Alaska's University for Alaska's Schools 2013

Alaska'sUniversityforAlaska'sSchools2013
Preparedforthe28thAlaskaStateLegislature
InAccordancewith:
AS14.40.190(b)
Source:SenateBill241,25thAlaskaStateLegislature
ANACT
Areporttothelegislatureonteacherpreparation,retention,andrecruitmentbythe
BoardofRegentsoftheUniversityofAlaska
Preparedby:
AlexandraHill,SeniorResearchAssociate,CenterforAlaskaEducationPolicyResearch,
UniversityofAlaskaAnchorage
DianeHirshberg,Director,CenterforAlaskaEducationPolicyResearch,UniversityofAlaskaAnchorage
DeborahE.Lo,Dean,SchoolofEducation,UniversityofAlaskaSoutheast
EdwardA.McLain,InterimDean,CollegeofEducation,UniversityofAlaskaAnchorage
AllanMorotti,Dean,SchoolofEducation,UniversityofAlaskaFairbanks
Underthedirectionof:
PatrickK.Gamble,President,UniversityofAlaska
DanaThomas,VicePresidentforAcademicAffairs,UniversityofAlaska
Presentedby:
TheUniversityofAlaskaBoardofRegents
RegentMichaelPowers,ChairoftheAcademic&StudentAffairsCommittee
February18,2013
Alaska'sUniversityforAlaska'sSchools2013
ExecutiveSummary
ThisreportrespondstoAS14.40.190(b),whichrequirestheUniversityofAlaska(UA)Boardof
RegentstoreportbienniallytotheAlaskaStateLegislatureonuniversityeffortsto“attract,train
andretainqualifiedpublicschoolteachers.”ItdescribestheUniversityofAlaskateachereducation
programs,providesdataonteachereducationgraduates,discussesinitiativesacrossthesystemto
encouragemoreyouthandadultstoenterteaching,anddescribeseffortstomentorandsupport
educatorspreparedbothwithinandoutsidetheUAsystem.Italsodescribessomeoftheresearch
beingdoneonchallengesinmeetingthestate’sneedsandtoattract,prepare,andretaineducators
forAlaska.ThereportthenaddressesarecentquestiontheLegislatureraisedaboutwhysomeof
theUAteachereducationgraduatesarenotcurrentlyteachinginAlaska’spublicschools.
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ThethreeUASchoolsandCollegeofEducationproduced242newteachersinAY2012.
Fourteenofthesewerenewspecialeducationteachers.Inadditionanother66certified
teachersearnedspecialeducationendorsements.
UAprogramsproduced80principalsand34counselors.171degreeswereawardedin
othereducationalareassuchassuperintendentcertification,masterteachers,educational
technology,readingspecialistandsoforth.
Schooldistrictscontinuetohirearound400teacherseachyearfromoutsideofAlaska.
AllthreeUAeducationprogramsengageineffortstorecruitandpreparemorerural
educators.
TheUASchoolsandCollegeofEducationeachruninitiativesaimedatincreasingthe
numberofAlaskaNativeteachers.
AlloftheUASchoolsandCollegeofEducationofferprogramsthatpreparenewand
practicingteachersfromurbanAlaskaandoutsidethestateforworkinginrural,remote
andindigenouscommunities.
TheUAStatewideOfficeofK‐12Outreachalsoisengagedineffortstorecruitteacher
candidates,provideprofessionaldevelopmenttocurrentteachersandmentornewteachers
frombothwithinandoutsideAlaska.
EducationfacultyacrossthethreeSchoolsandCollegeofEducationandresearchersatthe
UAACenterforAlaskaEducationPolicyResearch(CAEPR)areconductingresearchon
criticalissuesofpracticeandpolicyincludingstudiesofteacherevaluation,teacher
turnoverinruralandremoteAlaska,andculturallyresponsivemathematicsteaching.
Inresponsetolegislators’questionsin2012,theUASchoolsandCollegeofEducationand
CAEPRexploredwhymanyUAteachereducationgraduateswerenotteachingimmediately
aftergraduation.Themajorreasonsincludetoomanygraduatescompetingforthelimited
positionsinthestate’slargestdistrictsandtoofewwillingorabletorelocatetoruraland
remoteschoolswheredistrictsneedmoreapplicants.Otherfactorsinclude:somegraduates
arelesspreparedtoteachthanothers,moreUAstudentschoosetostudyelementary
educationthanthereareelementaryteacheropeningsinschools,andtoofewchoosehard‐
to‐fillareassuchasspecialeducation,secondarymath,andsecondaryphysicalscience.
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Alaska’sUniversityforAlaska’sSchools2013
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TableofContents
ExecutiveSummary...............................................................................................................................................i
Introduction............................................................................................................................................................1
WhataretheneedsandchallengesinstaffingAlaska’sschools?........................................................3
UniversityofAlaskateacherpreparationandretentionefforts..........................................................6
Additionaleffortstoaddresschallengesinrecruiting,preparingandretainingteachers.....13
ResearchonUniversityofAlaskainitiallicensuregraduates:Whyaren’ttheyteaching?.....15
Summary................................................................................................................................................................18
AppendixA:DetailedDataTables..............................................................................................................................20
A1.UniversityofAlaskaEducationProgramGraduates..................................................................................20
A2.TeacherTurnoverRatesbyDistrict,1999‐2012.........................................................................................23
AppendixB:EducationCertificationProgramsattheUniversityofAlaska............................................25
AppendixC:ProgressTowardtheGoalsoftheUATeacherEducationPlan...........................................27
AppendixD:UniversityofAlaskaTeacherEducationConsortium..............................................................29
AppendixE:WhyAren’tTheyTeaching?................................................................................................................33
AppendixF:SB241legislation....................................................................................................................................42
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Introduction
In2008,AlaskaGovernorSarahPalinsignedintolawAS14.40.190(b),whichrequiresthe
UniversityofAlaskaBoardofRegentstopresenttotheAlaskaStateLegislatureareportthat
“describestheeffortsoftheuniversitytoattract,train,andretainqualifiedpublicschoolteachers.
Thereportmustincludeanoutlineoftheuniversity'scurrentandfutureplanstoclosethegap
betweenknownteacheremploymentvacanciesinthestateandthenumberofstateresidentswho
completeteachertraining.”Thisreporthasbeenpreparedannuallysince2009;asofthisiteration
itwillbecomeabiennialreport,providedtothelegislaturenolaterthanday30oftheregular
session,perAS14.40.190(b).
