheseschooldistricts,noviceteachersareless

likelytoreceivementoring.

residencies are too new to draw long-term conclusions about their effectiveness, the currentresearchonresidencyprogramsshowspromise.Programcompletersofteacherresidencies,suchasColorado’sPublicEducation&BusinessCoalition(PEBC)BoettcherTeacherResidencyProgram(whichprovidesalternativeEPP,aswellastraditionalEPPatTheUniversityofColoradoatDenver),aswellasUrbanTeachersinWashington,D.C.,ratetheirpreparednesstoteachmorehighlythanothertypesofprogramsandtendtoremaininteachinglonger(Omni,2017andUrbanTeachers,2015).

In economically disadvantaged and high minority population schools, induction programs areessential;however,thequalityandcontentoftheinductionsupportisoftenmisalignedwiththeneed.Intheseschooldistricts,noviceteachersarelesslikelytoreceivementoring.InKardosandJohnson’sstudy of a random sample of new teachers in low-income schools inMassachusetts, Florida, andMichigan, only 65%were assignedmentors in their first year (2010). They also found that theseteacherswerelesslikelytohavementorswithintheirschoolascomparedtonewteachersinmoreaffluentschools(53%comparedto82%),morelikelytobementoredbyateacherteachingadifferent

29

gradelevel(28%comparedto61%),andmorelikelytobementoredbyateacherteachingadifferentsubject(40%comparedto60%).

EDUCATORTALENTRETENTIONNational research studies indicate that teacher retention is a persistent issue with estimates ofnineteentothirtypercentofteachersexitingthefieldwithintheirfirstfiveyearsintheclassroom(U.S.Department of Education, 2016). It is estimated that the attrition rate is much higher for thoseteachersservingineconomicallydisadvantagedareas,aswellasareaswithhigherconcentrationsofminoritystudents(Grissom,Viano,&Selin,2015).Intheseareas—particularlyTitleIeligibleschools,the attrition rate is approximately 55% percent higher than in schools that are not economicallydisadvantaged(Podolsky,Kini,Bishop,&Darling-Hammond,2016).

Thefour-yearteacherattritionrateinColoradois16.4%(ColoradoDepartmentofHigherEducation,2016).Thisplacesthestate’sattritionrateslightlyhigherthanthenationalaverageof14.2%by2.2%.Also,theaverageofteachersplanningtoleaveteachingishigherinColorado,8.6%comparedtothenationalaverageof6.6%(seeFigure13).

Figure 13

Source:ColoradoDepartmentofEducation,PersonnelTurnoverRatebyDistrictandPositionCategoriesandTheLearningPolicyInstitute(2015).Colorado:UnderstandingTeacherShortages.

0

2

4

6

8

10

12

14

16

18

LEFTPROFESSION LEFTSCHOOL PLANSTOLEAVETEACHING

6.3

16.4

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Percen

t

NationalandColorado4-YearAverageTeacherAttrition

ColoradoAverage U.S.Average

30

The National Center for Education Statistics (NCES) conducts surveys of current and formerelementaryandsecondarypublic school teachersacrossnation. In themost recentavailabledata,2011-2012,theSchoolsandStaffingSurvey(SASS)andTeacherFollow-upSurvey(TFS),foundthatapproximately8%—approximately270,000—oftheteacherswhotaughtduringthatschoolyearleftthe profession at the end of the year (NCES, 2013) (see Figure 14). In amore recent study, it isestimatedthat13%ofthe3.4millionpublicschoolteachersmoveorleavetheprofessioneachyearforatotalofapproximately$2.2billiondollarsinattritioncosts(Alliance,2014).

Figure 14

Source:NationalCenterforEducationStatistics(2015).DigestofEducationStatistics.Mobilityofpublicelementaryandsecondaryteachers,byselectedteacherandschoolcharacteristics:Selectedyears,1987–88through2012–13.Washington,DC:U.S.DepartmentofEducation.

