Report on the Preparation of New Teachers by University System of Georgia Institutions

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1 Annual Report 2009 Report on the Preparation of New Teachers by University System of Georgia Institutions

2 Cover photo: Macon State elementary education major works with young student while student teaching. Photo by Sheron Smith, Macon State College

3 Table of Contents Map of USG Teacher Preparation Programs...i Executive Summary...1 Educator Recruitment and Preparation...2 Contributing to workforce needs...2 Production growth...3 Underrepresented populations...4 Preparation routes...4 Preparation routes for minorities...5 Preparation by subject areas...5 Math and science teacher production...7 Middle school concentrations...7 Recruitment efforts...8 Online program delivery...9 Teacher Retention Retention rates...10 Map of new teacher distribution...10 Teacher Retraining Endorsements and professional development...12 Customer Satisfaction Surveys Employer survey...13 Graduate survey...14 APPENDICES Appendix A: University System of Georgia teacher preparation institutions...15 Appendix B: Regents principles for the preparation and actions of teachers for the schools...17 Appendix C: Data profiles...18 Appendix D: Distribution of 2008 new USG-prepared teachers in 2009 Georgia classrooms...22 Appendix E: USG graduate and employer survey summary...24

4 USG Institutions with Teacher Preparation Programs Institutions with operating teacher preparation programs Albany State University Armstrong Atlantic State University Augusta State University Clayton State University College of Coastal Georgia * Columbus State University Dalton State College Fort Valley State University Gainesville State College Georgia College & State University Georgia Gwinnett College* Georgia Southern University Georgia Southwestern State University Georgia State University Gordon College Kennesaw State University Macon State College Middle Georgia College * North Georgia College & State University University of Georgia University of West Georgia Valdosta State University Dalton State College Dalton Kennesaw State University Kennesaw North Georgia College & State University Dahlonega Gainesville State College Gainesville Georgia Gwinnett College Lawrenceville Southern Polytechnic State University Marietta University of West Georgia Carrollton Gordon College Barnesville Columbus State University Columbus Georgia Southwestern State University Americus Georgia State University Atlanta Clayton State University Morrow Albany State University Albany Georgia College & State University Milledgeville Macon State College Macon Fort Valley State University Fort Valley Middle Georgia College Cochran University of Georgia Athens Augusta State University Augusta Georgia Southern University Statesboro Savannah State University Savannah Armstrong Atlantic State University Savannah College of Coastal Georgia Brunswick Institutions with programs under development Savannah State University Southern Polytechnic State University Valdosta State University Valdosta * Programs pending developmental approval by Georgia Professional Standards Commission i

5 Executive Summary In 2009, the Office of Educator Preparation, Innovation, and Research (EPIR) welcomed the challenge to lead USG institutions in meeting 80% of Georgia s need for high quality teachers by the year As has been the case across the state and nation, 2009 was a challenging year. Despite significant budget challenges and demanding accreditation and reporting requirements, USG institutions have demonstrated impressive gains through strong leadership, innovative collaborations, effective use of data for strategic planning, and growing partnerships with K-12 schools. Indicators used to measure progress include 1) the degree to which institutions are recruiting and producing new teachers, 2) the degree to which they are producing teachers who stay in the profession, and 3) the degree to which they support teacher professional development or additional endorsements. USG institutions embrace the potential of a statewide longitudinal data system which is being designed to provide a reliable and valid analysis of teacher effectiveness in Georgia s classrooms. USG institutions are consistently preparing teachers who have higher one- and two-year retention rates than their peers who were prepared at non-usg programs. Because these teachers stay longer, K-12 students benefit from increased teaching expertise. To this end, EPIR congratulates USG institutions for their hard work, commitment to excellence, and their conviction that all of Georgia s K-12 students deserve an effective teacher. This 2009 report presents evidence of this success. For example:.usg strategically added preparation programs at nine USG institutions in the last five years designed to serve specific regional needs for teachers..usg institutions demonstrated impressive increases of new, high quality teachers by 72% from 2002 to USG institutions are producing outstanding results in increasing the diversity of the teacher workforce, increasing the number of non-white teachers by 98% over the last five years..usg institutions diversified the type and manner of delivery for teacher preparation to appeal to a wider audience and attract more prospective teachers. Nearly 30% of all new USG teachers were prepared in a non-traditional, non-baccalaureate program in Though the number of teachers being prepared in math and science has remained steady over the last three years, USG institutions have focused and increased their attention on the number and types of strategies for recruiting, preparing, and supporting math and science students. USG institutions continue to provide licensing endorsements to teachers in high need areas. As many endorsements are in reading, USG teachers receiving this additional training are even better equipped to meet the literacy needs of our students. 1

