Building a Highly Effective and Diverse Teacher Work Force

October 28, 2014

• To establish an ongoing partnership between SDEA and SDUSD with the goal of developing comprehensive strategies for recruiting, retaining, and supporting district students to enter the teaching profession

• To increase district teacher diversity to reflect the student population

Board Resolution

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To involve a range of community stakeholders in developing a collaborative plan of action for cultivating a highly skilled, effective teacher workforce that draws from SDUSD graduates and reflects the demographic diversity of the district’s student population

Articulated Purpose

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TEACHER PIPELINE TASK FORCE Co-chairs: Anne Yarroll-Melnick-SDUSD /Jonathon Mello-SDEA

Facilitator: Gina Gianzero

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Process

• Data Analysis • Best Practice Research • Expert Panels

Information Gathering

• Task Force Issue Groups • Early Outreach • Teacher Preparation • District Continuum

Information Analysis and Planning • SDEA

• SDUSD • Community Partners • School Board

Approval and Presentation

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• What developments, trends, and patterns

indicate a need for a stronger and more diverse teacher pipeline?

• What does research tell us about the value of

a more diverse teaching workforce?

The Case for Change

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Increasing Complexity of Teaching 5 DIMENSIONS OF TEACHING AND LEARNING

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Future Retirement Picture

California San Diego Unified

0

10

20

30

40

50

60

70

Under 50 50-62 63 and Over

65.6

30.4

4.1

Percentage of Educators within Specific Retirement-Related

Age Ranges 2012

0.0

10.0

20.0

30.0

40.0

50.0

60.0

Under 50 50-62 63 and Over

55.0

36.0

9.0

Percentage of Educators within Specific Retirement-Related

Age Ranges 2012

Source: Center for the Future of Teaching and Learning, Teacher Retirement Trends in CA, 2013 SDUSD SDEA Birthdates of Members 10

Fewer New Teachers

California San Diego Unified

Source: CDE DataQuest: Teacher and Staff Data

0.0

1.0

2.0

3.0

4.0

5.0

6.0

7.0

8.0

2009-2010 2010-2011 2011-2012 2012-2013

6.1

5.4

6.9

7.9

Percentage of 1st and 2nd Year Teachers

0.0

1.0

2.0

3.0

4.0

5.0

6.0

7.0

2009-2010 2010-2011 2011-2012 2012-2013

6.5 5.8

3.7 3.6

Percentage of 1st and 2nd Year Teachers

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Fewer New Credentials Issued

Source: CTC, Teacher Supply in California, April 2013 12

Mismatch Between Student and Teacher Diversity

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Is there a research-based rationale for increasing teacher diversity?

Key Arguments: • Teachers of color as role models • Teachers of color improve outcomes for

students of color • Teachers of color motivated to teach

students of color; to teach and persist in hard-to-staff schools

Source: Villegas, A. & Irvine, J. “Diversifying the teacher workforce: An examination of major arguments.” The Urban Review. 2010; 42:175-192.

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Teachers of color serve as role models for all students

• Often cited as reason by pre-service teachers

for wanting to teach (Guyon et al., 1996; Jones et al., 1999; Ochoa, 2007)

• No empirical research examines the role of

modeling on student achievement

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• Growing body of empirical work that suggests students of color benefit academically when taught by a teacher of the same race or when exposed to a teaching workforce (within school or district) that is racially/ethnically representative of student population

(10 studies showed benefits, 1 no effect)

Teachers of color improve academic outcomes and school experiences of students of color

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Research on Practices of Effective Teachers of Color

• Having high expectations for students

(Dee, 2005; Figlio, 2005; Ulenberg & Brown, 2002)

• Using culturally relevant teaching (Hollins, 1982; Au, 1980; Mohatt & Erickson, 1981)

• Developing caring and trusting relationship with students (Ware, 2006; Dixon & Dingus, 2008; Lynn, 2006; Rueda et al., 2004)

• Confronting issues of racism through teaching

(King, 1991; Delpitt, 1988; Perry et al., 2003)

• Serving as advocates and cultural brokers (Erikson, 1986; Gentemann & Whitehead, 1983)

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Concluding Thoughts

• Teachers of color may bring certain advantages with them in teaching students of color but without strong content knowledge and pedagogical skills, they may not confer benefits to students