ExitFactors

Ninetypercentof thoseexiting the field leftvoluntarily,with37%opting for retirementand53%leaving for reasonsother than retirement (Goldring,Taie,&Riddles,2014).Closerexaminationofteachers exiting voluntarily for non-retirement reasons cite the following for their departure infrequency order: personal life circumstances such as pregnancy or childcare (37%), pursuit of aposition other than that of a K-12 teacher (28%), dissatisfactionwith teacher accountability andevaluation measures (25%), as well as dissatisfaction with support preparing students forassessments(17%),dissatisfactionwiththeschoolleadership(21%),dissatisfactionwithteachingasacareer(21%),andtheneedforahighersalary,lackofinfluenceoverschoolpoliciesandpractices,andalackofautonomyovertheclassroom(each13%)(Podolsky,Kini,Bishop,&Darling-Hammond,2016).

7.7

8.1

7.6

8.1

7.4

8.4

87.7

2000-01 2004-05 2008-09 2012-13

Percen

t

SelectedYears

U.S.TeachersMovingSchoolsorLeavingTeachingAY2011-12

Movers Leavers

31

Overall,reasonsforexitingtheteacherprofessioncanbecategorizedaccordingtothefollowingfourfactors: (1) preparedness for entry to field (2) salary and benefits (3) induction process and (4)workingconditions(Sutcher,Darling-Hammond,&Carver-Thomas,2016).Factorsimpactingteacherattrition in Colorado reflect these same four factors affecting teachers’ exit from schools and theprofessionnationally,whicharediscussedingreaterdetailinthesectionsbelow.

Teacherswhoreceivedstrongpreparationfeelmorecapableandreadytoteachthanthosewhofeeltheyreceivedinadequatepreparation.Teacherswhocompletedcertificationprogramsorcourseworkandrequirementssuchascertificationexaminations leavetheclassroomat lowerratesthanthoseteacherswhoarenotcertified.Thecertifiedteacherdeparturerateis15%comparedto30%forthosewhoarenotcertified(Gray&Taie,2015).

PreparednessforEntrytotheField

An examination of teacher retention data revealed that teachers who had at least a semester ofcoursework that included teaching practice, i.e., teachingmethods courses that require practicumexperiencesthatincludedteacherobservationsandteachingbyteachercandidates,werethreetimesmore likely toremain in theclassroomthanthosewhodidnotreceivethispreparation(Ingersoll,Merrill, & May, 2014). Novice teachers who received teaching practice that included educatorpreparation facultysupervisionandanalysisofcandidates’ teaching, teachercandidatereflections,andcompositionofinstructionallessonplanswereretainedinteachingaftertheirfirstyearatmore

Closer examination of teachers exiting voluntarily for non-retirement reasons cite the following reasons for their departure:

• personal life circumstances such as pregnancy or childcare (37%) • pursuit of a position other than a K-12 teacher (28%) • dissatisfaction with teacher accountability and evaluation measures (25%) • dissatisfaction with support preparing students for assessments (17%) • dissatisfaction with teaching as career (21%) • need for higher salary (17%) • lack of influence over school policies and practices (13%) • lack of autonomy over the classroom (13%) • lack of power and influence in school policies and procedures (13%)

32

thantwicetherateofnoviceteacherswhodidnotreceivequalityteachingpractice(Sutcher,Darling-Hammond,&Carver-Thomas,2016).

TraditionalEPPsrequirecompletionofprogramrequirements,includingcourseworkandpracticums,asapartoflicensureeligibilityandpriortoserviceasateacherofrecord.However,manyalternativeprogramsallowparticipantstoserveasateacherofrecordwhilecompletinglicensurecoursework.Somealternativeprogramsofferlimitedcourseworkandpracticumexperiencespriortoenteringtheclassroom,butparticipantsreceivedsignificantlylesspreparationthantraditionalteachercandidates.Sinceteachingpracticeincreasesretentionandlengthoftimeintheprofession,thedecreasedamountof teaching practice that alternative program participants receive impacts their perceptions ofpreparedness.