6 Educator Recruitment and Preparation To meet the 20,000 by 2020 goal of providing 80% of Georgia s need for teachers by the year 2020, the Office of Educator Preparation, Innovation and Research (EPIR) has used three key strategies: Increase the number of USG teacher preparation programs Broaden the target market for new teachers Develop innovative delivery program These three strategies explicitly support educator preparation programs at USG institutions in order to gain increases in: The number of avenues available for Georgians who wish to become certified teachers; The number of newly prepared teachers; and, The number of new teachers from ethnically diverse groups, non-traditional students, and working professionals. USG teacher preparation programs contribute to Georgia s teacher workforce needs The Office of Educator Preparation, Innovation, and Research (EPIR) encouraged and supported increases in the number of institutions approved to prepare teachers in the USG system. As such, the number of teacher preparation programs has increased dramatically in recent years bringing to 24 (see map) the total number of USG institutions currently preparing or about to begin preparing teachers, with nine of those institutions developing programs since 2004: 2004: Dalton Sate College 2005: Georgia Gwinnett College and Macon State College 2006: Gainesville State College and Gordon College 2008: College of Coastal Georgia and Middle Georgia College In 2009, EPIR supported Savannah State College and Southern Polytechnic State College in exploring the potential of offering targeted teacher preparation programs on their campuses. The strategy is producing results--these institutions are contributing in meaningful ways to the number and quality of teachers prepared. For example, Gordon College produced 28 teachers with its first cohort of dually prepared Early Childhood/Special Education teachers, and Dalton College and Macon State each have shown increases in teacher production over the last two years. Dalton increased its teacher production from 59 to 87 (a 47% increase) and Macon from 49 to 84 (a 71% increase). EPIR will continue to support and leverage these new programs to ensure both the quantity and quality of their teachers. 2

7 USG teacher production continues to climb Across all teacher preparation programs, the USG system produced 4,573 teachers in 2009 a 72% increase since 2002 and an 8% increase over last year alone. 72% increase in 7 years Number of teachers produced Number of new teachers produced at USG institutions Five USG institutions, with long-standing highly respected teacher preparation programs, consistently continue to make large contributions to overall teacher production. Together, they prepared approximately 62% of the teachers from USG institutions as outlined below: Kennesaw State University teachers; Georgia State University teachers; University of Georgia teachers; University of West Georgia teachers; Georgia Southern University teachers; and Valdosta State University- 366 teachers. It is important to note that in addition to preparing teachers, USG institutions contribute to the larger educator workforce in Georgia by producing school professionals for other vital roles and for many specialty areas. Of the 24 institutions approved to prepare teachers, 11 prepare educational leaders for an initial certificate in leadership; 9 prepare school counselors; 7 prepare school media specialists; and, 5 prepare speech language pathologists. Of course, many USG institutions also produce graduates who work in non-certified positions. 3

8 Educator Recruitment and Preparation USG institutions attract underrepresented populations into teaching Georgia s schools have a great need for teachers of both genders from ethnically and professionally diverse groups. The production of minority teachers is rising at impressive rates. In fact, the number of non-white teachers produced has increased 98% since 2005, and in 2009 represented nearly 25% of all teachers, among the best in the nation. Further, the growth of minority teacher production has outpaced overall teacher production resulting in teachers who are more representative of the communities in which they live and work (see Appendix C for historical tables). 98% Number of new minority teachers produced at USG institutions USG institutions offer options for Georgians who want to teach Persons seeking their initial certificate for teaching now have a variety of options. The bar graph on the following page shows the percentage of teachers produced in each option. The traditional route to certification includes those students who want to seek a bachelor s degree while becoming a teacher. While students who want to teach elementary school or middle school or want to work with special populations get degrees in education, students who seek to teach high school subjects, such as English or mathematics, receive undergraduate degrees in their disciplinary major (e.g., mathematics) while concurrently obtaining the preparation they need to teach high school students. This route is the most popular and produces the most teachers in the state and the nation (approximately 70% of USG-prepared teachers). Recognizing the need for multiple options, many campuses offer non-traditional routes to certification for students who either want to seek a post-baccalaureate degree while becoming a teacher or work towards a nondegree option. The latter route is often selected by working professionals who want to become teachers without taking all of the courses necessary to receive a degree. These programs vary from institution to institution and are responsible for about 30% of USG s teacher production. 4

9 Traditional vs. non-traditional routes USG innovation is one key to increasing minority teachers As the USG creates more innovative options for preparing teachers, it is important to consider the fact that, while 30% of teachers, generally, complete non-traditional programs, 44% of non-white teachers completed a non-traditional program. Strategically, USG will continue to incubate and support creative thinking about nontraditional teacher preparation programs at USG institutions in an effort to continue attracting minorities to the teaching profession. Further, while eight institutions reported that 25% of their teachers were non-white (see Appendix C), the USG is committed to fostering collaboration among teacher preparation programs with strategies that have proven effective in recruiting and preparing minority teachers. USG institutions strive to meet diverse needs of schools across Georgia In order to meet the range of needs that schools and districts have across the state, USG institutions offer certification in a wide range of areas (e.g., biology or history) and/or at different levels (e.g., elementary versus middle school) and/or for different student populations (e.g., students with health impairments or with cognitive disabilities). age of teachers prepared in 2009 in six major areas 5

