Report Brief Preparation of New Teachers by University System of Georgia Institutions 2007 Report on the Production, Hiring, and Retention of New Teachers The need for quality teachers in Georgia has never been greater. In response, the University System of Georgia (USG) has designated teacher preparation as a top priority. The focus on preparing quality teachers is not a recent occurrence, however. Nearly a decade ago, the Board of Regents set the standard for teacher preparation when it approved the Regents' Principles and Actions for the Preparation of Educators for the Schools. USG has also extended the emphasis on quality to include counselors and school leaders. Working with school districts across the state, USG initiatives are training new and veteran counselors and leaders to meet the challenges in today's schools. USG-prepared teachers in classrooms throughout the state Georgia's schools need teachers, counselors and leaders who are qualified to work in today's schools. USG teacher preparation programs are filling this need. 170 out of 180 school districts in the state hired new USGprepared teachers in 2006. 77% of new USG-prepared teachers were employed in Georgia's public schools at the beginning of the 2005-2006 school year. New USG-prepared teachers in Georgia classrooms in 2006 Number of new teachers in school systems 0 1-24 25-47 48-126 127-224 In addition to its emphasis on quality, the University System is committed to expanding the number of teachers that USG institutions prepare. Through the development of alternative preparation programs and innovative recruitment projects, USG institutions have dramatically increased teacher recruitment and production in recent years. USG Teachers Prepared to M A teacher's perspective Quality teachers guaranteed The Board of Regents strongly supports the important mission of preparing high-quality teachers for Georgia's public schools. Within the University System, teacher preparation is conducted in accordance with the Regents' Principles and Actions for the Preparation of Educators for the Schools. The Regents' Principles feature three themes: Oatanisha Dawson Oatanisha always knew she wanted to teach. She began working with students as a paraprofessional at Jane Macon Middle School in Brunswick, Georgia. Unfortunately, however, in 1998, the state of Georgia had to eliminate a number of paraprofessional positions. Despite many obstacles, Oatanisha earned her Bachelor's Degree in Middle Education Mathematics at Armstrong Atlantic State University (AASU) supported by the Pathways Program. She went on to earn her Masters of Education Degree at Armstrong Atlantic State University as well. Armstrong holds a very strong place in Oatanisha's heart. "Armstrong is not just brick and mortar. Armstrong is a place where I gained a family, I've gained self-respect, and I've grown as a professional. So when I think of Armstrong, I think of home." Oatanisha returned to Jane Macon Middle School as a fully certified middle school mathematics teacher where she is highly regarded and where she wanted to create an educational family of her own. Oatanisha's commitment is evidenced in her words: "I come to work to give my students hope." Quality assurance Collaboration Responsiveness Why the commitment to quality, collaboration, and responsiveness? Research clearly shows that well-prepared teachers working in positive school environments are more successful in bringing students to high levels of learning. In short, high-quality teachers foster student success. USG-prepared teachers are greatly valued by Georgia's public school systems. Lowndes County School District Superintendent Dr. Steve Smith commends the USG teacher preparation program and its impact on student achievement: "Our University System of Georgia teachers are well prepared to enter the classroom due to their comprehensive preparation and thorough understanding of learning styles and the teaching strategies that have a high impact on student achievement. We are appreciative of how the University System of Georgia works collaboratively with local school systems to help meet our needs for highly qualified and highly effective teachers. " Valdosta School Superintendent Sam Allen shares his positive experience with the USG teacher preparation program: "The Valdosta City School System is in a very unique position because of the close proximity and relationships that have been formed with the Dewar College of Education at Valdosta State University. These relationships have allowed us (the school system and the university) to collaboratively focus on specific needs, prepare their students for the `real world,' and provide my veteran teachers with opportunities to observe new best practices in the education field." Superintendent Allen goes on to state, "The graduates whom we have employed have been prepared for the classroom and the retention rate for those employees is extremely high." Meet State's High Demands USG teacher production efforts paying off University System of Georgia production of new teachers is increasing: USG institutions increased annual production of new teachers by 44% since 2002 (from 2,660 to 3,822) when