Teachers prepared through alternative programs leave the field at twice the rate of traditionallypreparedteachers(Redding&Smith,2016).However,earlyresearchindicatesthatteacherspreparedthrough alternative programs that are teacher residencies feelmore prepared and remain in theclassroomforlongerperiodsthanteacherspreparedviatraditionalprograms(Silva,McKie,Knechtel,Gleason,&Makowsky,2014).

TeacherSalary

Teacher salaries affect both the recruitment and retention of teachers. One of the primary citedreasonsforleavingtheprofessionislowsalary.Teacherswhoworkinlowerpayingschooldistrictsaremorelikelytoleavetheprofession.Onestudy’sanalysisofthe2011–12SchoolandStaffingSurveyfound13%of teachers left teaching foran increase in salary.Sixty-sevenpercentof teacherswhoexited the profession that year reported that they would consider returning to teaching for anincreasedsalary(Podolsky,Kini,Bishop&Darling-Hammond,2016).TeachersteachinginshortagecontentareassuchasSTEM,alsohaveopportunitiesforemploymentinindustrywithhighersalaries.This compounds the issue of recruiting and retaining STEM teachers. When comparing teachersalariestootherfields,teachersarepaid30%lessthanthoseemployedinotherfieldsbythetimetheyaremid-career(Baker,Farrie,Johnson,Luhm&Sciarra,2017).

DataonColoradoteachersalaries,costofliving,and4-yearturnoverratefromAY2012–15revealsthatover95%ofruralschooldistricts’teachersalariesarebelowthecostofliving(Bissonette,2017).Thedistrictswiththehighest4-yearturnoverratesarealldesignatedassmallruralandtendtohavesmallernumbersofteachers.Asaresult,whileturnoverpercentagesarehightheyarerelativetothenumberofteachersemployed.Thetopfivedistrictswiththehighest4-yearturnoverratesrangefrom46% to34%.DistrictA (46%),DistrictB (44%),DistrictC (36%)DistrictD (35%), andDistrictE(34%).Theaverage teacher salariesacross these five schooldistrictswasanaverageof32%(i.e.,-$14,574)belowthecostofliving(seeTable1).ItisestimatedthattheannualcostofteacherattritionforColoradorangesfrom$21to$61milliondollars(Alliance,2014).

ThetopfiveColoradoschooldistrictswiththegreatestdisparitybetweenaverageteachersalariesandcostoflivingarealsosmallruraldistrictsandincludeDistrictF(47%belowthecostoflivingor-$22,130),DistrictC(45%belowthecostoflivingor-$20,040),DistrictG(41%belowthecostofliving

33

or-$19,207),DistrictH(40%belowthecostoflivingor-$18,420),andDistrictI(39%belowthecostof livingor-$18,354)(seeTable1)(Bissonette,2017).It isnoteworthythatthecombinedaveragesalaryof$26,761forallfivedistrictsis48%belowthestateaveragesalaryof$51,204.Itisalso17%belowthe$32,126averagestartingsalaryforColoradoteachersand26%belowthenationalaveragestartingsalaryof$36,141(LPI,2015).ThissalarydisparityisproblematicforhiringandretentionastheNationalCenterforEducationStatisticsdatashowthatteacherswithstartingsalariesoflessthan$40,000havea10%higher4-yearattritionratethanthoseteacherswithstartingsalariesof$40,000ormore. Table 1

ColoradoTeacherSalaries,Turnover,andCostofLiving(COL)

SchoolDistrict

2015-16AverageSalary

2015CostofLiving

2012-15PercentageBelow(COL)

4-YearAverageTurnover

DistrictA $30,073 $47,761 -37.14% 45.7%

DistrictB $32,674 $45,535 -28.24% 44.4%

DistrictC $24,922 $44,962 -44.57% 36.1%

DistrictD $33,804 $44,858 -24,64% 34.8%

DistrictE $35,689 $46,866 -23.85% 33.9%

Source:Bissonette,D.(2017).ColoradoDataonTeacherSalaries,CostofLivingandTurnover.Unpublishedrawdata.