10 Educator Recruitment and Preparation The Birth through Five program offered at the University of Georgia certifies personnel to work with special needs children in the earliest years of life. These educators work in schools, hospitals, and a variety of other settings to help families and others work with their special needs child. These teachers represent 2% of new USG teachers in Just over one-third (37%) of teachers were prepared to teach students in grades kindergarten through five in a variety of subject areas. They also receive intensive training to teach students reading and literacy skills and to understand the important developmental needs of students at this age. Approximately 12% of teachers were prepared to provide instruction to students in grades 4-8 in two subject areas. Middle grades teachers are prepared to provide instruction in reading and also in two of four subject areas (English, mathematics, science, social studies). Approximately 13% of teachers were recommended for certification in special education, allowing a teacher to work with students in grades kindergarten through 12th grade who have special learning needs. In addition to any number of potential teaching assignments, these teachers also often provide the support needed in schools to modify instruction to meet the needs of individual students. Approximately 20% of students were recommended to teach in high schools. Of these, approximately half are certified to teach in the humanities, (e.g., English and history) and about 5% are certified in an area of business (e.g., economics and computer science). Partnerships at work: 4-year & 2-year institutions collaborate Clayton State University (CSU) recently established a partnership agreement with Atlanta Metropolitan College (AMC) to bridge the education program between the state university and the two-year college. The purpose is to provide a cohort of approximately 20 AMC students with access to upperdivision courses while enrolled during their final semester. The cohort will then transfer to CSU to complete the fouryear baccalaureate degree in middle level education. Currently, the partnership is designed to graduate mathematics and science teachers. Faculty members from the Department of Mathematics, Department of Natural Sciences, and Department of Teacher Education will participate. All middle level education students will have completed 900 field hours by the time they finish their program of study. All field hours are completed in schools located throughout our partnership districts (Clayton, DeKalb, Henry, Fayette, Fulton, Rockdale, and Spalding Counties) The balance of teachers (just under 20%) were prepared to teach in a P-12 area of certification, which is for teachers who teach subjects applicable for students in all grades (kindergarten through twelfth grade) such as physical education, art, and music. Of course, many USG institutions also produce teachers to work in specialty areas (such as agriculture) or with special student populations (such as those with learning disabilities and/or physical disabilities). For example, specialized programs exist at Valdosta State for teachers to meet the needs of students who are deaf or hearing impaired and at the University of Georgia for teachers of students with autism. 6

11 USG institutions hold gains in mathematics and science teacher production The number of teachers prepared to teach mathematics and scientific disciplines has remained steady since Approximately 3% of all USG teachers are prepared to teach a scientific discipline and about 15% to teach mathematics. Given the need for increased numbers of STEM teachers, the USG has become very intentional about identifying strategies to generate increases in these key areas. One major initiative is the USG STEM (Science, Technology, Engineering, and Mathematics) Initiative, which works, in part, to create the conditions necessary for students to succeed in STEM majors. Although the initiative is only in its second year, enrollment in the STEM majors at the eleven institutions that participate in the STEM Initiative has grown 11% since Increase in the number and success rates of students in these disciplines seeds the pipeline for future science and mathematics teachers. Partnerships at work: STEM education professional development At Georgia College and State University, STEM Partnership work has included the Science and Mathematics Alliance for Regional Teachers (SMART) Institute for teachers of science and math for the past five summers. The primary ownership for this program is in Arts & Sciences, in collaboration with the College of Education and Oconee RESA. Other promising developments include supporting the continuance and new development of online franchise programs, using Georgia on My Line, to certify math and science teachers at the secondary level. This includes one current program started in 2009 that is 100% online and combines the best expertise of five USG institutions in these areas. Students take courses online and are supervised for their clinical experiences by appropriate faculty at an institution closest to them. The institutions offering the online program include Columbus State University, Georgia Southern University, Kennesaw State University, University of West Georgia, and Valdosta State University. Middle school concentration areas Virtually all of USG educator preparation programs produce teachers for the middle grades, and of the 4,573 new teachers, 533 (or 7.6%) received training in middle grades education. While all middle school majors must have a reading concentration, they also must choose two additional concentration areas from language arts, social science, mathematics, or science. Of the 533 middle school teachers prepared by the USG, approximately 75% received certification in at least one area of math and/or science. age of middle school science and/or math vs. other certifications 7

