JULY 2014 Bumpy Path Ito a Professio: What Califoria s Begiig Teachers Experiece Julia E. Koppich, J. Koppich & Associates Daiel C. Humphrey, SRI Iteratioal Policy Brief 14-2 Julia E. Koppich is Presidet of J. Koppich & Associates, a Sa Fraciscobased educatio cosultig firm. Her work focuses o educatio policy ad teacher effectiveess ad o public sector labor-maagemet relatios. Daiel C. Humphrey is a Seior Researcher at SRI Iteratioal s Educatio Divisio. His work focuses o state ad federal educatio policy ad its implicatios for teachig quality ad teacher developmet. Dr. Humphrey is a former teacher ad pricipal. Itroductio Califoria has log bee proud of its begiig teacher policies, but these policies curretly fail to achieve their stated goals. This policy brief describes a recet study of Califoria s policies o iductio, evaluatio, clear credetialig ad teure for its begiig teachers. 1 Through extesive iterviews ad a examiatio of existig documets ad state databases, we foud that Califoria s policy system fails to recogize the realities facig the majority of the state s begiig teachers. How teachers begi their careers the stadards they must meet to ear the right to teach ad cotiue teachig, ad the ature of early career supports ad the appraisal of practice is shaped largely by state policy eacted at the local level. State policy aticipates that aspirig teachers follow a uiform, multistep path ito the professio. It assumes they will complete a preparatio program ad ear a prelimiary credetial, take a teachig job ad be assiged probatioary status, complete a two-year iductio program (the Begiig Teacher Support ad Assessmet System, or BTSA), ear a Clear Credetial, ad receive teure 2 followig two years of satisfactory evaluatios. Developed primarily Executive Summary I Califoria as elsewhere, state policy aticipates that aspirig teachers will follow a uiform, multistep path ito the professio. It assumes they will complete a preparatio program ad ear a prelimiary credetial, take a teachig job ad be assiged probatioary status, complete a two-year iductio program (the Begiig Teacher Support ad Assessmet System, or BTSA), ear a Clear Credetial, ad receive teure followig two years of satisfactory evaluatios. Developed primarily durig the 1990s ad early 2000s, Califoria s policies for begiig teachers were desiged to ehace early career practice, reduce attritio ad icrease effectiveess. I this study Julia Koppich ad Da Humphrey preset fidigs from their recet study of Califoria s policies o iductio, evaluatio, clear credetialig ad teure for the state s begiig teachers. Their work shows that Califoria s policy system fails to recogize the realities facig the majority of the state s begiig teachers, who must follow a much loger, bumpier ad more circuitous path ito the teachig professio tha state policymakers curretly recogize.
P O L I C Y B R I E F durig the 1990s ad early 2000s, Califoria s policies for begiig teachers were desiged to ehace early career practice, reduce attritio ad icrease effectiveess. We begi with a summary descriptio of our study methods ad the describe the origis ad challeges of each early career policy iductio, evaluatio, clear credetialig ad teure. Next, we examie a largely igored reality of begiig teachig i Califoria temporary status ad how the policy system fails to serve this largely eglected portio of begiig teachers. Fially, we preset coclusios ad recommedatios derived from our fidigs. Gatherig the Data To begi the study, our research team coducted a detailed review of the relevat state policies, from their historical developmet ad evolutio to their curret status. We examied the writte record, iterviewed state educatio leaders who were ivolved i craftig the policies, ad examied relevat state databases. To gather o-the-groud data, we coducted eight case studies i a purposefully selected sample of six Califoria school districts, oe cosortium of districts, ad oe charter maagemet orgaizatio. The study sites represeted a diverse rage of sizes ad geographic, demographic, fiscal, ad labor market coditios. We iterviewed begiig teachers, BTSA support providers, pricipals, ad district ad uio officials to gai a uderstadig of their experieces with the policies beig studied. Additioally, three of the case study sites ad their local uios provided access to redacted evaluatio files of begiig teachers for deeper review. Oe district also provided us with redacted BTSA files. We systematically reviewed the cotets of each file ad used a researcher-developed rubric to record couts of the evaluatio results. BTSA ad Clear Credetialig Califoria made history i 1998 whe the state passed legislatio that evetually required begiig teachers to participate