Teacher Staffing in Maryland Public Schools Supply and Demand

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Teacher Staffing in Maryland Public Schools
Supply and Demand
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National Challenges

• High teacher attrition Nationally, 20 of new
  teachers leave within their first 3 years of
  teaching and 50 after five years.
• Retirement cliff Almost 750,000 teachers will
  retire in the 10-year period ending in 2009.
• Leaking teaching pipeline 60 of those trained
  as teachers each year actually enter the
  classroom.
• Higher paying alternative job options to
  teaching.
• Cumbersome hiring policies discouraging qualified
  applicants.

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The Maryland Teacher Staffing Report 2006-2008
Critical Teacher Shortage Areas
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• Certified teachers in all 24 Maryland geographic
  jurisdictions.
• Male teachers and teachers who are members of
  minority groups
• Principals, reading specialists, and
  speech/language pathologist

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Supply and Demand Analysis New Hires Vs.
Teacher Candidates Prepared by Maryland
Institutions (1993 2006)
Actual new hires but projections of
anticipated teacher candidates by Maryland
Institutions of higher education. Projections
of new hires and anticipated teacher candidates.
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The Study of the Capacity of Marylands Teacher
Preparation Programs

• Reported findings
• Maryland is not producing or attracting enough
  teachers to fulfill the staffing requirements of
  the States school systems, especially in high
  need certification fields.
• Maryland public schools may be overly dependent
  on the recruitment of experience teachers working
  in other Maryland jurisdictions or on those hired
  from other States.
• The retention of current teachers may be as
  important as the production of new teachers to
  ensuring an adequate level of classroom staffing
  in the future.

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• A record high of 8,045 teachers (new and
  experienced) were newly hired by Maryland public
  schools in 2005-2006.
• Of the 4,350 beginning (new) teachers, only 33
  (1,439) were produced at Maryland institutions.
• A significant number (1,137) of graduates of
  Maryland teacher education programs move
  out-of-state, pursue careers outside of teaching,
  or do not enter teaching immediately.

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Expansion Capacity of Teacher Preparation Programs

• Statewide, institutions could absorb with quality
  over 2,700 additional students in teacher
  preparation programs within existing resources.
  This included
• special education (433), mathematics (229),
  chemistry (114), earth/space science (58),
  physics (76), (ESOL (49) Spanish (42), physical
  science (23), health (10), dance (10), and
  technology education (3).
• Institutions could accommodate an additional 940
  students in 100-day internships at professional
  development schools.

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Challenge

• Recent patterns show a decline in the
  attractiveness of the education profession to
  Maryland youth.

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Trends in the Percentage of Maryland College
Bound Seniors Whose Intended College Major Was
Education
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Efforts to Address Teacher Shortages

• Numerous national, federal, and State initiatives
  provide student financial assistance and other
  incentives to recruit and retain teachers and
  principals.
• State scholarships include
• Sharon Christa McAuliffe Teacher Education Awards
• Distinguished Scholar Program

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Professional Development Schools (PDS)

• Retaining new beginning teachers is key to
  addressing Marylands critical teacher shortages,
  and PDS are recognized at both the State and
  national level for being effective in improving
  teacher retention.
• PDS are central to the Redesign of Teacher
  Education which serves as the foundation for
  improving teacher preparation in Maryland.
• The value of PDS is in three critically important
  areas
• Improving teacher preparation,
• Advancing student achievement, and
• Increasing teacher retention

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Towson University Teacher Retention Study
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State Funding for Professional Development
Schools

• In FY 2007, the State allocated 1st time funding
  (2 million) to support PDS.
• State funding came at a critical time due to
• The virtual elimination of federal grants that
  historically funded PDS
• Disparate funding from LSS.
• It is vitally important to continue State PDS
  funding in order to train and retain the
  qualified teachers demanded by the State.
• The deletion of State PDS funding is being
  recommended.

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Associate of Arts in Teaching (AAT)

• With the creation of the innovative AAT programs,
  Marylands 16 community colleges are preparing
  individuals for automatic transfer into
  baccalaureate teacher preparation programs.
• In the past 3 years, graduates with associate
  degrees in teacher education have more than
  doubled (from 66 to 118) .
• Currently, there are over 59 AAT programs
  including 32 in the critical shortage areas of
• Mathematics
• Physics
• Chemistry
• Spanish