12 Educator Recruitment and Preparation USG supports recruiting talented future teachers throughout the state Recruiting talented students into teaching as a profession is a critical priority. To that end, USG institutions: often support local future educator auxiliaries in local high schools (such as Future Educators of America) and actively work across disciplines to encourage faculty and advisors to recommend that outstanding students consider teaching as a viable career option as they work on completing their core curriculum. At the USG system office, the Office of Educator Preparation, Innovation, and Research (EPIR) fosters and supports these efforts. Examples of this support are listed below. Articulation agreements allow high school students to receive college credit toward a future degree related to teaching. For example, the Peach State Education Pathway is a program under the Georgia Department of Education s Career, Technical, and Agricultural division. Two of the pathways include Early Childhood and Teaching as a Profession. Through these pathways, students can get a head start on preparing for their career as a teacher. The USG STEM Initiative offered Academies for Future Teachers on six college campuses in summer The objective was to attract rising high school seniors into teaching and specifically into teaching math or science. The academies hosted 162 students (120 more students than in 2008). The Destination Teaching web site is a one-stop shop for Georgians who want more information about teaching. The web site was designed to attract and inform adult career changers who might consider teaching. In 2009, it received over one million hits and attracted 34,000 unique visitors. Of those visitors who contacted EPIR and submitted demographic information, 22% were male, 72% were over the age of 30, and were of diverse races. Ages of Destination Teaching visitors in percentages Ethnicity of Destination Teaching visitors in percentages 8

13 Partnerships at work: GOML Masters of Arts in Teaching The Master of Arts in Teaching (MAT) with Teacher Certification Options in Mathematics, Biology, Chemistry, Physics, and Earth/Space Science at the Secondary Level is collaboratively offered by five USG institutions: Columbus State University, Georgia Southern University, Kennesaw State University, University of West Georgia, and Valdosta State University through the innovative use of technology--specifically Georgia ONmyLINE. The degree combines online coursework with practicum experiences in middle and high schools and leads to initial certification at the T-5 level. Certification will be at the secondary level (grades 6-12) in mathematics education or in the specific area of science selected. This program targets career changers who are interested in entering the teaching profession and who possess the prerequisite educational background in science, technology, engineering, mathematics, or a related field. Innovations in program delivery GeorgiaONmyLINE provides access to a full array of online and distance education offerings from the 35 colleges and universities in the University System of Georgia. Collaborative programs have been developed specifically for teacher preparation. Enrollment rates with an increase of 1,558% clearly demonstrate the demand for this innovative approach to teacher preparation. Collaborative online teacher preparation programs through GeorgiaONmyLINE target potential and experienced teachers for high need subject areas, including the following: Math Sciences Language and Literacy Education English for Speakers of Other Language (ESOL) Program enrollment numbers Special Education 0 Spring 2008 Summer 2008 Fall 2008 Spring 2009 Summer 2009 Fall 2009 Course enrollment through GeorgiaONmyLINE USG Teacher Preparation and Certification Programs offered through GeorgiaONmyLINE 9

14 Teacher Retention Educators often refer to the problem of teacher workforce shortages as the leaky bucket. Thus, no matter how many teachers are prepared each year, if teachers leave the profession too quickly (within the first two years), schools will face a deficit of teachers to fill positions. To that end, USG s success with retention is also a success for the state economy, for schools, and for teachers and their students. USG institutions prepare educators who are more likely to stay in the profession. A second strategy for enabling the USG to meet 80% of the state s need for teachers by 2020 is to ensure that these teachers have staying power. To do this, USG programs must prepare teachers that are not only equipped with the content knowledge they need, but the instructional toolkit to reach all types of learners and the professional abilities necessary to be successful in any workplace. Legend Distribution of new 2008 USG-prepared teachers who were teaching in Georgia s public schools in AY 2009 Partnerships at work: Professional development High retention rates for teachers require teachers who are well prepared to enter the classroom and who received professional support and continued training while in the classroom. In the fall of 2009, Clark County School District opened a new elementary school, J.J. Harris Elementary, as a Professional Development School (PDS) in collaboration with the UGA College of Education. Using the model that has been adopted by both NCATE and the National Association of Professional Development Schools, the J.J. Harris PDS is focused on improving the education of children by improving the preparation of new teachers, providing support to practicing teachers and encouraging joint inquiry projects. 10

15 School districts throughout the state hire USG-prepared teachers with the intention of retaining these teachers in their classrooms. They understand that it is more expensive to train a new teacher than to retain an existing teacher. A high quality teacher requires resources during their first two years. These resources may include professional development about the specific district s curriculum, assessment practices, or student policies. The map on the preceding page illustrates where USG teachers, prepared during the academic year, were employed. Virtually every district in Georgia hired a teacher from a USG educator preparation program. The one year retention rates for USG-prepared teachers in Georgia s public schools are impressive around 95%. Compare this to the national average: only 83% remained after the first year, and of those without any previous full-time teaching experience, approximately on 66% remained in the profession. Throughout the first two years, the quality of a teacher s preparation affects his or her ability to cope and, subsequently, develop into a seasoned professional. In the second year of teaching, USG prepared teachers continue to outperform their non-usg counterparts. Of teachers who were recommended for certification at the end of the academic year and began teaching during the year, approximately 89% were still teaching two years later. One and Two Year Reten.on Rates in ages 2005 completers 2005 completers 2006 completers 2006 completers 2007 completers 1 year retention 2 year retention 1 year retention 2 year retention 1 year retention Albany State University Armstrong Atlantic State University Augusta State University Clayton State University Columbus State University Dalton State College NEW PROGRAMS NO DATA Fort Valley State University Georgia College & State University Georgia Southern University Georgia Southwestern State University Georgia State University Gordon College NEW PROGRAMS NO DATA Kennesaw State University Macon State College NEW PROGRAMS NO DATA North Georgia College & State University University of Georgia University of West Georgia Valdosta State University All USG Institutions* Retention rate percentages for USG-prepared teachers 11