i two years of iductio to ear a Clear Credetial, a full licese to teach. Califoria s BTSA, desiged for teachers i their first two years of teachig, was meat to stregthe the foudatio for effective teachig ad icrease the likelihood that ew teachers would remai i the professio. Each teacher i BTSA works with a experieced teacher, called a support provider, who helps the ovice move through specified activities desiged to promote professioal growth ad developmet. Our results show this BTSA support provider to be a highlight of the program. Teachers ad admiistrators at all study sites voiced strog backig for support providers. As oe iterviewee oted, The support provider is key to begiig teachers experiece. New teachers could t survive without their support provider. At the same time, our study ucovered a variety of challeges associated with BTSA. Flex Fudig ad Ueve Implemetatio Util 2008-09 BTSA was fuded as a state categorical program. I 2009 the program became part of the state s flex fudig. Districts could reallocate formerly targeted BTSA dollars as they saw fit. Teachers were still required to complete BTSA to ear a Clear Credetial, but districts were o loger obligated to fud it. The sites i our study dealt i various ways with flexible BTSA fudig. Some took steps to esure the iductio program would remai comprehesive ad effective. District officials i the rural couties we studied, for example, reported that they maitaied cosortia of districts to provide a comprehesive BTSA program for their ew teachers. Oe of the o-rural study sites also created a BTSA cosortium with six other local districts ad six private schools. The private schools receive BTSA support o a fee-for-service basis ad geerate added reveue for the lead cosortium district. Other sites i our study chose a differet approach to flex fudig ad made resource allocatio decisios that resulted i dimiished BTSA programs ad reduced services for begiig teachers. Some districts decreased the umber of support providers ad icreased the caseloads of those that remaied. This reallocatio udermied the most valued part of the programs. Oe district had a waitig list of probatioary teachers tryig to 2 Bumpy Path Ito a Professio: What Califoria s Begiig Teachers Experiece
gai access to BTSA. Aother district all but dismatled its BTSA program ad is ow tryig to build it back usig extramural fuds. Still other districts completely shut dow their BTSA programs ad referred their begiig teachers to earby programs at the couty office of educatio or i eighborig school districts. Some begiig teachers reported that they had to pay for the cost of the program out of their ow pockets. It is ot yet clear how the state s ew Local Cotrol Fudig Formula will impact BTSA fudig. What is clear is that, give the choice, some districts will sacrifice providig iductio support to begiig teachers for other priorities. Curriculum Duplicatio ad Burdesome Paperwork May begiig teachers we iterviewed reported that BTSA curriculum duplicates portios of their recetly completed teacher preparatio programs. Perhaps this is ot surprisig. The state s Commissio o Teacher Credetialig (CTC) sets the stadards for teacher preparatio ad BTSA. Both programs are structured aroud the Califoria Stadards for the Teachig Professio (CSTPs). But iterviews suggest that the repetitio iheret i BTSA curriculum presets a dilemma for begiig teachers. They are figuratively ruig flat out, tryig to lear how to avigate a school, maage a classroom ad teach their studets. Repeatig pedagogical groud they recetly covered adds to their workload but ot, say may iterviewees, to their professioal learig. A umber of begiig teachers we iterviewed also told us that BTSA paperwork requiremets ofte are burdesome ad take time away from their plaig ad preparatio for teachig. Support providers echoed this view. As oe said, Hoestly, I feel bad about all the paperwork. Is it really helpig them to be better teachers or is it just addig more stress? Some districts i our study have developed work-arouds to maage the paperwork load ad free up time for begiig teachers to focus o their teachig. I several of them, support providers completed the paperwork for their begiig teachers. Timig Ofte Out of Syc BTSA was iteded as a support program for first- ad secod-year teachers. Sometimes, however, BTSA timig is off. This is perhaps the biggest challege to a effective BTSA program. As previously oted, ot all first- ad secod-year teachers have access to BTSA support. At some study sites, teachers classified as temporary ad this ca be a sigificat umber of begiig teachers are ieligible to participate i BTSA. Teachers hired after the state s October 30 cout date also are ot eligible for