TeacherpreparationiscentraltothemissionoftheUniversityofAlaska(UA)system.In2010,the
UABoardofRegentsendorsedtheUATeacherEducationPlan(AppendixC)whichestablished
prioritiesforfulfillingthismission.UnderPresidentGamble’sleadership,thesystemisengagedin
anorganizationalchangeeffortcalledthe“StrategicDirectionInitiative”(SDI).TheSDIisaimedat
increasingtheUAsystem’sabilitytomeettheneedsofstudentsandthestateandfosteringa
cultureofcontinuousimprovement.(http://www.alaska.edu/shapingalaskasfuture/what‐is‐sdi/)
ThefiveStrategicDirection(draft)themesare:
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StudentAchievementandAttainment
ProductivePartnershipswithAlaska’sSchools
ProductivePartnershipswithAlaska’sPublicandPrivateIndustries
ResearchandDevelopmenttoBuildandSustainAlaska’sEconomicGrowth
AccountabilitytothePeopleofAlaska
Thetheme“ProductivePartnershipswithAlaska’sSchools”isofparticularimportanceforthis
report.Thethemeincludesthreebroadareas:Alignment,TeachersforAlaska’sSchools,andRural
Education.Alignmentincludesissuesaroundsupportingandstrengtheningsecondarypreparation
ofstudentsforpostsecondaryeducation;TeachersforAlaska’sSchoolsaddressesrecruitmentof
youngpeopleintotheteachingprofession,preparationofteachersintheUAsystem,andinduction
andmentoringfornewteachers;andRuralEducationlooksattheroleUAcanplayinimprovingthe
educationalachievementofruralstudentssothat,amongotherachievements,theyqualifyforthe
AlaskaPerformanceScholarshipanddonotneedremediationoncetheyenterthepostsecondary
system.
Thisreportprimarilycoverstheissuesunder“TeachersforAlaska’sSchools.”Thereportdoes
describesomeoftheUASchoolsandCollegeofEducationeffortsaroundimprovingalignmentand
ruraleducation,butthemainfocushereisonthetopicsofrecruiting,preparingandsupportingK‐
12educators.AfterdocumentingsomeoftheshortageareasintheAlaskateachingworkforceanda
discussionofdifficultiesinstaffingAlaska’sschools,wedescribetheUAteachereducation
programs,providedataonteachereducationgraduatesfromtheUniversityofAlaska,discuss
initiativesacrossthesystemtoencouragemoreyouthandadultstoenterteaching,anddescribe
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effortstomentorandsupporteducatorspreparedbothwithinandoutsidetheUAsystem.Wealso
describesomeoftheresearchbeingdoneonthechallengesofattracting,preparing,andretaining
schoolteachersandeducatorsforAlaska.Finally,thereportaddressesarecentquestionthe
LegislatureraisedaboutwhysomeoftheUAteachereducationgraduatesarenotteachinginthe
publicschools.Subsequentreportswilladdressadditionalspecificissuesofconcernindepth,from
theeffectivenessofteacherinductionandmentoringeffortsacrossthestatetothecostofteacher
turnover.
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WhataretheneedsandchallengesinstaffingAlaska’sschools?
StaffingschoolsinAlaskahasbeenachallengesinceterritorialdays.Thelivingconditionsand
remotenessofmanycommunities,andthedistanceofthestatefromelsewhereintheUnitedStates
havemadeitdifficulttohireandretaineducators–bothfromwithinAlaskaandfromoutsidethe
state.Educationalinstitutionswithinthestatehaveneverproducedenoughteacherstomeetthe
annualplacementneedsofschools.Inthissection,weaddresssomeofthecontemporaryissues
aroundteacherpreparation,recruitmentandretention.Amorecompletediscussionoftheseissues
willbeavailableinanupcomingreportonteacherturnover,supplyanddemandfromtheCenter
forAlaskaEducationPolicyResearch(CAEPR).
TeacherTurnover
Asthechartbelowshows,turnoverinruralAlaskaschooldistrictsisapersistentproblem.
Althoughtherehasbeenaslightdeclineoverthelastdecade,ruraldistrictsstillaveragealmost
doubletheturnoverofAlaska’sfivelargest,urbandistricts–about19%comparedtojustunder
10%fortheurbandistricts.AppendixAincludesturnovernumbersforeachdistricteachyearfrom
AY1999‐2000toAY2011‐2012.Thedipinturnoverbetween2008and2009mayberelatedtothe
nation’sfinancialcrisis;districtsacrossthecountrywereeithernothiringorwerelayingoff
teachers,andthismayhaveledteacherswithjobsinAlaskatostayinthosejobslongerthanthey
mightiftheythoughttherewerereadilyavailableoptionselsewhere.
Percent of teachers each year who do not return
to their district the following year
Alaska Average Teacher Turnover by Statewide,
Rural and Urban Districts, 2000‐2012
25%
20%
Rural
15%
Total
10%
Urban
5%
Urban districts are Anchorage, Mat‐Su, Kenai, Fairbanks, and Juneau; Rural districs are all other districts
0%
Thecausesofthehighteacherturnoverarecomplexandvaried.Amongthemarethatteachers
recruitedfromtheLower48arefarfromtheirhomesandfamilies;theremotenessofmanyrural
communitiesisdifficultforsome;therearelimitedchoicesforhousingandmedicalcareinvillages
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andurbanamenities(suchassupermarkets,restaurants,andsoon)aregenerallynotavailable;
teachersarenotalwayspreparedforthedifferencesbetweentheircultureandthatofthe
communitiesinwhichtheyteach;andtherearedifficultiesassociatedwithteachinginschoolswith
ahistoryofhighpovertyratesandlowstudentachievement.
Districtsacrossthestateconsistentlyreportchallengesrecruitingandkeepingspecialeducation
teachersandrelatedserviceproviderssuchasoccupationaltherapistsandspeech‐language
pathologists.Teacherdatacollectedbythestateeachyearprovidesinformationonspecial
educationteacherturnover.Fromthe2010‐11schoolyeartothe2011‐12schoolyear,about13%
ofgeneraleducationteachersdidnotreturntoageneraleducationpositionintheirdistrict;but
21%ofspecialeducationteachersdidnotreturntoaspecialeducationpositionintheirdistrict.In
ruralAlaska,specialeducatorturnoverwas31%,comparedto19%forteacherswhowerenotin
specialeducation1.
Similardataisnotavailableforrelatedservicespositions,butina2009surveyofschooldistricts
aboutspeech‐languagepathologists,districtsreportedcontractingforthoseservicesratherthan
hiringforthembecausetheycouldnotcompetewithprivatesectorwagesandbecausetherewere
notenoughspecialistsavailabletohire.Theyreporteddifficultiesfindingevencontractservices
withinthestateandinsomecasescontractedwithfirmsinthelower48,orusedtelepracticeto
provideservices.
Teacherturnoverisdefinedasthepercentofteachersinagivenyearwhodonotreturntoteach
thefollowingyearintheirsamedistrict.Thisisausefuldefinitionwhenweanalyzewaysthat
districtscanbetterretaintheirteachers.However,whenweconsiderdistricteffortstorecruitnew
teachers,weneedtolookathowmanyteachersdistrictshavetohire;thatis,howmanyofagiven
year’steacherswerenotinthedistrictthepreviousyear.Twofactorscanmakehiringandturnover
numbersdifferent.First,ifteacherneedsarechanging(duetoenrollmentchanges,budget
constraintsorotherfactors),thendistrictsmayhavetohiremoreteachers(tofillnewpositions)or
fewer(aspositionsarereduced)thanthenumberthatleave.ThetotalnumberofAlaskapublic
schoolteachershasbothincreasedanddecreasedinrecentyears.Second,ifteachersleavethe
classroomtogointoadministration,thendistrictshavetohirenewteacherstofillthosepositions.