16 Educator Retraining In order for USG to meet 80% of the state s need for teachers by 2020, not only must we recruit and prepare new teachers, as well as produce teachers who stay in the profession, we also must support teachers who want development and training. Whether it is professional development or the addition of other certification areas and/or endorsements, USG and its institutions must support Georgia s teachers who seek to improve their teaching or expand the number of areas in which they are certified to teach. USG institutions support professional development Schools and districts use a variety of sources to provide professional development for their teachers; however, one of the most oft called upon resources is faculty and administrators from USG educator preparation programs. Because close relationships exist between teacher preparation programs and schools, principals who need expertise on best practices in algebra instruction, for example, often call on a faculty member with whom they have a good relationship and from whom they have hired quality teacher preparation students. USG institutions help teachers gain endorsements USG institutions help educators obtain retraining and expansion of content area expertise through providing the coursework and clinical experiences necessary to receive additional endorsements. For example, in 2009, 918 teachers completed endorsements in a variety of areas with reading endorsements being the most frequently sought (35%). It is important to note that in 2009, endorsements in leadership were eliminated as part of a statewide effort to increase the quality of school leaders. The Education Specialist degree is now the entry degree for the leadership certificate. (K-5) 12 Subject areas for endorsements in 2009

17 Customer Satisfaction USG is an active participant in the development of a statewide P-20 longitudinal data system which will ensure valid and reliable means of tracking teachers from their point of preparation into the classroom and will, in turn, provide appropriate measures of their effectiveness with student achievement. Until such data are available, the system and campuses rely on the best proxy data available, namely input from the employers and the new teachers themselves. USG institutions receive excellent marks from school principals and from graduates USG institutions are committed to quality as a poor teacher can have disastrous consequences for student achievement. Thus, EPIR leads in the development, analysis, and dissemination of two surveys each year: one of employers and one of graduates. Employers are largely principals in Georgia s public schools, and graduates are those who completed the program in the previous academic year. Overall, these two groups of stakeholders hold USG programs and their graduates in high regard. Highlights of 2009 USG employer survey Principals responded to questions about a particular teacher or teachers in their school and rated each teacher. The rating indicated the degree to which the principal agreed with statements about the teacher s abilities in six categories: (1) Content and Curriculum; (2) Knowledge of Students, Teaching, and Learning; (3) Learning Environments; (4) Classroom, Program, and School-Wide Assessment; (5) Planning and Instruction; and (6) Professionalism. In AY 2009, 413 principals responded to survey questions for 778 of their teachers, which is up from 458 last year. The overall response rate was 32.7%. Across 28 indicators of teacher abilities, principals were overwhelmingly in agreement that USG prepared teachers were able to perform key functions necessary for effective teaching. The overall range of agreement to survey items was 82% to 100%. (Appendix E) Principals agreed 97% of the time that the USG-prepared teacher was able to demonstrate broad, current, and specialized knowledge in their field. Further, 95% indicated the USG-prepared teacher was able to integrate technology and other multimedia resources appropriately to maximize learning opportunities for all students. 98.8% of principals responded they would hire teachers from USG educator preparation programs. CONTENT AND CURRICULUM Agreement Disagreement Demonstrate broad, current, and specialized knowledge in my field(s) Understand and use content and pedagogical knowledge that is appropriate for diverse learners. Interpret and construct school, district, and programmatic curricula that reflect state and national content area standards. Employer perceptions of content and curriculum knowledge of USG-prepared teachers 13