Induction

Noviceteachersneedsupportastheyadapttoacareerinteaching.Teacherinductionisdesignedtoprovidethissupportandpreparenewteacherstobeeffectiveindeliveringinstructionandimprovingretention.Teacherswhoreceivequalityinductionsupportthatincludesmentoring,commonplanningtime,masterteacherinstructionobservations,andreducedteachingloadsaretwicemorelikelytoremaininthefield(Ingersoll&Smith,2004).Inthe2011–12SchoolandStaffingSurvey,atotalof38%ofteachersleavingtheprofessionthatyearcitedreasonsrelatedtoinduction,i.e.,21%reportedthattheyweredissatisfiedwith theadministrationand17%reported theywerenot satisfiedwith thesupport,orlackthereof,forpreparingstudentsforstandardizedassessments(Podolsky,Kini,Bishop&Darling-Hammond,2016).WorkingConditions

Teacherretentionisgreatlyimpactedbytheconditionsinwhichteacherswork.Workingconditionsincludethequalityofschoolleadership,rapportandcollaborationwithschoolleadershipandfellow

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teachers, teachereffectivenessmeasures, school facilities, and instructional resources.Teachers inschoolswith inadequate instructionalresources, largerclasssizes,andpoorlymaintainedfacilitiesleavethoseschools(andsometimestheprofession)athigherrates(Simon&Johnson,2015).Whenworkingconditionsarepoor,teachers’abilitytoteachareimpacted.

Unfortunately,thequalityofworkingconditionsiscorrelatedwithsocioeconomicstatusofschools.Forexample,teachersineconomicallydisadvantagedandhighminorityschoolsexperiencepoorerquality working conditions and greater emotional stress. Consequently, teacher attrition ineconomically disadvantaged schools is 50% higher than in other schools. Teachers leaving theseschoolsreportthatthestressandlowsalariesaretheimpetusfortheirdeparture,notthestudents(Ingersoll,2001).

Acloser lookatColoradoexit factorsreveal that thestateratesnearly thesameas therestof thecountryinthecategoryofworkingconditions.Theaveragestudenttoteacherratioishigherinstateat18:1versus16.1nationwide.Classroomautonomyis justonepercent lowerinthestateat76%versus77%nationwide.Collegialitywithinschoolsisvirtuallyanexactmatchatapproximately38%inColoradoandacrossthecountry.Coloradorateslowerinadministrativesupportat46%comparedto 48% nationally, while the state rates higher in concerns related to job security, 15% versus anationalaverageof12%(LPI,2015).Insum,factorsimpactingteacherattritioninColoradoreflectthefourfactorsaffectingteachers’exitfromschoolsandtheprofessionnationally.

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PROMISINGPRACTICES:ADDRESSINGTEACHERSHORTAGES

RECRUITMENTColoradoPromisingPracticesTheColoradoTeacherCadetprogramsupportshighschoolstudentsinterestedinexploringcareersineducation.Additional funding forTeacherCadet programswasprovided in 2016by theColoradoLegislaturetosupporttheestablishmentofprogramsinruralregionsofthestate.TheCenterforRuralEducationatTheUniversityofNorthernColoradooffersongoingruralteacherrecruitmentandretentioninitiatives.Thisstate-fundedprogramprovidesstipendsforstudentswhochoose tocomplete their student teaching ina ruraldistrict, supportsexisting rural teacherswithscholarships for professional development activities and employs a statewide rural outreachcoordinatortosynchronizetheneedsoftheruralschooldistrictswithColoradoIHEsandalternativeproviders.Fundingforthisprogramwasprovidedin2016bytheStateLegislature.TheEducatorTalentdivisionattheColoradoDepartmentofEducation,directstheTroopstoTeachersProgram that seeks to recruit and support individualswith previousmilitary experiencewho areinterestedincareersineducation.Atpresent,thecontinuationofthisprogramisinquestionduetoareductioninfederalfunding.

