Jpef Issue5spring2013

8/10/2019 Jpef Issue5spring2013

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Special thanks to Duval Teachers United; Duval County Public Schools; Florida Department of Education (Education Data Warehouse

Photos by Kelly Jordan and Erynn Dostaler

administration, higher education, or non-profit work. Inother words, nearly a quarter of the teachers in this sampwanted to remain working in education but felt that theyneeded to leave the classroom in order to advance theicareer. This should not have to be the case. Developing necareer pathway models for teachers that allow opportunitito move up in both responsibility and compensation whi

remaining actively working at the classroom level could heDuval County not only begin to retain more top teachers thwe have already invested heavily in developing as teacherand leaders, but to leverage that investment by putting thosteachers in charge of developing and supporting newerteachers entering the system. Providing these types ofschool and classroom-based advancement opportunitiewould also help address teachers concerns about salarlimits at the classroom level.

Teachers in this survey strongly indicated thedesire to maintain more autonomy over their daily classrooactivities, and to be more involved with decisions at all leve(school, district, state) that will affect their classrooms. Nedistrict initiatives such as the Curriculum Writing Teams havbegun taking important steps towards institutionalizingteacher input in these types of district decisions. New careadvancement models should also allow proven teachersto earn escalating levels of autonomy, responsibility, andinvolvement with administrative decisions at the school,district and state levels.


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A COMMUNITY EFFORT

There are a number of community organizations and districtpartners working in areas both directly and indirectly aroundkeeping top teachers in the classroom in Duval County. UnitedWays Empowering Effective Teachers initiative, for example,has identified nearly a dozen specific recommendations aroundthe key areas of Delivering Effective Teachers, Measuringto Retain Effective Teachers, and Exiting Ineffective Teachersthat align directly with many of the need areas identifiedin this study.

The key to realizing the full potential of any efforts in Duval Countywill be getting everyone involvedstudents, parents, current

teachers and principals, district officials, local organizations,community leaders, and other community membersorganizedaround a common language and unified set of goals andactions designed to support the districts strategic plan goalsfor supporting and retaining great educators and leadersthroughout the district .

1 The New Teacher Project. (2012).Teacher experience: What does the research say? (http://tntp.org/assets/documents/TNTP_FactSheet_TeacherExperience_2012.pdf).

2 Synar, E.A. (2010). Examination of the financial costs of teacher turnover inmid-sized urban school districts.(Doctoral dissertation). The University ofOklahoma, Norman, OK.

3 Darling-Hammond, L. (2003). Keeping good teachers. Why it matters, what leaderscan do.Educational Leadership, 60 (8), 613.

4 MetLife Inc. (2013). The MetLife of the American Teacher. Challenges forschool leadership. (https://www.metlife.com/assets/cao/foundation/MetLife-Teacher-Survey-2012.pdf).

5 Schaefer, L., Long, J. S., & Clandinin, D. J. (2012). Questioning the researchon early career teacher attrition and retention. Alberta Journal of EducationalResearch, 58 (1), 106121.

6 The New Teacher Project. (2012).Teacher experience: What does the research say? (http://tntp.org/assets/documents/TNTP_FactSheet_TeacherExperience_2012.pdf).

7 Chingos, M.M. & Peterson, P.E. (2010).Its easier to pick a good teacher than totrain one: Familiar and new results on the correlates of teacher effectiveness.Economics of Education Review, Elsevier, 30(3), 449465.

8 Ronfeldt, M., Loed, S., Wyckoff, J. (2012). How Teacher Turnover Harms StudentAchievement.CALDER Working Paper No. 70.National Center for Analysis ofLongitudinal Data in Education Research.

9 Florida Department of Education (http://www.fldoe.org/eias/eiaspubs/pubstaff.asp).

10 New teacher cohorts included only first-time teachers, hired with a start datelisted as the beginning of a school year between 2003 and 2007, and whohad no other previous teaching experience anywhere on record in the data.

11 Guarino, C.M., Santibanez, L. Daley, G.A. (2006). Teacher recruitment andretention: A review of the recent empirical literature. Review of EducationalResearch. 76(2), 173208.

12 See www.JaxPEF.org for more information on survey.

13 Typical response rates for online surveys have been estimated to commonly beas low as 12%, even lower for surveys with over 15 questions. The minimumsample size required to establish a 95% confidence level and 5% confidenceinterval in responses for an estimated population of 8,500 teachers is 368.

14 Guarino, C.M., Santibanez, L. Daley, G.A. (2006).

15 Ibid

In thinking about a number ofthe other recommendations to address identified here,strategic integration of several of them will be key for thesuccess in any of them. One of the main limitations ofthis first look at the teacher pipeline in DCPS is that wewere not able to incorporate teacher quality as a variableto help evaluate pipeline issues from a performanceperspective, due to both the private nature of that data

and the fact that there is not a consistent, distinguishingteacher quality measure going back far enough in timefor the data considered here. Moving forward however,multiple systems tracking specific information about whereteachers are coming from, where they are placed and howthey are performing and when and why they leave mustbe all integrated to better identify candidates most likelyto perform well and remain in the district longer.

The information presented here is just the tip of the iceberg in whatwe can learn in order to become more sophisticated about supportingand retaining our top teachers in Duval County classroomsfor as long as possible. Over the coming months, JacksonvillePublic Education Fund will continue to explore the data in

partnership with the district and community to learn about strategicopportunities to support and retain top teachers.

For more information including detailed results and opinionsdirect from DCPS teachers in their own words, or to find out howyou can get involved with supporting education in Duval County,visit .


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Jpef Issue5spring2013

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