18 Customer Satisfaction Highlights of 2009 USG graduate survey Graduates also rated their USG educator preparation programs highly. There were 684 graduates who responded to the survey for a response rate of 22%. These respondents rated the quality of their program across 33 items in the same six categories as noted above. Additional questions for graduates assess aspects such as their ability to stay current in their field or support literacy development in their students. On 30 items, graduates agreed more than 90% of the time that they felt their USG preparation program adequately prepared them to perform key functions necessary for effective teaching. The overall range of agreement to survey items was 82% to 100% (Appendix E). Nearly 100% of graduates felt they were able to demonstrate broad, current, and specialized knowledge in their field. 98% felt they were prepared to relate their field to other areas of the school and to everyday life. 94.2% of teachers would recommend their USG educator preparation program to their peers. KNOWLEDGE OF STUDENTS, TEACHING AND LEARNING Agreement Disagreement 1. I hold high expectations for all because I believe that everyone can learn at high levels. 2. I demonstrate an understanding of how students develop and learn I am confident in my ability to work with students identified as needing special education services. 4. I communicate effectively with students from diverse cultural backgrounds I use the best professional practices to meet the needs of diverse learners I understand how factors inside and outside of school may influence students lives and learning I establish respectful and productive relationships with families and communities to support student learning USG graduate perceptions of knowledge of students, teaching and learning Agreement between the two groups clearly speaks to the quality of USG educator preparation programs. Across items that were common to both surveys, employers and graduates were consistently within 5% percentage points of one another. Thus, 99% of teacher respondents felt they were prepared to understand how students develop and learn, and 95% of employers agreed that their teachers had that ability, as well. Conclusion University System of Georgia institutions continue to make great strides in improving the quality and number of teachers prepared for Georgia schools. The USG remains committed to innovating, leveraging and evaluating the power of the system in ensuring the preparation of highly effective teachers. Working collaboratively with other state agencies, the USG remains committed to a policy environment that fosters innovation and ensures quality. 14

19 Appendix A - USG Educator Preparation Institutions * Albany State University 504 College Drive Albany, GA Wilburn Campbell Armstrong Atlantic State University Abercorn Street Savannah, GA Patricia Wachholz Augusta State University 2500 Walton Way Augusta, GA Gordon Eisenman Clayton State University 2000 Clayton State Boulevard Morrow, GA Carla Monroe *College of Coastal Georgia 3700 Altama Avenue Brunswick, GA Kent Layton Columbus State University 4225 University Avenue Columbus, GA David Rock Dalton State College 650 College Drive Dalton, GA Merry Lue Boggs Fort Valley State University 1005 State University Drive Fort Valley, GA Judy Carter Gainesville State College P.O. Box 1358 Gainesville, GA Maryellen Cosgrove Georgia College & State University PO Box 23 Milledgeville, GA Linda Irwin-Devitis *Georgia Gwinnett College 1000 University Center Lane Lawrenceville, GA Cathy Moore Georgia Southern University PO Box 8055 Statesboro, GA Stephanie Kenney, Interim * Includes those programs that are new or are under development 15

20 Appendix A - USG Educator Preparation Institutions * Georgia Southwestern State University 800 Georgia Southwestern State Univ. Drive Americus, GA Lettie Watford Georgia State University PO Box 3965 Atlanta, GA Randy Kamphaus Gordon College 419 College Drive Barnesville, GA Sheryl O Sullivan Kennesaw State University 1000 Chastain Road Kennesaw, GA Arlinda J. Eaton Macon State College 100 College Station Drive Macon, GA Pamela Bedwell *Middle Georgia College 1100 Second Street, SE Cochran, GA Brenda Shuman-Riley North Georgia College & State University 82 College Circle Dahlonega, GA Bob Michael *Savannah State University 3219 College Avenue Savannah, GA Mary Wyatt *Southern Polytechnic State University 1100 South Marietta Parkway Marietta, GA Alan Gaberilli Arts & Science Dean University of Georgia G-3 Aderhold Hall Athens, GA Andy Horne University of West Georgia 1601 Maple Street Carrollton, GA Kim Metcalf Valdosta State University 1500 North Patterson Street Valdosta, GA Phil Gunter

21 Appendix B - Regents Principles and Actions for the Preparation of Teachers for the Schools 1 Principle # 1: All institutions will meet National Council for the Accreditation of Teacher Education (NCATE) Standards at the acceptable level. Principle # 2: The University System will guarantee the quality of any teacher it prepares. Principle # 3: University System institutions that prepare teachers will implement aggressive recruitment, retention, progression, completion, and induction policies to increase the numbers, to expand the diversity of candidates, and to balance supply and demand. Principle #4: University System institutions that prepare teachers will develop and implement innovative teacher preparation programs to respond to state need and to contribute to increased student learning and achievement in Georgia s public schools. Principle #5: Within the University System of Georgia, the Master of Arts in Teaching (MAT) Degree will be a program that leads to initial teacher certification (Because program completion results in a master s degree, certification will be awarded by the Professional Standards Commission (PSC) at level 5.) Principle #6: Graduate programs for teachers who are already certified will focus on both strengthening their content knowledge and on deepening their understanding of teaching and learning. (Following degree completion, PSC will award certification at level 5.) Principle # 7: University System institutions that prepare teachers will support and reward all faculty who participate significantly in approved efforts in teacher preparation and school improvement through decisions in promotion and tenure, pre-tenure and post-tenure review, annual review and merit pay, workload, recognition, allocation of resources, and other rewards. Principle # 8: The University System will continually assess the impact of the Principles and Actions for the Preparation of Teachers for the Schools to determine whether successful implementation contributes significantly to desired changes in preparation programs, to school improvement, and to increased student learning and achievement in Georgia. 1 Revised in