Alaskadistrictshiremanyoftheiradministratorsfromwithin;Alaska’sdistrictstypicallyhaveto
hire50to100teacherstoreplacethosemovingintoadministrativepositions.
Eachyear,AlaskaschooldistrictsrecruitnotonlywithinAlaska,butatjobfairsanduniversities
acrossthecountry,bothincollaborationwithUAAlaskaTeacherPlacement(describedbelow)and
ontheirown.Thereissomeresearchshowingthatteacherspreparedinstatearemorelikelyto
stay,especiallyinruralareas,butruraldistrictsreportbeingabletorecruitonlyasmallfractionof
theirteacherneedsfromAlaskateachereducationprograms.Eachyear,forthelastthreeyears,
districtshavehiredjustunder1100teachers;abouthalfofthose(504of1085)havebeen
experiencedteachers,alreadyinAlaska.Some(about140)changeddistrictsfromtheprevious
year,over20%(about220)havetaughtinAlaskapublicschoolsbeforebuttookoneormoreyears
1UnpublishedISERanalysis,EEDcertifiedstaffaccountingdatabase
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away;andsome(about140)areexperiencedteachersalreadyinAlaska,buthavenottaughthere
before.Districtshiredabout210newteacherAlaskans–thisincludesbothAlaska‐prepared
teachersandAlaskanswhowenttoschoolsoutsidethestatefortheirteacherpreparation.Thisleft
districtsstillneedingtohireabout370teachersfromoutofstate;about40%ofthosealreadyhad
oneormoreyearsintheclassroom,andabout60%werenewteachers.
Alaska School Districts’ Teacher Hiring by Prior Alaska and Teaching Experience Average, FY2009‐2012 Experienced New teachers teachers Total 504 211 715 Alaskans 153 217 370 Non‐Alaskans 658 428 1085 Total InductionandMentoringforNewTeachers
Districtshaveworkedtorecruitandretaineffectiveteachersthoughimprovedinductionand
mentoring,loanforgivenessandotherfinancialincentives,andprofessionaldevelopmentaimedat
improvingteachereffectiveness.Theseprogramshavehadvaryingdegreesofsuccessoverthe
years.Districtsandthestatehaveimplementedanumberofinductionandmentoringprogramsto
helppreparenew‐to‐AlaskateachersforthechallengesofteachinginAlaska,especiallyinrural
Alaska.However,manyoftheseinitiativeshavebeenfundedthroughfederalgrantsandarenot
sustainedwhenthefundingdisappears.Also,therehasnotbeensystematicresearchonwhich
modelsaremostsuccessfulacrossthestate.Asisdescribedbelowthereisnowacomprehensive
evaluationoftheStatewideTeacherMentoringprojectunderway;thiswilladdresssomeofthe
gapsinknowledgeaboutwhatworksinAlaska.
OneChallengeinRecruitingTeachersfromWithinAlaska:ThePoolofPotentialCandidates
OnereasonAlaskahastrouble“growingourown”isthattoomanyofourstudentsdon’tgraduate
fromhighschool,andofthosewhodotoomanydon’tgoontocollege.WhileAlaska’shighschool
graduationrateshaveimprovedoverthelastdecade,thestategraduaterateisstillinthebottom
quarterofstates(NCESDigestofEducationstatistics2011,Table113,averagedfreshman
graduationrates1990‐91through2008‐09).Boththepercentofourhighschoolgraduateswho
attendcollegeandthepercentwhoattendhereintheirhomestateareinthebottomfewstates.So
foreveryonehundredninthgradersnationally,about48willentercollegefouryearslater;in
Alaskaonlyabout33willdoso.Finallyoncestudentsentercollege,theyhavenumerouscareer
choices,andteachingisnotalwaysthemostattractivetothem(seereportsummaryformore
discussionofteacherrecruitmentissues).Addressingtheneedtoprepareourownteacherswill
takeimprovementinallofthesemeasures.
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UniversityofAlaskateacherpreparationandretentionefforts
TeacherPreparationwithintheUniversityofAlaskaSystem
TheUniversityofAlaskasystemoffersteacherpreparationatallthreeMajorAcademicUnits
(MAUs)–Anchorage(UAA),Fairbanks(UAF),andSoutheast(UAS),viabothface‐to‐faceand
online/e‐Learningformats2.Allthreeuniversitiesofferprogramsthatleadtoelementary,
secondary,andspecialeducationinitialcertification.UAAoffersinitialcertificationinearly
childhoodeducationandinearlychildhoodspecialeducation.Allthreeuniversitiesalsooffer
specialeducationendorsementsandcertificatesforteachersinterestedinmovingintothatarea.
Betweenthethreecampuses,studentscancompletemanydegreeprogramscompletelyonline,
including(butnotlimitedto)abachelorofartsinelementaryorspecialeducation,amasterofarts
inteaching,amasterofeducationineducationalleadership,andamasterofeducationinspecial
education.
Inaddition,betweenthethreeMAUstherearemanyprogramsforeducatorswishingtoadd
endorsementstotheirlicensureorobtainmastersdegreesorcertificatesinspecializedareas,
including(butnotlimitedto)readingspecialistandcross‐culturaleducationmasters.Themajority
oftheseprogramsareofferedviae‐learning.Allthreeuniversitiesalsoofferprofessional
developmentopportunitiestoeducatorsacrossthestateandbeyond,manyincollaborationwith
schooldistrictsorprofessionalorganizations.
UAanditsfacultyarecommittedtostudent‐centeredlearning.Facultymodelanindividualized,
learner‐centeredapproachtoeducationthattheywantcandidatestousewiththeirP‐12students.
Candidatesaregivenscaffoldingandmultipleopportunitiestomeettargetexpectationsoncourse
projects/assessments.Reasonableaccommodationsaremadetosupportcandidatelearning;when
appropriate,courseprojects(andcoordinatedfieldexperiences)areindividualizedtomeet
candidateneedsandinterests.Courseworkisintentionallydesignedtopromoteaninterchangeof
practicalknowledgeforcandidateswhoareoftenworkinginschoolswithfewresourcesand
infrequentsupportfromoutsideagencies.
