“By 2006: Every Child Will Have Competent, Caring, Qualified Teachers in Schools Organized for Success.”

Trends in Teacher Employment and Turnover 1987-2000

150000

200000

250000

300000

1987-88 1990-91 1993-94 1999-2000

Entrants

Leavers

Source: Richard Ingresoll, adapted for NCTAF from “Teacher Turnover and Teacher Shortages: An Organizational Analysis.” American Educational Research Journal. 38 (Fall 2000): pp.499-534.

We Prepare Enough TeachersLess Than 60% of Newly Licensed

Teachers Are Hired

11,000

85,000

0

20,000

40,000

60,000

80,000

100,000

120,000

140,000

160,000

180,000

1999

64,000160,000 Newly Licensed Teachers - Total

Delayed Entrants

Newly Prepared Teachers Hired

Source: Richard Ingresoll, adapted for NCTAF from “Teacher Turnover and Teacher Shortages: An Organizational Analysis.” American Educational Research Journal. 38 (Fall 2000): pp.499-534.

Beginning Teacher Attrition is a Serious Problem

14% 24% 33% 40% 46%0%

10%

20%

30%

40%

50%

1st Year 2nd Year 3rd Year 4th Year 5th Year

Source: Richard Ingersoll, adapted for NCTAF from “The Teacher Shortage: A Case of Wrong Diagnosis and Wrong Prescription,” NASSP Bulletin, 86 (June 2002) pp.16-31.

2,376,67769%

534,86115%

539,77816%

Leaving

Teacher Turnover: A Revolving Door

Incoming

Not In Transition

Total Teaching Force, 1999-2000: 3,451,316

Source: Richard Ingersoll, adapted for NCTAF from “Teacher Turnover and Teacher Shortages: An Organizational Analysis.” American Educational Research Journal. 38 (Fall 2000): pp. 499-534.

High Teacher Turnover Has Unacceptable Costs

• Huge Public Investments In Teacher Education are Squandered ($$ = Cost of a Teacher’s Education X Number of Teachers Who Stop Teaching)

• Recruitment & Hiring Investments also are Lost – Texas Estimates It Lost Over $300 Million in 1999

• Turnover is the Hidden Killer of School Reform Initiatives. Investments in Teacher Professional Development are Lost When Teachers Leave

• Students Lose the Most. Low Performing Schools with Poor Student Achievement Have the Highest Teacher Turnover Rates

Improve Teacher Retention By 50% By 2005-2006

School Conditions Drive Teacher TurnoverWe Need Schools Where Quality Teaching &

Learning Can Thrive

2.2%

20.0%

16.3%

51.1%

6.5%

7.6%

14.3%

30.1%

7.6%

9.2%

25.6%

26.9%

31.3%

39.4%

42.5%

50.1%

0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0%Low Poverty (Suburban) High Poverty (Urban)

Class Size too Large

Poor Student Motivation

Student Discipline Problems

Poor Salary

Inadequate Time

Classroom Intrusions

Lack of Faculty Influence

Poor Administrative Support

Source: Richard Ingresoll, adapted for NCTAF from “Teacher Turnover and Teacher Shortages: An Organizational Analysis.” American Educational Research Journal. 38 (Fall 2000): pp.499-534.

25.0%

25.7%

27.3%

28.1%

20.7%

11.6%

13.0%

12.8%

12.0%

12.6%

0% 10% 20% 30% 40%

With Training

No Training

Training in Selection/Use of Instruction Materials

Training in Child Psychology / Learning Theory

Observation of Other Classes

Feedback on Teaching

Practice Teaching

Source: Richard Ingersoll University of Pennsylvania, original analysis for NCTAF 2000-01 Teacher Follow-up Survey

Quality Teacher Preparation Reduces Turnover

19.6%

19.4%

16.0%

10.5%

19.9%

18.4%

11.8%

11.6%

7.1%

11.5%

0.0 0.1 0.2 0.3 0.4 0.5

Sink or Swim

Buddy System

Coach

Trained Mentor

Mentor & CommunityMovers Leavers

Turnover Can be Reduced by Mentored Induction in a Professional Community

Source: Figure 3 in Reducing Teacher Turnover: What are the Components of Effective Induction? Thomas M. Smith and Richard M. Ingersoll. April 2003. Working paper draft. Please do not cite, quote, or use without first consulting authors.

Cost of Teacher Turnover Estimates Compared to Mentored Induction

$50,000 (?)

$12,000 (?)

3,000 (?)

0

10,000

20,000

30,000

40,000

50,000

60,000

70,000

Cost of MentoredInduction (1)

Cost of LosingTeacher in First

Year (2)

Cost of LosingTeacher after Third

Year (2)

Source: (1) Ellen Moir, “Launching the Next Generation of Teachers Through Quality Induction.” July 2003. www.nctaf.org(2) Gary Gordon, “Retaining Good Teachers.” State Education Standard (Spring 2001), p. 35.

Start with Schools Where Quality Teaching Can Thrive

• Strong, Shared Leadership

• Downsizing To Small, Well Focused Learning Communities

• Schools Become Learning Organizations Focused On How People Learn

• Using Technology To Support Learning Goals

1.

QUALITY TEACHER PREPARATION

• Careful Recruitment & Selection• Strong Academic Preparation in

Content and Pedagogy• Strong Clinical Practice to Develop

Effective Teaching Skills• Entry Level Support – Residencies• Modern Learning Technologies• Assessment of Preparation

Effectiveness; Track Graduates with Evidence of Student Achievement

2.

Sustain Professionally Rewarding Careers

• Effective Incentives And Modern Recruitment And Hiring Strategies

• Staged Entry With Well Designed Induction Into Teaching During The First Three Years

• Differentiated Staffing And Rewards For Accomplished Teaching

3.

NCTAF National SummitsThe First 3 Years Of Teaching

Wingspread 9/03

Transforming Schools Into Strong Learning Communities

Wingspread 12/03

High Quality Teacher Preparation Barton Creek, Austin TX 06/04

www.nctaf.org