22 Appendix C - Data Profiles Table C-1. Teacher Production by Institution Institutional Name Undergraduate Initial Graduate Initial Post-baccalaureate Initial Albany State University Armstrong Atlantic State University Augusta State University Clayton State University Columbus State University Dalton State College Fort Valley State University Georgia College & State University Georgia Southern University Georgia Southwestern State University Georgia State University Gordon College Kennesaw State University Macon State College North Georgia College & State University University of Georgia University of West Georgia Valdosta State University All USG Institutions Total number of Teachers is 4573 Table C-2. Teacher Production by Preparation Route by Institution Non-Traditional Institution Name Traditional Route Route Armstrong Atlantic State University Augusta State University Clayton State University 50 0 Columbus State University Dalton State College 85 2 Fort Valley State University 4 0 Georgia College & State University Georgia Southern University Georgia Southwestern State University 87 7 Georgia State University Gordon College 28 0 Kennesaw State University Macon State College 84 0 North Georgia College & State University University of Georgia University of West Georgia Valdosta State University All USG Institutions Total number of teachers is

23 Table C-3. Teacher Production by Minority Status by Institution % of total teachers produced Institution Name Albany State University Armstrong Atlantic State University Augusta State University Clayton State University Columbus State University Dalton State College New Program Fort Valley State University Georgia College & State University Georgia Southern University Georgia Southwestern State University Georgia State University Gordon College New Program 10.7 Kennesaw State University Macon State College New Program North Georgia College & State University University of Georgia University of West Georgia Valdosta State University All USG Institutions Table C-4. Teacher Production by Minority Status by Institution # of Minority Teachers Produced Albany State University Armstrong Atlantic State University Augusta State University Clayton State University Columbus State University Dalton State College New Program 4 3 Fort Valley State University Georgia College & State University Georgia Southern University Georgia Southwestern State University Georgia State University Gordon College New Program 4 Kennesaw State University Macon State College New Program 7 17 North Georgia College & State University University of Georgia University of West Georgia Valdosta State University All USG Institutions

24 Appendix C - Data Profiles Table C-5. Middle Grades Production by Institution Institution Name Total Production Math Science Only* Albany State University 20 9 Armstrong Atlantic State University Augusta State University Clayton State University Columbus State University Dalton State College No program Fort Valley State University 2 2 Georgia College & State University Georgia Southern University Georgia Southwestern State University Georgia State University Gordon College No program Kennesaw State University Macon State College No program North Georgia College & State University University of Georgia University of West Georgia Valdosta State University All USG Institutions *teacher has a concentration in at least one math or science area. 20

25 Table C-6. Retention Rates by Institution Institution Name year 2 year 1 year 2 year 1 year Albany State University Armstrong Atlantic State University Augusta State University Clayton State University Columbus State University Dalton State College Program too new Fort Valley State University Georgia College & State University Georgia Southern University Georgia Southwestern State University Georgia State University Gordon College Program too new Kennesaw State University Macon State College Program too new North Georgia College & State University University of Georgia University of West Georgia Valdosta State University All USG Institutions Table C-7. USG System Retention Rates 1 year 2 year 3 year Graduates Graduates Graduates Table C-8. Retention of Non-USG Teachers Retention Total Non-USG Teachers Hired after 1 year After 2 years 1-year rate 2-year rate Hired in the Hired in the Hired in the

26 Appendix D - New Teacher Distribution in 2009 Georgia classrooms System Number of USG Graduates System Number of USG Graduates Appling County 4 Atkinson County 6 Atlanta Public Schools 59 Bacon County 5 Baker County 1 Baldwin County 17 Banks County 5 Barrow County 48 Bartow County 29 Ben Hill County 6 Berrien County 12 Bibb County 27 Bleckley County 2 Brantley County 7 Bremen City 3 Brooks County 12 Bryan County 20 Buford City 7 Bulloch County 36 Burke County 28 Butts County 6 Calhoun City 4 Calhoun County 1 Camden County 15 Candler County 9 Carroll County 51 Carrollton City 8 Cartersville City 6 Catoosa County 2 Charlton County 4 Chatham County 93 Chattahoochee County 1 Chattooga County 4 Cherokee County 69 Chickamauga City 0 Clarke County 37 Clay County 0 Clayton County 58 Clinch County 6 Cobb County 215 Coffee County 19 Colquitt County 12 Columbia County 52 Commerce City 4 Cook County 6 22 Coweta County 34 Crawford County 2 Crisp County 12 Dade County 0 Dalton City 8 Dawson County 13 Decatur City 2 Decatur County 8 DeKalb County 85 Dodge County 4 Dooly County 1 Dougherty County 31 Douglas County 78 Dublin City 10 Early County 3 Echols County 0 Effingham County 36 Elbert County 0 Emanuel County 11 Evans County 9 Fannin County 3 Fayette County 14 Floyd County 11 Forsyth County 54 Franklin County 3 Fulton County 185 Gainesville City 10 Gilmer County 10 Glascock County 0 Glynn County 26 Gordon County 15 Grady County 4 Greene County 3 Gwinnett County 220 Habersham County 5 Hall County 53 Hancock County 3 Haralson County 10 Harris County 12 Hart County 3 Heard County 5 Henry County 43 Houston County 57 Irwin County 3 Jackson County 24 Jasper County 3