• Increasing teacher diversity – crucial component of a comprehensive strategy for addressing achievement gap

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Vision of Highly Effective and Diverse Teacher Workforce

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Diversity in the San Diego Unified School District encompasses acceptance, respect and the understanding that each individual has unique differences in culture, language, nationality, race or ethnicity, socio-economic status, age, religion, disability, gender, gender identity, gender expression, sexual orientation or political beliefs. San Diego Unified considers these commonalities and differences in a safe, positive, and nurturing environment that supports all aspects of diversity, understanding each other and moving beyond simple tolerance to embracing and celebrating the rich dimensions of diversity. The mindset of seeing strengths among us all assures our commitment to engaging in the complexities of providing equitable and effective services to diverse populations within San Diego Unified School District.

The Challenge

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ACQUISITION ◦ Early Outreach ◦ Recruitment ◦ Hiring ◦ Assigning

RETENTION ◦ Rewards/Incentives ◦ Compensation/Working

Conditions ◦ Career Ladder Opportunities

EVALUATION ◦ Determine data needs ◦ Determine tools ◦ Input data ◦ Disseminate results

DEVELOPMENT ◦ New Teacher Support ◦ Professional Development ◦ Performance Management • Support for Struggling Teachers

Sources: Adapted from Odden & Kelly, (2008), Strategic Management of Human Capital in Public Education; Annenberg Institute, Framework for Supporting Human Resources Systems; & Darling-Hammond & Berry, (1999), Recruiting Teachers for the 21st Century.

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Highlights of Existing District Efforts ACQUISITION: • Early Outreach Programs expose students to teaching profession at several high schools • Scholarships and mentoring support available through San Diego Education Fund to small number

SDUSD graduates interested in pursuing teaching careers • Student-teacher Internship partnerships with 17 universities • Former District Intern Program

DEVELOPMENT: • Reinstituted new hire orientation program • Strong Beginning Teacher Support Induction Program

• Peer Assistance Review and PEP Program

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Strategies Related to the Acquisition of a Highly Effective and Diverse Teacher Workforce

• Build early interest in, and capacity for, teaching by strengthening existing early outreach programs

• Strengthen partnerships with existing university-based teacher suppliers

• Strengthen partnerships with organizations that foster teacher development among students from diverse backgrounds

• Support alternative pathways to the teaching profession

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Strategies Related to the Acquisition of a Highly Effective and Diverse Teacher Workforce

• Expand the size, stability, diversity, and quality of the teacher applicant pool through improved outreach and support for multiple pathways into teaching

• Explore options to recruit early

• Broaden recruitment venues

• Craft a compelling message about incentives

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Recommendations Related to the Acquisition of a Highly Effective and Diverse Teacher Workforce • Ensure that the best candidates are identified and offered

positions in a timely fashion through more streamlined and targeted hiring practices

• Align screening process with SDUSD goals for highly effective and diverse teaching workforce

• Ensure interview process affords opportunity to discern best fit

• Establish and monitor indicators of equity in placing teachers

• Streamline hiring process

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Strategies Related to the Development of a Highly Effective and Diverse Teacher Workforce

• Support transition of teachers new to the district

• Connect professional development offerings and

strategies to district priorities for a highly effective and diverse teaching workforce and best practice research

• Ensure timely and effective support for teachers

who struggle

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Strategies Related to the Retention of a Highly Effective and Diverse Teacher Workforce

• Regularly monitor potential barriers to

continued employment • Establish a career ladder within the teaching

profession for those ready for greater challenge

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Strategies Related to the Evaluation of a Highly Effective and Diverse Teacher Pipeline

• Establish performance measures and use data to inform improvements in the Teacher Pipeline

• Determine data needs for all stages and programs in the pipeline

• Identify data tools and collection responsibilities • Collaborate with outside partners as needed • Conduct data input and analysis • Disseminate and use data to inform improvement

efforts

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Establish an Advisory Board with representation from key departments within SDUSD, SDEA, and community partners to oversee the continued development and implementation of Teacher Pipeline Task Force recommendations

Membership to include but not limited to: • SDEA • Teacher Preparation and Support Department • Human Resource Division • Special Education Division • Office of Leadership and Learning

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