BTSA util the followig year. The BTSA timig problem is magified by clear credetialig policy. Whe BTSA became a requiremet for a Clear Credetial, the time period for begiig teachers to complete the required iductio program was exteded to five years from two. A program iteded for the iitial years of teachig became a requiremet that could be completed over a substatially loger period of time, ofte after begiig teachers had developed their habits of teachig. Thus, we foud that may begiig teachers view BTSA as burdesome ad opt to postpoe its completio as log as possible. As a result, some of our study sites viewed BTSA primarily as a hoop for teachers to jump through to ear their Clear Credetial. A admiistrator at oe of these sites referred to BTSA as box checkig for a Clear Credetial. Our review of BTSA files from oe district cofirmed that begiig teachers had to complete hudreds of pages of paperwork, much of which appeared to be more about compliace tha a opportuity to reflect o teachig practice. Likig BTSA ad clear credetialig has resulted i uiteded cosequeces. I the majority of our study sites, as the time to complete BTSA was legtheed the coectio betwee BTSA ad efficacious early career support became more teuous. Evaluatig Begiig Teachers Califoria s teacher evaluatio framework dates from the 1971 Stull Act. The Act set expectatios for teacher evaluatios but left the specific evaluatio procedures to local districts ad their uios. Probatioary teachers must be evaluated aually, permaet Bumpy Path Ito a Professio: What Califoria s Begiig Teachers Experiece 3
P O L I C Y B R I E F teachers every other year. Those with more tha 10 years of successful teachig experiece may be evaluated every five years. Most Califoria districts use a evaluatio sequece that has ot chaged i decades: prelimiary teacher-evaluator coferece, classroom observatio, ad post-observatio coferece. Evaluatio Systems Uhelpful Begiig teachers ca beefit from comprehesive evaluatios that iclude multiple cycles of feedback, support, ad appraisal. Give that these teachers ofte have the toughest teachig assigmets i the most challegig schools, evaluatios desiged to improve practice are critical to esurig begiig teachers serve their studets well. Begiig teachers we iterviewed said they eed help i establishig classroom routies, wat ideas for egagig lessos, ad eed assistace uderstadig why a lesso worked or did ot. 3 Yet both begiig teachers ad their pricipals reported that curret evaluatio systems are largely uhelpful i diagosig what teachers eed or desigig support for them. 4 Moreover, begiig teachers reported that the quality of their evaluatio depeds early etirely o the skill ad commitmet of their evaluator, typically the pricipal. As oe begiig teacher said, It all depeds o who you get. Some admiistrators are good ad others are t. Pricipals reported that they aspire to provide support ad coduct thorough evaluatios. The demads of their job, however, ofte make it impossible to do so. As oe elemetary school pricipal told us, I am it at my school. There s o [Assistat Pricipal]. I ca t be i classrooms eough to get a really good picture of what goes o every day. I additio, our iterviews with pricipals revealed that they have o commo uderstadig of the optimum umber of teachers they ca effectively evaluate. For example, oe pricipal told us he could easily evaluate more tha 20 teachers, while aother told us that completig 15 teacher evaluatios was too may to guaratee a thorough job. Thorough evaluatio is importat, because begiig teachers evaluatios are meat to iform teure decisios. Admiistrators reported, however, that most evaluatios lack the rigor to serve as a adequate basis for makig this critical persoel judgmet. I order more completely to uderstad the scope ad breadth of begiig teachers evaluatios, we examied a selectio of evaluatio files. 5 Our review of the files was both disappoitig ad cofirmig. The files cotaied little documetatio of teacher performace what the teacher did well or poorly ad almost o guidace about how the teacher could improve. Lookig across the 41 files, we foud some variatio i the quality of the reports, depedig o the time ad effort the evaluator committed to the task. That variatio was as great withi districts as it was across districts. As begiig teachers told us, it all depeds o the pricipal. Evaluatio Systems Do Not Distiguish Betwee More ad Less Effective Teachers Amog the evaluatio files we examied, the vast majority of begiig teachers well over 80 percet received all positive ratigs. The evaluatios of the other 20 percet of begiig teachers idetified just oe or two aspects of their performace that could be improved. Pricipals foud o begiig teacher