AllstudentsinUniversityofAlaskateachereducationprogramsmusttakethePraxisIandPraxisII
exams.StudentsmustpassthePraxisI(Pre‐ProfessionalSkillsTest)withscoresthatmeetor
exceedstatestandardsbeforetheyenterstudentteaching,andtheymustpassoneormorePraxisII
contentareaexamswithscoresthatmeetorexceedstatestandardsinordertoreceivean
institutionalrecommendationforstatelicensure.ThishelpsensurethatUniversityofAlaska
2Onlineore‐learningcoursesareofferedinanumberofformats.TheUniversityofAlaskadefinese‐Learning
asplannedlearningthatpredominantlyoccursinsituationswhereastudentisnotrequiredtobeina
predeterminedlocation.Deliverymaybebyvideoconference,audioconference,correspondence,tele‐
courses,satellitetelecasts,viatheInternet,CD‐ROM,and/orvideo/audiotape.Acoursemaybedelivered
entirelyviae‐Learningorbyahybridofe‐Learningandon‐campusmethods.eLearningmaybeasynchronous
(suchasaBlackboardcourselearningsoftware‐basedcoursesthatdoesnotrequirelarge‐groupsessions
withtheinstructor)orsynchronous,wheretheclassmeetsonascheduledorregularbasiswiththe
instructorviavideoconference,Internet‐basedsoftwareoraudioconference.
Alaska’sUniversityforAlaska’sSchools2013
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teachereducationgraduatesmeetnationalstandardsforcontentknowledgeintheirareasof
specialization.
AllUniversityofAlaskateachereducationprogramshavereceivednationalaccreditationfromthe
NationalCouncilforAccreditationofTeacherEducation(NCATE).Twenty‐sixseparateprograms
withinthoseschoolsandcollegearenationallyrecognizedbytheirrelevantSpecialtyProfessional
Associations(SPAs),thusensuringthattheprogramsandtheinstitutionsinwhichtheyoperate
meetorexceednationalstandards.NCATEisoneoftwoorganizationsrecognizedbytheU.S.
DepartmentofEducationasanaccreditinginstitutionspecifictoteachereducationanditcurrently
representsover3millionindividuals.Tomeetthenecessarystandardsforinitialandadvanced
programs,educationinstitutionsengageinaself‐study,followedbyarigorousinformationreview
andsitevisit.
TomakesurethatUAteacherpreparationprogramsaremeetingboththeneedsofschooldistricts
throughoutthestateanduniversityexpectations,theCollegeandSchoolsengageinseveral
programimprovementactivities.Missionstatementsandprogramoutcomesarereviewedannually
toensurethatclassesandprogramofferingsalignwiththem.Wealsosurveycurrentandformer
studentsaswellasadministratorsandmentorteachersaboutthequalityofUAstudentsand
programs,andonwhetherornotgraduatesarepreparedtohandletherigorsofteachingortheir
othereducationalresponsibilities.ThisinformationisusedtohelptheSchoolsandCollegeimprove
programofferings.
InitiativestoIncreasetheNumberofAlaskaNativeEducators
TheSchoolsandCollegeofEducationattheUniversityofAlaska(UA)haveastrongcommitmentto
thepreparationofAlaskaNativeandNativeAlaskanstudentsfortheteachingfield.Thisis
supportedbymultipleprogramdeliveryformatsincludingtraditionalon‐siteface‐to‐faceteaching,
e‐learningformatsincorporatingmanyadvancedtools,summerinstituteswhereon‐site
experienceshelpbuildcollegialrelationshipsandon‐sitevisits.Forexample,since1972UAFhas
offeredafullBAinElementaryEducationdegreeforstudentswhoareinruralcommunitiesand
whowanttostayinruralcommunities.Nearlyallofthestudentswhocompleteadegreewhilein
theirownvillagesstayandteachintheircommunityorregion.UAFalsohasafulltimeRural
Advisorpositiontosupporttheruralstudentsintheirprograms.
Asnotedbefore,allthreeMAUsofferpost‐baccalaureateprogramstostudentsinrural
communitiesviaonlinedistancelearning.UAF’spost‐baccalaureatecurriculumisdesigned
specificallytopreparegraduatestoteachinruralandurbancontexts.Thecurriculumisculturally
responsiveandplace‐basedsothatstudentsknowhowtomakestateandnationalstandardsand
districtcurriculumrequirementsrelevantinwhatevercontexttheyarein.Manyoftheirfaculty
haveexperienceinruralareasandthusareabletomakecourseworkrelevantandmeaningfulfor
ruralstudents.
TheUAFSchoolofEducationrecentlyhousedanAlaskaNativeTeacherPreparationProgramgrant
toincreaseNativeAlaskaneducators.ItprovidedfundingforanumberofAlaskaNativesto
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completeteachingdegrees;18candidatescompletedateachercertificationprogram,ofwhom17
areteachinginAlaskaschools.
AsanoutcomeofdiscussionswiththeRuralAlaskaHonorsInstitute(RAHI)duringthe2012
SummerSessionatUAF,theSchoolofEducation(SOE)ElementaryEducationProgramhasbeen
approvedtoofferED245(ChildDevelopment)asdualcreditcourseforRAHIstudents,starting
Summer2013.
ThisfalltheUAFSOEenteredintodiscussionswiththeLowerKuskokwimSchoolDistrict(LKSD)
onwaysthedistrictcanworkwithitsparaprofessionalstohelpthemcompletetheeducationand
degreerequirementsnecessaryforstateteachercertification.Thegoalofthiscollaborationisto
increaseLKSD’steachercorpsforitsdualimmersionprogram.
AtUAS,thePreparingIndigenousTeachersandAdministratorsforAlaskaSchools(PITAAS)
programsupportsbothteachercandidatesandteacherswhoareworkingtowardadvanced
degreesintheacquisitionofstrongacademicskillsandrichindigenousknowledgesothattheycan
provideculturallyrelevantK‐12instruction.ElevenPITAASstudentsgraduatedin2012.
TheUASVillageTeacherprogramsupportselevenAlaskaNativestudentspreparingtobecome
readingspecialistsandninewhoarepreparingtobecomemathspecialistsintheirdistricts.
ApartnershipbetweentheUAACollegeofEducation(COE)andtheKashunamiutSchoolDistrict
wasformedin2010tosupporttwelveparaprofessionalswhoareworkingtowardtheirbachelor's
degreesinelementaryeducation.Thispartnership,knownastheChevakTeacherEducation
Initiative,embracestheconceptsofinclusivityandculturallyrelevantteaching.Coursework
reflectsbothWesternandCup'ikculturesandphilosophies.ByDecember2013,abouthalfofthe
groupwillhaveearnedtheirassociatesdegrees.Thisinitiativeisprovidingimportantinsights
aboutthepowerofcollaborationasanindigenouscommunity,schoolanduniversitycometogether
tocreateaspacethatsupportsculturalandlanguagerevitalization.TheUAACOEiscurrently
developingexpansionsandrefinementstotheprogrambasedonresearchontheinitiativeaswell
asinsightsgainedthroughthepartnershipandproject.