the Regents' Principles went into effect. USG institutions have prepared 20,106 new teachers since 2002. A new way of doing business The University System is using innovative recruitment and program delivery methods to meet the demand--not just for more teachers, but for teachers qualified in critical shortage fields. USG teachers stay and work in Georgia's public schools Teacher attrition costs the state nearly $400 million dollars annually, which is one reason why hiring and retaining good teachers is so important and why USG-prepared teachers are a good investment. In addition to teacher attrition, teacher mobility (i.e., leaving one system to work in another system within the state) is also a costly issue for school systems. In the same way that USG-prepared teachers have a lower attrition rate than non USG-prepared teachers, they also have a lower mobility rate. 95% of the new teachers prepared by USG institutions in 2005 and hired in Georgia's public schools in 2006, continued to teach in Georgia in 2007 vs. 86% of non-USG-prepared teachers. Over 85% of new USG-prepared teachers were working in 2007 in the same school system as they were in 2006 vs. 80% statewide. Advances in technology and social shifts in the workforce offer opportunities to reach new targets for potential teachers and prepare them for their work in the classroom. New recruitment efforts are now focusing on professionals looking for mid-life career changes, recent college graduates, and retired military personnel. Methods to reach these markets include: Email recruitment campaigns Interactive web sites Collaborative partnerships Number of teachers prepared 3500 2660 2999 3157 3968 3822 Once recruited, career changers from these new markets are asking for--and receiving--new ways to use their experience and gain teaching knowledge through: Online graduate programs Flexible classes and course- work Course credit for prior learn- ing gained through work and experience 2002 2003 2004 2005 2006 2007 Since the Regents' Principles for the Preparation of Educators for the Schools went into effect, teacher production rates have increased 44% USG-prepared teachers: diverse in demographic groups and subject area specialties Twenty USG institutions offer teacher preparation* The most common route to becoming a teacher is the traditional one: an individual enters a baccalaureate degree program. However, there is also considerable growth in the number of individuals entering the teaching profession through other routes. "...the University System of Georgia works collaboratively with local school systems to help meet our needs for highly qualified and highly effective teachers." Dr. Steve Smith School Superintendent Programs designed for college graduates or mid-career professionals, known as "non-traditional," or "alternative route," have become increasingly popular. More than one-fourth of all new USG-prepared teachers in 2007 completed alternativeroute programs. Diversity The University System continues to target minorities for teacher recruitment to ensure that these populations are proportionately represented in Georgia's K-12 classrooms. For more information contact: Dr. Mark E. Pevey P-16 Department Board of Regents of the University System of Georgia Email: Mark.Pevey@usg.edu Phone: 404-656-5543 Since 2004, USG institutions have increased production of minority teachers by 17% (from 601 to 702). Alternative-route programs have become a very good means of increasing the diversity of the new teachers the University System prepares. 36% of all new 2007 USG-pre- pared minority teachers were prepared through alternative route programs. Subject areas USG institutions prepare teachers in a very wide array of content areas. The specific preparation areas for the 2007 USG-prepared teachers were grouped into the clusters shown in the graph below. As can be seen, Early Childhood / Elementary Education was by far the largest cluster (37% of the total new teachers for that year). Special Education (16%) and Middle Grades (13%) were the next largest clusters. The majority of the remaining clusters encompass secondary (high school) education. 1. Albany State University 2. Armstrong Atlantic State University 3. Augusta State University 4. Clayton State University 5. Columbus State University 6. Dalton State College 7. Fort Valley State University 8. Gainesville State College 9. Georgia College & State University 10. Georgia Gwinnett College** 11. Georgia Southern University 12. Georgia Southwestern State University 13. Georgia State University 14. Gordon College 15. Kennesaw State University 16. Macon State College 17. North Georgia College & State University 18. University of Georgia 19. University of West Georgia 20. Valdosta State University * USG also offers online programs for prospective and current teachers. ** Teacher preparation program currently under development USG prepares teachers in a wide array of areas Foreign Language Science Mathematics Business/Trade/Industrial/Agriculture English Health/ Physical Education Arts/Music Other Early Childhood/ Elementary Social Sciences Middle Grades Special Education New USG-prepared teachers by preparation area