PromisingPracticesAcrosstheNation

LoanForgivenessandScholarships

Giventhehighcostofteacherpreparationandpercentageofteacherswhoreceivestudentloanstofinance their education, loan forgiveness and scholarships are strong incentives to prospectiveeducatorpreparationstudents.Inparticular,loanforgivenessisaconsiderationfactorcitedbyformerteachersthatwouldpromptre-entryintotheprofession(NCES,2013).Theoverwhelmingmajorityofstates,40,offersomeformofloanforgivenessthroughfederalfunding.

TwostatesthatarenotedfortheirsuccesswithscholarshipsareNorthCarolinaandSouthCarolina.These states offer scholarships for all four years of traditional educator preparation for teachercandidateswhocommittoteachinginpublicschoolsforaminimumoffouryears.TheNorthCarolinaprogramisresponsiblefortherecruitmentandretentionofover10%ofthestate’steachingforce.Seventy-fivepercentofteachersintheprogramwerestillteachingfiveyearslater(ED,2016a).

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INDUCTIONPromisingPracticesinColoradoandAcrosstheNation

TeacherResidencies

Traditionaleducatorpreparationprogramsdonotallowteachercandidatestobeemployedfull-timeduring student teacher practicum which presents a financial challenge to those students self-financing their education. An appealing factor of some alternative programs, including teacherresidencies,isthatparticipantsreceiveasalaryorstipendwhileservingasateacherofrecordduringthe completion of the program. Programs such as Colorado’s Boettcher Teacher Residency andWashington, D.C.’s Urban Teachers enjoy a greater level of teacher diversity, over half of theparticipantsareteachersofcolor,andover70%remainintheclassroomforathirdyear,beyondthelengthoftimerequiredbytheprogram(Perkins,2017andUrbanTeachers,2015).

RETENTIONColoradoPromisingPracticesWithfundingprovidedbytheU.S.DepartmentofEducation,IHEswereprovidedfundstosupporttheretentionanddevelopmentofexistingteachersthroughcollaborationwithColoradocollegesanduniversities.Thisprogram,connectedtotheNoChildLeftBehindAct,issunsettingin2017.

PromisingPracticesAcrosstheNation

GrowYourOwn

Grow Your Own programs target paraprofessional serving in schools or secondary studentsinterested inacareer in teaching.ThepremiseofGrowYourOwnprograms is tocultivate talentamong individuals who are vested in the community (current or former residents of the schoolcommunity)andisaimedatincreasingretentionduetomotivationtogivebacktotheircommunities.A30-yearlongitudinalstudyofSouthCarolina’sTeacherCadetProgram—thefirstofitskind—offerscollegeAdvancedPlacementandcollegecourseworktosecondarystudentsandhasgraduatedover60,000 studentswith20%,12,000 students receiving teacher certification (TheRiley Institute atFurmanUniversityCenterforEducationPolicyandLeadership,2016).

SalaryIncreasesandIncentives

Between1986and1991,Connecticutincreasedtheminimumstartingteachersalaryandequalizedsalary inequitiesbetweenmore affluent and economicallydisadvantaged schooldistricts to staterecommended levels by using “state salary grants” to encourage school district increases. Theincreaseinsalariesofcurrentveteranteachers,aswellasincreasesinnewteachers’startingsalarieswas30%overthefive-yearperiod.ThestatecoupledthesalaryincreaseswithraisingEPPstandardsand licensure requirements, making financial investments in educator preparation, induction

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support for novice teachers, licensure reciprocity with states, as well as loan forgiveness andscholarshipsforstudentsmajoringinteachershortageareas.Asaresultoftheseefforts,Connecticuteliminated its teacher shortages—even in its hard-to-staff urban schools—within three years(Podolsky,Kini,Bishop&Darling-Hammond,2016).Connecticutwasrankedasthetopstateinthenationinreading,writing,mathematics,andscienceontheNAEPassessmentin1996.