PreparingAlaskansaswellasEducatorsfromElsewheretoWorkinRuralSchools
Elementary,SecondaryandSpecialEducationcertificationprogramswhichare100%distance
basedareofferedsothatstudentswhocurrentlyresideinaremotecommunitycanearnateaching
certificatewhileremainingintheircommunity.Becauseexperienceintheclassroomiscrucialto
thepreparationofgoodteachers,theteachereducationprogramsatallthreeUAcampusesdevote
asignificantportionoftheirnon‐personnelbudgettotravelsothatuniversityfacultycansupervise
practicumandstudentteachingexperiences.Forexample,UAFstudentteachersandschool
counselinginternsarepracticingin25sitesthroughoutAlaska,rangingfromAnaktuvukPassinthe
northtoThorneBayandKetchikaninthesouth,andallofthesecandidatesneedsupervision.The
costforthiscanbequiteconsiderable,butitisonetheUASchoolsandCollegeofEducation
willinglysupportgiventheimportanceofpreparingqualityteachers(aswellascounselorsand
Alaska’sUniversityforAlaska’sSchools2013
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principals)forruralcommunities.Wearecurrentlycompilinginformationonthecostsassociated
withpreparinganeducatorinAlaska,includingthecostsassociatedwithruralpracticum
supervision;thisinformationwillbeavailablelaterthisspring.
UniversityofAlaskaSchoolsandCollegeofEducationofferstudentsaminimumoneweekrural
practicumexperience.Universityfacultyandstaffarrangeclassroomplacements,traveland
accommodationsforeachstudent.Thisexperienceistypicallyarrangedinconjunctionwiththejob
fairheldinAnchorageeachyear.Inthiswayteachercandidatesareencouragedtothinkofthe
experienceintermsoffutureemployment.Inaddition,whentheyreturntotheirhomecampusor
on‐lineclasses,studentspresentprojectscompletedduringtheruralpracticumandsharetheir
experienceswiththeirfellowstudents.Whiletheexperiencedoesnotalwaysleadtoimmediate
employment,itdoesallowthestudenttomakeaninformedchoiceregardinglivingandworkingin
aruralcommunity.AnewpilotprogramthisyearmakesuseoftheAlaskaTeacherPlacement
officestostrategicallyplacestudentsindistrictsthatwillhaveaspecificneedfortheircontentarea.
Additionally,principalsandsuperintendentswillreceiveaportfolioofinformationoneachstudent
sothattheycanrecruitbasedoncontentareaaswellaspositionsuitability.
TheRuralAlaskaPrincipalPreparationandSupport(RAPPS)Program,a$3.6millionfederally
fundedpartnershipbetweenUAAandtheAlaskaStaffDevelopmentNetwork,hasbeensuccessful
inpreparingandplacingruraladministrators.Overthepastfouryears,74RAPPSparticipants
receivedscholarships.Ofthese,63remainintheirhomedistrictsin2012,allofwhomwillhave
completedtheiradministrativecertificationbyMay2013,whenthegrantends.Onlytwoofthe
candidatesmovedoutofthestatetoacceptadministrativeplacements.Twodistrictshave100%
retentionofRAPPScandidatesintheirrespectivedistricts.Districtleadershaveexpressedinterest
incontinuingthedevelopmentofruraladministratorsbeyondthelifeofthefederalgrant.
Partneringsuperintendentshavecreatedashortlistofpotentialcandidates.
TheUAAStatewideInductionSeminarisayear‐longhybriddistancecourseforteachersand
administratorsnewtoruralAlaska.Itseekstonarrowtheachievementgapbyaddressingthe
culturaldissonanceoftheWesternpedagogies,curriculaandschoolreformspresentinmost
schoolsbyintegratingapproachesmorealignedwithAlaskaNativewaysof“being,valuingand
doing.”TheSeminarwasdesignedbyWesternandAlaskaNativeuniversityfacultyworkingin
collaboration.Thisincreasesthelikelihoodthattheteachersandadministratorsnewtorural
Alaskaunderstandthelocalculturalcontextandhowdeeplyitaffectsstudentlearning.Withthis
vitalawareness,theteachersandadministratorshavethetoolstoprovideculturallyappropriate
learningexperiencestostudentsandalsobecomemoreintegratedintotheircommunities,easing
highattritionrates.
UASisofferingAlaska’sfirstMassivelyOpenOn‐lineCourse(MOOC)intheeducationfield.
TeachersacrossAlaskacanregistereitherforcreditortoparticipatefreeofchargeinasemester
longcoursedesignedtoenablethemtodesigndifferentiatedcurriculumtomeetthediverseneeds
ofAlaskastudents.
Alaska’sUniversityforAlaska’sSchools2013
9
UAFProfessorJerryLipkareceivedathree‐yearU.S.DepartmentofEducationgrant.The
“MeasuringProportionally:Elders’WisdomAppliedtoTeachingandLearningMathProject”
respondstothewell‐documentedneedtoimprovetheacademicperformance(mathinthisproject)
ofAlaskaNativestudentsbyincorporatingtheElders’wisdom.Theprojectwillrefine,develop,and
implementelementary‐mathematicsinstructionalmaterialsaswellasprofessionaldevelopment
(PD)thatwilldevelopCulturallyCompetentMathematicsTeachers(CCMT).Theprofessional
developmentactivitiesandsupportswillengageteachersastheylearntoconstructandusecultural
mediatingmathtools,suchasnumberlines,geometricsets,andfractionsets.Byapplyinglessons
learnedfromElders,theprojectwillshowhoweachtoolcanbeusedtoteachacrossthemath
strands.TheprojectincludestheAlaskaNativeCulturalCharterSchool(Anchorage),Alaska
GatewaySchoolDistrict,HoonahCitySchoolDistrict,theKoliganekSchool(SouthwestRegional
SchoolDistrict),andtheYupiitSchoolDistrict.Additionalschooldistrictswillbeselectedfor
pilotingandforthequasi‐experimentalstudyinthirdyearoftheproject.
FacultyResearchonIssuesaroundTeacherRetentionandQuality
Inadditiontotheeducatorpreparationandsupportprogramsandinitiativesdescribedabove,
facultyattheUniversityofAlaskaSchoolsandCollegeofEducationareengagedinresearchto
betterunderstandthechallengesaswellaspotentialsolutionsaroundteacherretentionand
qualityimprovement.Severaloftheseprojectsarehighlightedhere.
UAFAssistantProfessorUteKadenreceivedathree‐yeargrantfromtheNationalScience
Foundationforthestudy“FactorsRelatedtoTeacherRetentioninArcticAlaska,anIntegralPartof
theCircumpolarNorth.”Thestudyaimstoidentify1)thedegreeofschoolandcommunity
integrationwhichinfluenceteacherretention;2)schoolworkplacecharacteristics,including
recruitmentpractices,whichinfluenceteacherretention;3)teacherpreparationpracticeswhich
influenceretention;and4)otherkeyvariablesforunderstandingteacherretentioninArcticAlaska.
ResearchersworkingonthisgrantincludefacultyfromtheUAFSchoolofEducationwith
backgroundsinindigenousstudies,mathematicseducation,andspecialeducationandfromUA
OfficeofK‐12Outreach,includingresearchersworkingontheAlaskaStatewideMentorProject.