whose file we examied to be usatisfactory or uable to meet performace stadards i ay areas of the CSTP. Missed Opportuities to Make Evaluatio Systems More Effective I additio to the formal evaluatio sequece, most study districts have a set of practices desiged to assess begiig teacher performace. Typically these activities take the form of walk-throughs, brief, usually uaouced classroom visits by pricipals that supplemet formal evaluatio observatios. Aother source of credible data o begiig teacher practice resides with BTSA support providers. Curretly, BTSA regulatios preclude support providers from sharig their kowledge of begiig teachers practice with pricipals. This is what is kow as the BTSA firewall. To be sure, blurrig the lies betwee support ad evaluatio remais the subject of cosiderable debate. Nevertheless, we foud the lies of commuicatio to 4 Bumpy Path Ito a Professio: What Califoria s Begiig Teachers Experiece
be rather porous, especially i cases i which the pricipal ad support provider had established trust ad a mutual commitmet to improvig begiig teacher effectiveess. I these cases, iformally meshig support ad evaluatio appeared to beefit the teachers ivolved ad improve the geeral professioal climate of the school. 6 Our results strogly suggest that begiig teachers are ot well served by the curret evaluatio system. There was broad agreemet amog the district leaders, pricipals ad teachers we iterviewed that begiig teachers received either adequate support or evaluatios that advaced their teachig practice. At the heart of the matter is the way evaluatio is defied. I most districts, evaluatio practice ad iteded purposes are ot cogruet. Despite uiversal aspiratios for a evaluatio system that improves teachers skills ad kowledge, begiig teacher evaluatio i Califoria is ot typically associated with professioal supports. I fact, most iterviewees reported that evaluatio is completely separate from support. As a result, evaluatios provide oly a rough approximatio of begiig teachers performace ad precious little i the way of guidace for improvemet. Some districts are begiig to rethik their teacher evaluatio systems. The Chief Academic Officer i oe district we studied described that district s visio for a ew system: [The system] eeds to be multidimesioal, more aliged to a 360-degree feedback process, with various stakeholders able to provide teachers with thoughts ad ideas regardig the impact of their work. It eeds to ot be doe uto the teacher but doe with the teacher. Ad it eeds to be a formative process rather tha it beig so arrow, [with] multiple data poits. This visio, however, is ot the orm i Califoria. Earig Teure State policy specifies that teachers ear teure after two years of successful teachig i other words, two years of at least satisfactory ratigs o their evaluatios. I practice, however, earig teure ofte takes much loger. The two-year teure clock does ot begi to ru util a teacher achieves probatioary status. That clock ca start ad stop as begiig teachers serve i temporary status, gai probatioary status, are laid off, are rehired i temporary assigmets, ad the perhaps gai probatioary status agai. As Table 1 shows, over a recet 10-year period just 31-45 percet of Califoria teachers eared teure by their third year of teachig. Time to Teure Subject to Debate How log it should take for a teacher to ear teure has bee a topic of policy debate for years. No clear aswer emerged from our study. Some site admiistrators we iterviewed said two years is ot eough time to determie if a teacher should be grated teure. A pricipal i oe district, for example, told us that while some begiig teachers at his school are extremely promisig, he would like more time to Table 1: Number ad Percet of Third-Year Teachers with Permaet Status (Teure) Year Number of Third-Year Teachers Percet of Third-Year Teachers with Teure with Teure 1999 6,779 33% 2000 5,994 31% 2003 5,372 32% 2004 4,682 34% 2005 4,685 34% 2006 5,444 38% 2007 6,311 43% 2008 5,771 42% 2009 4,655 42% 2010 3,527 45% Source: CA Public Schools file (http://www.cde.ca.gov/ds/si/ds/pubschls.asp) ad the PAIF files (http://www.cde.ca.gov/ds/sd/ df/filesstaffdemo.asp) Bumpy Path Ito a Professio: What Califoria s Begiig Teachers Experiece 5