NorthCarolinaalsoincreasedsalariesfornewandveteranteachersandaddressedpayinequities.The state also implemented aminimum salary. These efforts resulted in increases in the states’average teacher salaryandaligned itwith thenational teacher salaryaverage.At the same time,North Carolina implemented a 12% salary increase for teachers who obtained National BoardCertification.Thiscertificationrequiresthatteacherssubmitaportfoliothatincludesvideofootageoftheirteachingofstandards-basedlessons,teachingreflections,lessonplans,andtheirimpactonstudentlearning(NationalBoardforProfessionalTeachingStandards,2015).ThisincentiveresultedinthestatehavingthelargestpercentageofNationalBoardCertifiedteachersinthecountry(20%of its teaching force) and an increase in student achievement. Colorado offers National BoardCertificationstipendsaswell;however,theincentivehashadlittleimpactonthenumberofColoradoteachersreceivingthecertification.

In the case of Connecticut and North Carolina, the successful efforts were not sustained whichresultedinthereturnofsalaryinequitieswithinthestateandwiththenationalsalaryaverage(inthecaseofNorthCarolina)whichindicatesthateffortsmostbesustainedtohavelastingimpact.

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POLICYRECOMMENDATIONSEach of the policy recommendations has been aligned with the appropriate government level,Educator Preparation Programs, or stakeholders. In many cases, the alignment includes all ormultiplelevelsofgovernmentorstakeholdersascertainaspectsoftheobjectivesandstrategiesrestwithinthepurviewofmorethanoneentityorrequirecollaboration.Inaddition,inkeepingwiththelegislativerequests,noncostandlowcoststrategieshavebeenlistedforconsideration,alongwithmoderatetohighcostconsiderations.

Federal State District/

SchoolEducatorPreparation

ProgramsKey

Stakeholders

$ $$

CULTIVATIONOFTOMORROW’STEACHERS:PRE-SERVICESTRATEGIESNonCosttoLowCostStrategies

1. AlignEducatorPreparationProgramContentand EndorsementswiththeNeedsandExpectationsofSchoolDistricts

The teacher shortage areas in Colorado reflect those across the country, i.e., science,mathematics, special education, and foreign language. The only content area teachershortage cited in Colorado that is not collectively representative of other states isart/music/drama. Coloradoalsohasashortageofteachersofcolor,ashortageechoedinstatesthroughoutthenation.Colorado’sruralschooldistrictsandschoolsfaceshortagesinthesameareas;however,theshortagesaremoresevereduetotheincreasedchallengesofhiringandretainingteacherstoservetheseareas.Theseshortagesaremostpronouncedinremote rural areas.Educatorpreparationprogramsmust identifytheschooldistrictsthatrecruitthehighestpercentagesoftheircompleters,establishcollaborativepartnershipswiththe districts, and align program enrollment with the districts’ needs. EPPs should alsoconduct environmental scans of teacher shortages across the nation, assess program

ColoradoDepartmentofEducation

ColoradoDepartmentofHigherEducation

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enrollmentandcontentandadjustaccordingly.Thisalignmentcouldassistinassuringschooldistrictsofpotentialteachersupply,increasingthelikelihoodofemploymentforcandidates,aswellasincreasesinEPPs’jobplacementrates.