UASAssistantProfessorMartinLasteriscompletingthestudy”DrivingandRestrainingForcesfor
QualityTeacherEvaluationinAlaska,”fundedbytheCenterforAlaskaEducationPolicyResearch.
Dr.Lasterisexploringthefactorsthatimpactqualityteacherevaluationacrossthecontinuumof
ruraltourbandistricts,andlookingatwhetheranymightbemodifiedbypolicydecisions.
DataonNewTeacherPreparationintheUniversityofAlaskaSystem
InitialteacherpreparationprogramsattheUniversityofAlaskaproduced242newteachersfrom
June2011‐May2012(AcademicYear2012);theaveragenumberofnewteachergraduatesoverthe
lastsevenyearsis214.Theseteachergraduatesincluded155elementary‐levelteachers(including
17specializinginearlychildhood),77secondaryteachersand10certifiedforgradesK‐12,inArt,
MusicorSpecialEducation.Amongthesecondaryteacherswere16newmathteachersand12new
scienceteachers.FourteenofthenewteacherswerecertifiedinSpecialEducation(someatthe
elementarylevel,someatsecondary,andsomeforK12).Whilethetotalnumberatalllevelshas
Alaska’sUniversityforAlaska’sSchools2013
10
rangedfrom180to242,therearenostatisticallysignificanttrendsforthetotalinitialteachers,
newelementaryteachersornewsecondaryteachers.
University of Alaska Teacher Preparation Program Graduates by Level of Endorsement, 2006‐2012
300
250
200
150
100
50
0
AY06
AY07
AY08
AY09
AY10
AY11
AY12
K12
2
0
3
6
2
8
10
Secondary
87
115
67
84
78
81
77
Elementary
91
121
104
144
120
142
155
SpecialEducationTeachers
Inadditiontothe14newteacherswhoobtainedspecialeducationendorsementsalongwiththeir
initialcertification,66existingteachersearnedspecialeducationcertificates,fora2012totalof80
newspecialeducationteachers.Thenumberofteachersreceivingspecialeducationendorsements
atUAhasgrown5‐foldbetween2006and2012,from16to80.
Alaska’sUniversityforAlaska’sSchools2013
11
University of Alaska Special Education Graduates, 2006‐2012
90
80
80
72
70
59
60
60
50
40
27
30
20
16
17
10
0
AY06
AY07
AY08
AY09
AY10
AY11
AY12
Endorsement
16
13
25
54
53
59
66
Initial certificate
0
4
2
5
7
13
14
RetentionofUniversityofAlaska‐preparedTeachers
Between2006and2012,theUniversityofAlaskagraduatedabout200newteacherseachyear.
UniversityofAlaskagraduatesmadeupabout12%ofnewhiresacrossthestatein2011andagain
in2012.TeacherspreparedinAlaskatendtostayinAlaska’sschoolslongerthanthosewhocome
fromoutsidethestate.So,whileinagivenyearUApreparededucatorsmayonlymakeonlyabout
12%oftheneweducatorsthatdistrictshire,UA‐preparedteachersmakeup28percentofthe
statewideteachingforce.Moreover,thepercentofallcertifiedstaffthatreceivedanyeducation
degreeorendorsementfromUAisslightlyhigher–about32percent.AppendixAincludesdetailed
tablesandgraphsshowingUAteachereducationdegreesandcertificatesgrantedfromAY2006‐
AY2012.3
3ThisreportonlyaddressesteacherspreparedbyUniversityofAlaskaprograms.TheforthcomingEducation
SupplyandDemandUpdateReportwillincludedataoneducatorspreparedatAlaskaPacificUniversityand
viain‐statealternativecertificationprogramssuchasthatoperatedbytheAlaskaDepartmentofEducation
andEarlyDevelopment.
Alaska’sUniversityforAlaska’sSchools2013
12
Additionaleffortstoaddresschallengesinrecruiting,preparingand
retainingteachers
InadditiontotheprogramsandresearchintheUASchoolsandCollegeofEducationdescribed
above,thereareprogramsandresearchbeingconductedintheUAOfficeofK‐12Outreach,aswell
asresearchbeingdoneattheUAACenterforAlaskaEducationPolicyResearch.Wealsobriefly
describethenewUniversityofAlaskaTeacherEducationConsortium,whichisfacilitating
conversationsonteacherpreparationandsupportissuesbetweentheUASchoolsandCollegeof
Educationandkeystakeholdersacrossthestate.
FutureEducatorsofAlaska(FEA)
In2013,FEAisevolvingintoaCareerandTechnicalStudentOrganization(CTSO).Forthisreason,
thefocusofFEAthisyearisonpreparinghighschoolstudentsforleadershiproles.FEAwill
continuetohelpstudentsplanforcareersineducation,workwithFEAstudentsinafter‐school
clubs,andguideFEAstudentsenrolledin"ExploringEducationCareers"courses.Inaddition,FEA
studentswillparticipateincompetitionsthathonetheiroralpresentationskills.Forthefirsttime,
morethanadozenelectedFEAstudentsfromacrossruralAlaskawillparticipateinyouth
leadershiprolesatthe2013CTSOPerformanceBasedAssessmentConference(March21‐23in
Anchorage).TheseFEAyouthleadersalsowillguidetheannualFEAstudentgathering(April2013
ontheUAAcampus).Inadditiontothe"ExploringEducationCareers"course,aseconddual‐credit
courseisbeingplannedtohelpeasegraduatingFEAhighschoolstudenttransitionintoUASchools
andCollegesofEducation.
AlaskaTeacherPlacement(ATP)
In2013,ATPwillhostonemajorin‐stateandtwoout‐of‐statejobfairstoconnectqualified
educatorswithAlaskadistricts,alongwithdozensofvirtualjobfairsand24‐houriCommunity
support.Thisyear,ATPisincreasingcollaborationwiththeDeansofUASchoolsandCollegeof
EducationtodeterminehowtooffercareerservicestoeducationmajorsintheirfinalyearsatUA,
withtheultimategoalofassuringplacementinAlaskadistrictsforincreasingnumbersofUA
educationgraduates.BecauseISERstatisticsshowthatteachersfromAlaskastaylongerinAlaskan
schools,theATPbridgebetweenUASchoolsandCollegeofEducationandAlaskadistrictsforour
UAeducationgraduatesshouldleadtoincreasedretentionanddecreaseddependenceonteachers
fromoutofstate.ApilotprojectbetweenATPandUASisunderwaytodeterminehowmuchand
whatkindofinterventionisneededtoincreaseUAEducationstudentinterestinjobsinrural
Alaska.
StatewideTeacherMentoring
TheAlaskaStatewideMentorProjectisapartnershipbetweentheUniversityofAlaskaandthe
StateDepartmentofEducationandEarlyDevelopment.Statefundingcurrentlyprovidesmentorsto
anaverageof380earlycareerteachersannuallyinmostlyruraldistrictsacrossthestateeachyear.