P O L I C Y B R I E F determie if these teachers are likely to cotiue to be effective i the future. Other district admiistrators viewed the state-determied time to teure as just about right. Admiistrators i oe study district who made it a poit to sped time i begiig teachers classrooms observig practice ad offerig feedback said they do ot believe they would gai much ew iformatio if the time to teure were exteded. As oe high level admiistrator said, If you ca t make a determiatio [about] a teacher i two years, you should t be the perso doig it. If you re i the [class]room all the time ad you re doig the thigs you should be doig, you should kow i the first year. Whe we bega this study we believed that teure was a importat issue to begiig teachers. We foud that geerally this is ot true. Begiig teachers we iterviewed typically did ot uderstad teure. May see o relatioship betwee their evaluatio ad teure. Most say they do ot uderstad what iformatio their district uses to make decisios about teure. More sigificatly, with careers that shift back ad forth betwee temporary ad probatioary status, puctuated by layoffs, begiig teachers say that earig teure is ot their most pressig cocer. Begiig a Career as a Temporary Teacher Uder the Califoria Educatio Code, districts ca hire teachers o temporary status to: 1) replace a teacher o leave of absece (log-term substitutes), 2) fill a positio supported by temporary fuds, such as grats or o-madatory categorical fuds (temporary teachers), ad 3) fill immediate or acute staffig eeds (iter or shortterm permit teachers). As we bega to iterview begiig teachers i the case study sites, we were surprised to fid that early all of them had bee o temporary status at some poit durig their careers ad may had served (or still were servig) i temporary status several years ito their employmet. Iitially we thought that usig temporary teachers was a predictable respose to the fiscal crisis that had resulted i $20 billio i cuts to schools betwee 2007 ad 2011. Because temporary teachers do ot have the same re-employmet rights as probatioary ad teured teachers, usig temporary teachers seemed to be a prudet method for districts to maage decliig resources. Table 2: Number ad Percet of First- Through Third-Year Teachers o Temporary or Log-term Substitute Status Year Number of Teachers o Temporary Percet of Teachers o Temporary or Log-Term Substitute Status We discovered, however, that the temporary teacher pheomeo is either recet or solely a result of the fiscal dowtur. Califoria districts have a log history of hirig teachers o temporary status. As Table 2 displays, early oe-quarter of first- through third-year teachers have held temporary teacher status sice 1999. State Data Uderestimate the Number of Begiig Teachers Experiecig Temporary Status The umbers i Table 2 may, i fact, uderstate the temporary teacher issue sice the state s database is rife with problems. First, the Educatio Code otwithstadig, the umbers districts report to the state are ot based o a uiform defiitio of what costitutes a temporary teacher. Case study districts used varyig criteria for assigig teachers to temporary status. Thus, the umbers i the state s database reflect differet defiitios of what costitutes a temporary teacher. or Log-Term Substitute Status 1999 14,666 23% 2000 14,582 24% 2003 8,950 19% 2004 9,159 20% 2005 10,318 22% 2006 9,893 21% 2007 10,160 22% 2008 8,913 23% 2009 5,046 21% 2010 4,582 24% Source: CA Public Schools file (http://www.cde.ca.gov/ds/si/ds/pubschls.asp) ad the PAIF files (http://www.cde.ca.gov/ds/sd/ df/filesstaffdemo.asp) 6 Bumpy Path Ito a Professio: What Califoria s Begiig Teachers Experiece
Secod, the state merges temporary teachers ad log-term substitutes ito a sigle category for reportig purposes, although these are quite differet categories of teachers. Third, the state couts the umber of temporary teachers oly oce durig the school year (typically October 30) eve though they are hired throughout the year. The state s problem-lade databases seem ot to provide a sufficietly clear or accurate picture of the temporary teacher problem we ecoutered i the study districts. State policymakers we iterviewed for this study were uaware of the umber of teachers o temporary status or the legth of time they serve i this employmet limbo. Prologig Temporary Status Typically, begiig teachers i our sample reported that they were hired as temporary teachers, advaced to probatio, the were laid off ad rehired i temporary status. I oe of our rural case study sites, early half the begiig teachers were hired as temporary i the year we iterviewed. The district told us that this hirig practice eables it to maitai flexibility i the face of erollmet ad fudig ucertaity. But what does it mea for begiig teachers? Oe teacher we iterviewed was hired as a log-term substitute at the high school i his first year, became a temporary teacher i the middle school his secod year, ad was reassiged to the high school as a part-time temporary teacher his third year. Sometimes a teacher i this district is give a com- biatio appoitmet that bleds temporary ad probatioary status. A teacher we iterviewed, for example, was