27 System Number of USG Graduates System Number of USG Graduates Jeff Davis County 6 Jefferson City 4 Jefferson County 13 Jenkins County 0 Johnson County 4 Jones County 14 Lamar County 4 Lanier County 9 Laurens County 8 Lee County 10 Liberty County 24 Lincoln County 2 Long County 5 Lowndes County 15 Lumpkin County 13 Macon County 7 Madison County 11 Marietta City 25 Marion County 0 McDuffie County 9 McIntosh County 11 Meriwether County 8 Miller County 1 Mitchell County 5 Monroe County 0 Montgomery County 2 Morgan County 4 Murray County 14 Muscogee County 89 Newton County 26 Oconee County 7 Oglethorpe County 6 Paulding County 76 Peach County 7 Pelham City 3 Pickens County 7 Pierce County 4 Pike County 3 Polk County 9 Pulaski County 4 Putnam County 6 Quitman County 0 Rabun County 1 Randolph County 2 Richmond County 73 Rockdale County 26 Rome City 3 Schley County 6 Screven County 4 Seminole County 2 Social Circle City 4 Spalding County 11 Stephens County 4 Stewart County 0 Sumter County 19 Talbot County 2 Taliaferro County 1 Tattnall County 2 Taylor County 4 Telfair County 2 Terrell County 2 Thomas County 9 Thomasville City (Thomaston- Upson County) 11 Tift County 26 Toombs County 8 Towns County 3 Treutlen County 1 Trion City 2 Troup County 17 Turner County 11 Twiggs County 0 Union County 1 Upson County 0 Valdosta City 37 Vidalia City 4 Walker County 10 Walton County 12 Ware County 20 Warren County 5 Washington County 1 Wayne County 17 Webster County 2 Wheeler County 1 White County 8 Whitfield County 28 Wilcox County 0 Wilkes County 4 Wilkinson County 2 Worth County 10 23

28 Appendix E - Customer Service Surveys Report on Employer s Perceptions of the USG-Prepared Teachers One Year After Teaching in a Georgia Public School Introduction The purpose of the USG Employer Survey is to provide education faculty and administrators with meaningful feedback from recent employers of program graduates that will be useful in improving future teacher preparation programs across the University System of Georgia. As the first survey of employers of new USG-prepared teachers to be conducted both system-wide and in an electronic format, the Office of Educator Preparation, Innovation, and Research (EPIR) utilized new online survey technology to both centralize and standardize the approach used by institutions to collect, review, and report information about the teacher preparation experiences of recent graduates. The USG Employer Survey The Employer Survey consisted of 32 items (29 fixed and 3 open-ended items) grouped into six survey categories or components associated with the delivery of an effective teacher preparation program: 1. Content and Curriculum; 2. Knowledge of Students, Teaching, and Learning; 3. Learning Environments; 4. Classroom, Program and School-Wide Assessment; 5. Planning and Instruction; and 6. Professionalism. Respondents were asked to use a four point scale (e.g., Strongly Agree, Agree, Disagree, Strongly Disagree) to indicate the extent of agreement to a set of statements in each survey category. Open-ended items asked respondents to indicate the strengths of their employees respective program, offer suggestions, insights, and other comments that would facilitate overall program improvement. Response Rates A total of 413 employers responded to the survey, evaluating 778 teachers, for an overall response rate of 32.7%. Survey Findings Based on the results of the USG Employer Survey of 2009 graduates, the employers of USG-prepared teachers were extremely positive about teachers first year of teaching, consistently giving high marks to the institutions that prepared them to be a teacher. Respondents rated all 29 fixed survey items extremely positive. Overall Range of Agreement to Survey Items: 82% to 100% 98.8% of respondents would hire other educational professionals from the USG institution attended by the teacher, 1.2% would not. Number of Range of Survey Categories Items Agreement 1. Content and Curriculum 3 95% to 97% 2. Knowledge of Students, Teaching and Learning 7 93% to 95% 3. Learning Environments 4 93% to 95% 4. Classroom, Program and School-Wide Assessment 3 95% to 97% 5. Planning and Instruction 4 93% to 97% 6. Professionalism 8 87% to 97%

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