ASMPhasreceiveda$15milliongranttoexpandtheprogramtofirst‐andsecond‐yearteachersin
theAnchorage,Fairbanks,Mat‐Su,SitkaandKenaischooldistricts.Alargepartofthemoneywill
Alaska’sUniversityforAlaska’sSchools2013
13
fundarandomizedcontrolledtrialtotesthowmentoringaffectsearlycareerteachers’
effectivenessandtheirstudents’achievementwhileservinganadditional520earlycareerteachers
overthreeyears.
PREPARES
PREPARESisa5‐yrNationalScienceFoundationfundedscale‐upresearchprojectexploring
whetheramodelthathasshownpromiseinimprovingteacherretentioninrural,predominantly
indigenousandlow‐incomeservingAlaskadistrictsistransferabletootherpartsofAlaskaandthe
nation.Themodelinvolvesprovidingprofessionaldevelopmentforteachersbasedondata‐driven
andresearch‐basedbest‐practicesforengagingindigenousstudentsinthestudyofscience,math,
andothersubjects.Theprofessionaldevelopmentenablesteacherstoprovideplace‐based,
community‐relevant,culturallyresponsiveinstructionintheirclassrooms,andisbasedonthe
premisethatteacherswholearntoprovideplace‐basedinstructionthatisalsocommunity‐relevant
andculturallyresponsivearemorelikelytoseeanincreaseinboththeengagementand
achievementoftheirstudentsacrosssubjectareas,arethereforearemorelikelytostayinrural
districtslongerthanteacherswhodonotoffersuchinstruction.Unanticipatedbenefitstothe
modeltodateincludepersistentincreasedcommunityandparentalengagementinstudent
scholasticendeavors.
CenterforAlaskaEducationPolicyResearch
TheCenterforAlaskaEducationPolicyResearch(CAEPR)isengagedinresearchprojectson
teacherretentionaswellasonbroadereducationissuesinAlaska,includingastatewideteacher
surveytostudythereasonsteachersstayinorleavetheirschoolsandtobetterunderstandteacher
perceptionsoftheplacestheywork.Thisprojectisdescribedingreaterdetailinthe“Future
Reports”sectionofthesummary,alongwithseveralotherprojectsonrelatedtopics.
BringingAllthePlayersTogether:TheUniversityofAlaskaTeacherEducationConsortium
OnSeptember25,2012,thefirstmeetingoftheUniversityofAlaskaTeacherEducationConsortium
washeld.Themeetingincludedamorninglisteningsession,whereeducatorsandotherswere
invitedtosharetheirthoughtsontheUATeacherEducationprograms,specificallyonwhatthe
programsaredoingwellandshouldcontinuetodo,whatcouldbedonetoimprovethem,
challengesinteacherpreparation,andprioritiesforimprovement.Theafternoonmeetingfocused
ondevelopingactionsthatmembersoftheconsortiumcantaketoimproveteacherrecruitment,
preparationandretention.NotesfromthemeetingareincludedasAppendixD.
Alaska’sUniversityforAlaska’sSchools2013
14
ResearchonUniversityofAlaskainitiallicensuregraduates:Whyaren’t
theyteaching?
InresponsetoquestionsraisedbytheAlaskaLegislatureandtheUABoardofRegentsregarding
whymoreUAgraduatesarenotintheclassroom,infall2012CAEPRresearcherssurveyed
graduatesofUniversityofAlaskainitialteacherpreparationprogramswhograduatedbetweenthe
fallof2010andthesummerof2012(MoreinformationonthisstudyisprovidedinAppendixE.).
Thesurveyaskedwhetherrespondentshadappliedforateachingcertificateorforajob,whether
theywereworkingasteachers,inothereducationjobs,orinotherfields.Forthosegraduateswho
didnotlookforateachingjob,weaskedwhytheychosenottoteach;forthosewholookedand
werenothired,theyaskedwhytheythoughttheyweren’tsuccessfulinobtainingateaching
position.
Theresponserateforthesurveywaslessthan30%‐toolowtostatisticallygeneralizethese
findingsorgeneralizethefrequencyoftheseoutcomestoallprogramgraduates.However,our
respondentsincludedgraduatesofalltypesoninitialteacherprograms,andwereemployedin
publicschoolsatsimilarratestoUAgraduatesoverall.Webelievetheresultsofthisstudyshed
insightintotheexperiencesofmanyUAgraduates.
Ofthe113respondents,90%appliedforateachingcertificateuponcompletionoftheirprogram.
The10%whodidnotapplywerenotseekingateachingjobandcitedtravel,pursuitofother
interests,acceptanceorcontinuationofemploymentinnonteachingjobs,lackofavailableteaching
jobs,orsimplyhadnodesiretoteach.
95percentofourrespondentswereemployedthefallimmediatelyfollowingtheirgraduation.
Morethan4outof5respondents(84%)workedinsometypeofeducationjob,althoughonlyabout
40%wereteachers(seetablebelow).Ofthoserespondentsworkingineducation,14%workedin
earlychildhood(pre‐K)settings,64%workedinelementary(K‐6),and66%inmiddle/highschool
settings.
Answer
Response
%
employedasateacher
47
41%
workingasasubstituteteacher
33
29%
workinginsomeothereducationjob
17
15%
workinginajoboutsideofeducation
12
11%
notworking
4
4%
113
100%
Total
Weaskedthe59percentofourrespondents(68of113)whowerenotemployedasteachersthe
fallfollowinggraduation,abouttheirjobsearches(67ofthe68respondedtothesequestions).
Morethan70%ofthem(48)hadappliedforateachingjobimmediatelyaftergraduation.The19
Alaska’sUniversityforAlaska’sSchools2013
15
whodidnotapplyforpositionsmostfrequentlycitedgoingbacktoschoolforadvancededucation,
lackofjobavailability,anduncertaintyaboutteachinginthecurrenteducationalsystemaswhy
theyhadnotapplied.Otherreasons,suchasstayinghometohaveababy,needingabreak,
transferringwiththemilitary,acceptingapositioninaprivateschool,andwaitingoninstitutional
recommendationandteachercertificateweregivenbyjustoneortworespondents.Abouthalfof
thosenotemployedasteachers(9outof19)latersearchedforateachingjob.
Ofthe48whoappliedforteachingjobsimmediatelyfollowinggraduation,mostappliedtooneor
moreofAlaska’sfivelargestdistricts(Anchorage,Mat‐Su,Kenai,Fairbanks,andJuneau)andfewer
than20%appliedtoanyotherAlaskadistrict.
