Slide 1 - The Home of the Georgia Professional Standards Commission

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					Achieving Equity by Focusing on Right Things:
     Leadership and Teacher Retention
             Equity Goals
• Ensure that poor and minority children are
  not taught by inexperienced, unqualified,
  or mis-assigned teachers at higher rates
  than are other children.
• Ensure that children in low-performing
  schools in all geographic regions of the
  state have access to experienced,
  qualified, and appropriately assigned
  teachers on an equitable basis.
       Intent of Equity Focus
• Ensure that every student has teachers
  able to provide quality instruction.
• We can move from intent to reality by
  beginning with the minimum:
  – Certified by the PSC
  – Major or concentration in subject/content area
  – GACE
  – Appropriately assigned to teach
    Focusing on the Minimum
• Achieving equity by focusing only on the
  minimum is not adequate.
• Meeting minimum standards is only a
  starting point.
• School and district leaders who do the
  right things can move schools from
  meeting minimum teacher quality
  standards to high standards.
     Achieving Equity through Leadership

• Leaders doing right things supports a high-
  quality teacher workforce that also does
  right things.
• Leaders must have the knowledge and
  skills to do right things.
• Leaders must hire, support, and retain
  high-quality teachers.
• Leaders must work with all teachers to
  help them become high-quality teachers.
       Beyond the Minimum
• Students and parents should expect
  – Teachers who have advanced knowledge and
  – Teachers who are experienced
  – Teachers who continue to learn
  – Teachers who have a high degree of self-
  – Teachers who value collaborative work
        Beyond the Minimum
• Teachers who
  – Teach rather than cover the curriculum
  – Value collaborative work – deprivatizing
    practice by working with other teachers
  – Value professional learning
  – Partner with parents
  – Are child-centered rather than subject matter-
    centered or procedure-centered
    Leaders Who Do Right Things

• Instructional leaders rather than managers
  of facilities
• Collaborative
• Value distributed leadership
• Understand teachers from hiring to
• Culture builders who value professional
    Leaders Must Create the Right
• The right focus isn’t about order or
  discipline; nor is it about public relations or
  winning football games. Instead, it is about
  children excited about learning and
  teachers who desperately want to teach
  and teach well.
• The right focus isn’t about test scores – it
  is about learning that is then measured by
  test scores.
   Beyond Minimums: Right School

• Vision and Mission about teaching and
  learning – beyond simply words on paper.
• Every child can learn and achieve at high
  levels and we all share responsibility for
  making this happen.
• The organizing metaphor for school should
  be learning community rather than factory
  or bureaucracy
    Beyond Minimums: Right Priorities

• Every action taken in schools should be based
  on the following taxonomy:
  – First, is this action in the best interest of children now
    and in the future?
  – Second, is this action in the best interest of teachers
    now and in the future?
  – Third, is this action in the best interest of parents now
    and in the future?
  – Finally, after affirmatively answering the first three
    questions, is this action in the best interest of school
    and district leaders?
    Right Leadership Identifies Right

• Parents who are included in the education
  equation and equipped to do their part
• Universities who value real partnerships
  with schools and school systems
• Communities that understand the
  importance of strong schools and a highly
  educated workforce
    Right Leadership Understands
            Right Models
• In filling teaching positions, the old model
  emphasizes student enrollments and
  teacher retirements – Focus becomes
  teacher shortages.
• The new model adds a factor -
  organizational conditions that cause
  teachers to leave – Focus becomes
  teacher turnover.
          Right Leadership
• Leaders who understand the impact the
  school has on its teachers realize that we
  often treat the symptom (teacher
  shortage) as if it is the problem.
• When these leaders begin to treat the real
  problem (teacher turnover), turnover
  declines and shortages are less likely.
         Right Leadership
• Good leaders understand and focus on
  reducing the loss of new teachers
• Year 1 – 12% leave
• Year 2 – 19% have left
• Year 3 – 28% have left
• Year 4 – 34% have left
• Year 5 – 46 % have left
                  Richard Ingersoll, 2008
          Right Leadership
• What can we do to resolve the problem of
  new teachers leaving? Have a 4-minute
  table discussion about this question.
Addressing Why Teachers Leave
      Annual Teacher Turnover (%)

•   High vs. Low Poverty – 15.2 vs.10.5
•   Large vs. Small – 11.2 vs. 11.8
•   Private vs. Public – 18.9 vs. 12.4
•   Rural – 11.2
•   Suburban – 13
•   Urban – 14
                 -Richard Ingersoll, 2001
      Right Leadership & Teacher

• Many teachers move or leave because of
  dissatisfaction with working conditions:
  – Inadequate administrative support
  – Student discipline problems
  – Lack of faculty influence
  – Inadequate time to prep
  – Intrusions on teaching time
  – Lack of competence of colleagues
            Ingersoll’s Work
• If you want to look in detail at Richard
  Ingersoll’s work, go to this website:
    Importance of Leadership
• Leadership is almost twice as likely to be
  listed as a reason for staying in a school
  as four other factors (resources, time,
  empowerment, and professional learning)
  examined by a Bellsouth Quality Learning
  and Teacher Environments study.
   Beyond Minimums: Right Leaders

• Instructional leaders rather than managers
  of facilities
• Collaborative
• Value distributive leadership
• Understand teachers from hiring to
• Culture builders who value professional
           Focus on Equity
• Getting beyond the minimum to make a
  real difference in how we address every
  child requires
  – Right Leadership – Key Ingredient
  – Right Teachers
  – Right Priorities
  – Right Partners
  – Right School Culture
      Kids Get Hurt When…
• We continue to focus on symptoms rather
  than problems – addressing the teacher
  shortage is important; solving the teacher
  turnover problem is even more important.
• Where has your district focused – on the
  symptom or the problem?
      Kids Get Hurt When…
• We focus on doing things the right way
  without questioning whether or not they
  are the right things.
      Kids Get Hurt When…
• We forget who is important in a school
  – Kids first
  – Then teachers
  – Parents next
  – Leaders last
       Kids Get Hurt When…
• Leaders at the school and system level
  don’t have the courage to address the
  tough issues that stand in the way of all
  children learning and achieving at high
    What Will We Tell the Children?

• Ron Edmonds, the father of the school
  effectiveness movement, in the 1980s
  suggested that we know everything that we need
  to know to improve schools. [We choose not to
  do these things.]
• Pogo, a famous opossum from the newspaper
  comics said he had seen the enemy and the
  enemy is us. [We choose to place the blame
  elsewhere, usually on the child, the parent, or
  the community.]
           My Commitment
• What am I willing to commit to so that as I
  look into the face of each child in my
  community I can say to that child I have
  done my best to assure equitable
  opportunities for you so that your
  opportunities are just as great as those of
        Contact Information
David M. Hill, Ph.D.
Division Director, Educator Preparation
Georgia Professional Standards

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