hired as a 80 percet time probatioary teacher his first year the rehired his secod year as 60 percet probatioary ad 40 percet temporary. For teachers who face upredictable status from year to year (ad we foud may of them), the early years of teachig iclude a perpetual job search ad the isecurity of ot beig a full member of their school commuities. Ofte No Support or Evaluatio Despite the best itetios of the policymakers who crafted BTSA, may begiig teachers receive little or o support to improve their practice ad are ot evaluated. I some case study sites, temporary teachers were deemed eligible for iductio support through the state s BTSA program; i others they were ot. I all districts, teachers hired after the start of the school year, as is the case for may temporary teachers, were ot allowed to participate i BTSA. I additio, state law does ot require that temporary teachers be evaluated. I some case study sites, temporary teachers were evaluated regularly; i others they ever were. Thus, may begiig teachers serve for several years i positios with complete teachig loads ad all the resposibilities of full-time teachers without beig supported i their work or havig their performace appraised. Coclusio ad Recommedatios State policymakers put i place what is i theory a coordiated system desiged to provide a structured ad graduated pathway to teachig: prelimiary credetial, probatioary appoitmet, required two-year support ad iductio, aual evaluatio, ad teure ad clear credetial. Our study revealed a cosistet theme, however. May of Califoria s begiig teachers must travel a bumpy path as they make their way through the early years of their careers. While this bumpy path is partly a result of district-level practices, the policy system curretly i place fails too may begiig teachers. May teachers are hired o temporary status, remai temporary for several years, ad are either supported or evaluated. Probatio, oce achieved, ca be short-lived or iterrupted. BTSA iductio, desiged for teachers i their first two years of teachig, is ofte uavailable or ot a good match with begiig teachers eeds. Likig BTSA to clear credetialig legthes the time begiig teachers have to complete iductio but also ca dilute the power of the program. Ofte, the two-year path to teure is loger ad much more circuitous tha state policy aticipates. Evaluatio, arguably the weakest lik i this rather icoheret policy chai as it typically plays out i practice, is commoly urelated to support ad is isufficietly rigorous to use for career advacemet decisios such as teure. Bumpy Path Ito a Professio: What Califoria s Begiig Teachers Experiece 7
P O L I C Y B R I E F We caot kow how may good teachers Califoria has lost as a result of its icoheret ad icosistet begiig teacher policies. Suffice it to say, pursuig a teachig career i Califoria requires substatial persistece ad more tha a little good luck. What actios might the state take to further the goals of improvig effectiveess ad retaiig successful begiig teachers i Califoria s classrooms? We offer a modest set of recommedatios for state policymakers to cosider. BTSA ad Clear Credetialig BTSA remais a highly regarded model for ew teacher iductio. Califoria should cotiue to require that begiig teachers receive systematic support ad ackowledge that such support is most useful i the first two years of teachig. The state should: Allow districts ad cosortia to tailor iductio support to the eeds of their begiig teachers; Give districts ad their local uios the optio of developig iductio programs that elimiate the firewall betwee support ad evaluatio; Make sure that begiig teachers receive iductio support i their first two years, i part by decouplig BTSA ad clear credetialig requiremets. Evaluatio Teacher evaluatio is uder scrutiy everywhere ad uder revisio i most states. May states have developed teacher evaluatio systems that iclude multiple measures of performace, icludig observatios by more tha oe observer, requiremets for portfolios of lesso plas ad studet work, state ad locally developed measures of studet achievemet, studet ad paret surveys, ad other local sources of iformatio. Califoria should: Rethik the purpose of evaluatio so that it focuses more squarely o support ad improvemet; Require that all teachers, regardless of employmet status, be evaluated; Support local experimets i educator evaluatio systems, icludig peer review for begiig teachers. Temporary Teachers Califoria has log relied o temporary teachers to fill the gaps i the teacher workforce without attedig to the eed to support ad evaluate them. The state should: Require districts to keep, ad submit to the state, accurate couts of the umber of temporary teachers. Iclude