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After April 21, a handful of key policymakers are considerably better-versed on the problems in the school system that influence teacher attrition and retention. The House Public Education Committee heard from several panels of speakers, including TCTA and other education associations, about how changes in teacher preparation programs and the public school system could help resolve our state’s long-term teacher shortage.

TCTA’s written testimony can be viewed here. We presented research demonstrating that teacher experience is a key factor in student success, that appropriate certification matters, that working conditions are a major component of teacher discontent, and that the salary structure in many districts (emphasizing beginning salaries, then flattening out) can discourage teacher retention. TCTA made several policy recommendations, including suggestions for providing incentives for teachers in hard-to-staff schools, monitoring out-of-field assignments, addressing working conditions, and providing continuing salary growth for experienced teachers.

Other expert witnesses reinforced the key points of TCTA’s statement, with all of those who testified agreeing that teacher turnover and attrition must be addressed, and that the key components of teacher dissatisfaction are working conditions and salaries.

Dr. Ed Fuller, who has researched and reported on teacher issues for many years, presented his report, “Hard-to-Staff Positions and Schools in Texas.” The paper presents and analyzes the state’s teacher shortage data, particularly with regard to campuses and subject areas that are experiencing the most severe shortages. Some key points from Dr. Fuller’s presentation:

  • As has been the case for many years, districts are experiencing shortages in special education and bilingual education/ESL at all grade levels, and foreign language, math and science at the secondary level.
  • Schools (particularly secondary schools) that need experienced, qualified teachers most are the least likely to have them – districts with high percentages of economically disadvantaged students tend to have higher numbers of out-of-field or not fully certified teachers, inexperienced teachers, and teachers who scored poorly on their certification exams.
  • Teacher supply is less of a problem than retention. However, the state should consider providing incentives for teacher preparation programs to accept candidates in shortage areas.
  • Principal quality is an equally important issue, but rather than a shortage of applicants, there appears to be a shortage of quality applicants. And principals are also facing retention problems: the 5-year turnover rate among high school principals is 70%.

And finally, “Hearing teacher voices is very important.” Dr. Fuller noted that teachers know best what the problems are and what is needed to fix them.

The committee heard from Texas Education Agency staff and school districts about the incentive pay programs that have been implemented in recent years, as well as other programs and initiatives designed to increase teacher retention. The Spring Branch ISD superintendent noted that his district had turned down incentive pay funds from the state because of the emphasis on TAKS scores; his district preferred to develop a local plan that considered several different measures of teacher quality.

Witnesses from the Collaborative Teacher Induction Program spoke of the characteristics of a high quality teacher induction and mentoring program. CTIP leaders noted that a mentor can’t be expected to provide all of the support that a beginning teacher needs, and that a truly comprehensive induction program includes roles for teacher colleagues, campus and district administrators, and parents.

Legislators were also very interested in testimony relating to campus leadership, and how principals in particular can affect teacher job satisfaction and effectiveness. Representatives of the Texas Association of School Administrators and Texas Elementary School Principals Association spoke to the need for better preparation and training for principals, as well as changes in their working conditions, for example, eliminating excessive or unnecessary meetings to ensure that they are able to remain on campus serving as a leader for their students and teachers.

After the full committee adjourned, a subcommittee on early childhood education heard from educators across the state about the benefits of early childhood programs and the need for additional resources in this area.

Web posted: 04/22/08