2. AlignStudentTeachingPracticumswithAnticipatedPositionOpenings

TeachercandidateplacementcanpresentchallengesforEPPsasteachercandidatescontentarea, school district capacity for hosting a teacher in the wake of teacher effectivenessmeasures, and proximity of teacher candidates’ residence to the host school must beconsidered.However, to theextentpossible,EPPsshouldplacecandidates inschools thatanticipatepositionopenings incandidates’contentarea.Thisalignmentcanallow for theteachercandidateandschooltoassessfitforpotentialhiring.Incaseswhereamutualfitisdetermined,thestudentteachingpracticumexperiencecouldserveasaformofinduction;hence,yieldingbenefitsofincreasedpreparednessandretentionsimilartothatofteacherresidences.

ModeratetoHighCostStrategies

3. ProvideTransportationandTechnologyStipendsforRural StudentTeachers

Rural areas struggle with hiring qualified teachers. A factor in hiring tends to be theremoteness of rural areas. School districts should consider offering transportation andcommunicationstipendstoattractteachercandidates,aswellasprospectiveteachers.Theoverwhelmingmajorityofeducatorpreparationprogramsrequireteachercandidatestobeunemployed during the student teaching practicum and stipends would be an effectiveincentive for teacher candidates. If the cost of travel to remote rural areas andcommunicationandtechnologystipendswereoffered,itwouldoffsettheadditionaltravelexpense.Also,teachercandidatesconsideringorinterestedinteachinginruralareaswouldhaveanopportunitytoexperiencethebenefitsofteachinginruralschoolsallowingthemtomakeruralschoolteachingtheirchoice.

4. OfferDualLicensureProgramsinShortageDisciplineAreas

Duallicensurebenefitsbothteachercandidatesandschooldistricts.Licensureintwoareasincreases the marketability and employment for teacher candidates and offers schoolsteacherswhoarecapableofservingmultipleinstructionalneeds.Duallicensureprogramsthat offer special education, culturally and linguistically diverse, and STEM licensurepreparation are needed to address teacher shortage areas, and are essential for EPPspreparingteachercandidateswhoserveinruralareas.ThisstrategycouldbelowcostforEPPsthathaveexistingcomplementaryprogramswithoutrequiringhiringnewfaculty.At

40

the same time, this strategy could be high cost for EPPs that would need to create newprogramsandhirenewfaculty.

HighCostStrategies

5. OfferScholarshipsforShortageAreaDisciplinestoComplete LicensureRequirementsandEnterTeaching

Educator preparationprograms should offer financial incentives such as scholarships forprospectiveteacherstocompletelicensurerequirementsinshortageareassuchasspecialeducation and STEM areas. Scholarships should also be offered to attract prospectiveteachersofcolorinallareasasthereisanoverallshortageofminorityteachers.

6. OfferTeacherResidencyandGrowYourOwnPrograms

TeacherresidenciesarearecentadditiontoEPPs;however,theearlyanalysisofdatashowsthat completers of these program report higher preparation and retention rates thancompletersoftraditionalandothertypesalternativeprograms.Theseprogramsaretypicallyimplemented in hard-to-staff districts, schools, and content areas. Also, the year-longresidencywith amaster teacher at the same time as completing licensure requirementsallowstheteachertimeandsupporttoacclimatetotheteaching,theschool,andstudents.Residencieswouldbeparticularlybeneficialtourbanandruralareasastheycouldincreaseretentionfactors.

GrowYourOwnprogramsareusuallyacollaborationbetweenEPPsandlocalschooldistrictstargetedatparaprofessionalsworkinginschools,aswellasresidentsofthecommunity—includinghighschoolstudentswhomaybeinterestedinpursuingteaching.Urbanandruralschooldistrictscouldfindsuchprogramsbeneficialastheyrecruitfrompopulationsthatarefamiliar with and invested in the community. Also, paraprofessionals bring a wealthofknowledge,establishedrelationships,andcommitmenttoschoolsinwhichtheyarealreadyemployed.Suchprogramsofferashortandlong-termsolutiontoteachershortagesinhard-to-staffschools.