temporary teachers amog those who must be supported ad evaluated. Fiacial Implicatios While ot all of these recommedatios require ew resources, some do. The itroductio of the Local Cotrol Fudig Formula should provide some districts with the resources they eed to make these chages. Regardless, the cost of ot doig aythig will oly impede Califoria s efforts to improve teacher quality ad effectiveess. Just as importat as ew ivestmets i improvig teachig, however, is the eed for state policymakers ad district leadership to treat iductio, evaluatio, clear credetialig, ad teure as closely liked compoets of a system. Rather tha operatig as if each compoet is distict ad discoected, the compoets should dovetail ad complemet each other to support ad improve begiig teachers practice. 8 Bumpy Path Ito a Professio: What Califoria s Begiig Teachers Experiece
Edotes 1 Califoria s Begiig Teachers: The Bumpy Path to a Professio foud at http://www.sri.com/ work/publicatios/califoria-begiig-teachersbumpy-path-professio. The study was coducted from 2012-13 by SRI Iteratioal, J. Koppich & Associates, ad Iveress Research. 2 The Califoria Educatio Code uses the term permaece, ot teure. Teure is the more commoly used word. 3 http://www.ewteacherceter.org/blog/5-keytakeaways-supportig-ad-evaluatig-teachersew-tc-guide-il-leaders 4 Whether a begiig teacher is evaluated at all depeds o employmet status. State law does ot require that temporary teachers be evaluated. 5 We examied 41 redacted files from three of the study districts. Both the district ad the local uio agreed to the review, ad a represetative of each redacted the files. 6 We previously coducted a study of peer review programs i Califoria. That study foud that teachers ca successfully serve as both support providers ad evaluators, erichig efforts to improve professioal practice ad icreasig the rigor of evaluatio i the process. For more iformatio, see Humphrey, D., Koppich, J., Blad, J., & Bosetti, K. (2011). Peer Review: Gettig Serious About Teacher Support ad Evaluatio, Melo Park: SRI Iteratioal. Bumpy Path Ito a Professio: What Califoria s Begiig Teachers Experiece 9
P O L I C Y B R I E F 10 Bumpy Path Ito a Professio: What Califoria s Begiig Teachers Experiece
Bumpy Path Ito a Professio: What Califoria s Begiig Teachers Experiece 11
Policy Aalysis for Califoria Educatio Staford Graduate School of Educatio 520 Galvez Mall, CERAS Rm. 401 Staford, CA 94305-3001 (650) 724-2832 http://www.edpolicyica.org We would like to thak the Califoria Educatio Policy Fud (a sposored project of Rockefeller Philathropy Advisors), the Dirk ad Charlee Kabceell Foudatio, the Noyce Foudatio, ad the Stuart Foudatio for fiacial support for the publicatio of this policy brief. The views expressed are those of the authors ad do ot ecessarily reflect the views of PACE or its fuders. Recet PACE Publicatios Milbrey McLaughli, Laura Glaab, & Isabel Hilliger Carrasco. Implemetig Commo Core State Stadards i Califoria: A Report from the Field. Jue 2014. Heather J. Hough ad Susaa Loeb. Ca a District-Level Teacher Salary Icetive Policy Improve Teacher Recruitmet ad Retetio? Policy Brief 13-4, August 2013. Louise Jaffe. Mathematics from High School to Commuity College: Usig Existig Tools to Icrease College-Readiess Now. Policy Brief 14-1, April 2014. 2020 Visio: Rethikig Budget Priorities Uder the LCFF. PACE. April 2014. Charles Taylor Kercher. Educatio Techology Policy for a 21st Cetury Learig System. Policy Brief 13-3, May 2013. Mike Kirst. The Commo Core Meets State Policy: This Chages Almost Everythig. Policy Memoradum, March 2013. Brett Brow ad Merrill Vargo. Desigig, Leadig ad Maagig the Trasitio to the Commo Core: A Strategy Guidebook for Leaders. February 2014. Svetlaa Darche ad David Ster. Makig it Real: How High Schools Ca Be Held Accoutable for Developig Studets Career Readiess. Policy Brief 13-2, February 2013. Brett Brow ad Merrill Vargo. Gettig to the Core: How Early Implemeters are Approachig the Commo Core i Califoria. February 2014. Mary Perry. School Fiace Reform Ca It Support Califoria s College- ad Career-Ready Goal? Report 2, February 2013. Jeifer Goldstei. Makig Observatio Cout: Key Desig Elemets for Meaigful Teacher Observatio. Policy Brief 13-5, December 2013. David N. Plak, Domiic J. Brewer, Morga S. Polikoff, & Michelle Hall. How Califorias View Educatio Stadards, Testig ad Accoutability: Results from the Third PACE/USC Rossier Poll. December 2013. Morga S. Polikoff ad Adrew McEachi. Fixig the Academic Performace Idex. Policy Brief 13-1, Jauary 2013. Domiic J. Brewer, David N. Plak, & Michelle Hall. How Califorias Feel about Public Educatio: Results from the PACE/USC Rossier August 2012 Poll. September 2012.