7. WorkwithFederalLegislatorsonSecondChanceforAspiring TeachersbyProvidingaMoratoriumonDefaultedStudentLoans

Approximately30%of studentswho take introductory educatorpreparation courseworkmatriculate through the program. Of those students who do not continue in educatorpreparation programs, some discontinue their college education. Research on collegedropoutsindicatethatmanynon-completersdefaultontheirstudentloans.Consequently,the defaulted student loan prevents those who may be interested in completing their

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education and educator preparation programs from receiving federal loans. To provideincentives and resources to this population by offering them a second chance,stateandfederallegislatorsshouldworktogethertoofferamoratoriumondefaulted loans therebyallowingre-entryintoeducatorpreparationprograms.

ATTRACTINGEDUCATORTALENT:RECRUITINGANDHIRINGSTRATEGIESLowCostStrategies

8. HireEarly

ProvideIncentivesforEarlyNotificationofRetirement

Research studies indicate that teachers who are hired late are less likely to remain inteaching. School districts should offer incentives for retiring teachers who provide earlynotificationofretirementtoreducelatehiring.Thiswouldallowthedistricttobetterplanforhiringthesoon-to-bevacatedpositionopenings.

CultivatePartnershipswithIn-stateandOut-of-StateEPPs

SomeschooldistrictsinColoradoimportasmuchas50%oftheirnewteachersfromout-of-state educator preparation programs. School districts should cultivate partnershipswithboth in-state and out-of-state EPPs to facilitate ease in hiring and access to prospectiveteachers.Relationshipswithout-of-stateEPPscouldallowprogramsaccesstoout-of-stateteachercandidateswhomaybeinterestedincompletingthestudentteachingpracticuminColorado,andpotentialemploymentinthehostschool.

HighCostStrategies

9. LoanForgiveness

Whencomparingtheaveragesalaryinotherprofessions,teachersearnless;therefore,thecostofaneducationdegree incomparison to thereturnon investment for thedegree islower.Offeringloanforgivenessforteacherscanalleviatesomeofthecostofinvestmentinthedegreetherebymakingthedecisiontoteachmorefinanciallyviableforsome.

EDUCATORTALENTRETENTIONSTRATEGIES

10.IncreaseTeacherandEarlyCareEducatorSalaries

Lowteachersalaryisoneofthetopreasonsforteacherdeparturefromtheprofessionandforteachermobilityacrossschooldistrictsinthesamestate.Sixty-sevenpercentofteachers

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wholefttheprofessionin2011–12statedthattheywouldreconsiderenteringthefieldforasalaryincrease.Teachersalariesneedtobeincreasedtorangesthatallowteacherstoearnalivablewageinmanydistrictsandtooffsetthecostofeducatorpreparation.

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CONCLUSIONTeachershortagesaretherealityformanyschooldistrictsthroughoutthecountry.Urban,suburban,andruralareasarefacedwithprovidingstudentswiththequalifiedteacherstheydeserve.However,ruralandurbanschooldistrictsaremoreseverely impacted. InColorado, ruralandremoteruralareasfaceuniquechallengesinrecruitingandretainingteachers.

TeachershortagesinColoradoarestatewidechallengesthatuniquelyaffectallareasofthestate;therefore,allresidentstosomedegree.Thestate’steachershortagesmustbeaddressedtoensurethat the students of Colorado receive the highest quality education possible to support theiracademicandpersonalgrowth.Earlychildcareprovidersandteachersmustbesupportedwithcostof living salaries, aswell as theprofessional development support needed to be successful. TheeducationofthestudentsofColoradoisacollectiveresponsibilityandasaresult,requirescollectiveefforts and collaborative solutions. Parents, students, community members, business leaders,teachers, school administrators, school staff members, state elected officials, educationalorganizations,BOCES,andeducatorpreparationleadersmuststrategicallyworktogethertoaddressthisurgentneedandincreasetherecruitmentandretentionofeducators.

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