Answer
Response
%
AnchorageSchoolDistrict
21
44%
FairbanksNorthStarBoroughSchoolDistrict
9
19%
Mat‐SuBoroughSchoolDistrict
10
21%
KenaiPeninsulaBoroughSchoolDistrict
8
17%
JuneauSchoolDistrict
10
21%
OtherAlaskapublicschools
8
17%
SchoolsoutsideAlaska
10
21%
Alaskanon‐publicschools
3
6%
Weaskedallthosewhohadsearchedforateachingjobeitherimmediatelyaftergraduationorlater
abouttheirwillingnesstorelocate.Ofthose58graduates,almost60%werenotabletorelocate
becausetheyneededtostayintheirhomecommunity.Most(23of25)respondentswhowere
willingtorelocatealsoidentifiedplacestheywereunwillingtorelocate.Whilethreesaidthey
wouldnotbewillingtoleaveAlaska,15saidtheywouldnotmovetosomeorallofruralAlaska.
Thismeansthatonly10of58graduateslookingfor(butnotfinding)workwereableandwillingto
relocatetoruralAlaskadistricts.Family/personalreasonsandenvironment(includingweather,
lifestyle,andteaching/livingconditions)werethemajorreasonsrespondentswouldnotbewilling
torelocatetospecificareas.
Weaskedourrespondentswhoappliedbutdidnotgetajob,whytheybelievedtheywerenot
hired.Byfarthemostfrequentanswerwascompetition,lackofjobs,orboth,citedbyalmosttwo‐
thirds(35ofthe54)ofourrespondents.Sevenwereunwillingtorelocateandafew(2to4foreach
reason)citedlackofexperience,lackofinterviewingskills,movingandhavingababy.We
interviewed21ofoursurveyrespondents(representingallUAinitialteacherpreparation
programs)whowerenotemployedasteachersthefallimmediatelyfollowinggraduationtoexplore
thesereasonsinmoredepth.
Reflectingtheanswersabove,80%(17)indicatedtherewerelimitedteachingjobopportunities,
whichincludedcommentsrelatedtonoopenings,nooffers,districtbudgetconstraints,and
Alaska’sUniversityforAlaska’sSchools2013
16
competition/lackofexperience.Addingtothoseanswers,one‐third(7)listedotheropportunities,
suchastravel,employmentinnonteachingjobs,andfamilyasreasons.Third,slightlylessthan20%
(4)expresseduncertaintyaboutteaching.(Percentagesdonotequal100becausemany
respondentsprovidedmultiplereasons.)
WhenaskedwhatUAcoulddotoassistintheirsearchforemployment,themostfrequentresponse
(8ofthe21)wasnothingor“Idon’tknow.”Twograduatesrecommendedresumewritinghelp,and
oneeachrecommendedhelpwithclassroommanagement,assessment,interviewingpractice,cover
letterwriting,jobhuntingprotocol(whotocontact),informationaboutjobfairsandjobopenings,
clarificationofthecertificationprocess,andhonestyaboutthebleakjobopportunities.
TogainanadditionalperspectiveonUAgraduates,weinterviewedhumanresourcepersonnelfrom
thefiveAlaskaschooldistrictsthathirethelargestnumberofUAgraduates(Anchorage,Fairbanks,
Juneau,Kenai,andMat‐Su).Thesekeyinformantshavegeneralknowledgeofthequalityofteachers
hiredbytheirdistricts.WhenaskedhowwellpreparedtheyfoundUAgraduates,twowere
complimentary,twowereneutral,andonewasuncomplimentary.
KeyinformantsreportedbothconsistentstrengthsandweaknessesofUAgraduates.Strengths
includedunderstandingtheenvironmentanddiversestudentpopulationsofthedistrict,roleofthe
generaleducationteacherworkingwithELLstudents,classroommanagement,assessment,andthe
connectionbetweeninstructionandassessment.Otherstrengthsincludedpassionforteaching,
loveofstudents,interestandpassionforbeingineducation,andknowledgeofthestateandthe
districtinwhichtheyhaveapplied.Onekeyinformantindicatedthattherewerenoconsistent
strengthsthatsetUAgraduatesapart.Weaknessesincludedpreparationinspecialeducation,
instructionalpractices,literacyintegrationatthesecondarylevel,andtheroleofthegeneral
educationteacherinworkingwithspecialeducationstudents.Twokeyinformantsindicatedthat
therewerenoconsistentweaknesses,butoneoftheseindicatedmorepreparationindealingwith
diversepopulationswouldbebeneficial.
NationalandAlaskaresearchershavelongdocumentedthatteachershortagesarebothlocation
andsubject‐specific(NCREL,2000;McDiarmid,2003),andthesedataareinlinewiththose
findings.WhileUAgraduatesaregenerallypreparedtoteach,therearesomegraduateswhoare
lesspreparedfortheclassroom,asreflectedbyoneofourkeyinformants.Thelargestfactorin
explaininggraduates’inabilitytofindingteachingjobs,though,seemstobethattoomany
graduatesarecompetingforthelimitedpositionsinthestate’slargestdistricts,andtoofeware
abletorelocatetoruralandremoteschoolswheredistrictsneedmoreapplicants.Anotherfactorin
graduates’difficultyfindingjobsisthatmoreprospectiveteachersarechoosingelementary
educationdegreesthanthereareopeningsforthem,andtoofewarechoosingtoteachinhard‐to‐
fillareassuchasspecialeducation,secondarymathandsecondaryphysicalscience.
Alaska’sUniversityforAlaska’sSchools2013
17
Summary
TheUniversityofAlaskasystemcontinuestofocusonexpandingthenumberofqualifiedAlaskans
whocanbeemployedinAlaska’sschools.Eachyear,theUAsystemaddsabout200newteachersto
Alaska’steachingforceand60‐70%ofthosegoontoteachinAlaska’spublicschools.However,
mostofthesenewlycertifiedteachersseekemploymentinurbanorroadsystemdistricts,while
mostoftheteachingvacanciesoccurinremoteandruraldistricts.Thisleavesthestate’sschools,
especiallytheruralschools,needingtohireseveralhundredteachersfromelsewhere.
NosystematicresearchhasbeenconductedonwhytherearenotmoreAlaskanschoosingtoenter
theteachingprofession.However,thereareanumberoffactorsthatmaybeaffectingthese
decisions,fromchangesintheteacherretirementsystemtoareductioninthecompetitivenessof
Alaska’steachersalariescomparedwithsalariesinotherprofessionsandinotherstates,tothe
expensesteachercandidatesmustincurduringtheireducation,inparticularduringtheirunpaid
clinicalpractice,whenitisnearlyimpossibletomaintainoutsideemployment.Addingtothisis
concernabouttrendsinteacherevaluation;anewteacherevaluationplanjustadoptedinAlaska
reliesextensivelyonstudentachievementdata,andbothwithinthestateandacrossthenation
thereisuneaseabouthowthiswillaffectteacheremploymentandsalaries.CAEPRisconducting
researchthisspringthatshouldhelppolicymakersandteachereducatorsbetterunderstandthe
impactoftheseissues.Finally,thedownturnintheeconomythepastfewyearsmadeteachingjobs
lessavailable;fewerteachersleftAlaska’sschools,andflatfundingforthestate’sschoolsalsoledto
feweropeningsandevenlayoffsinsomedistricts.4
ThisreporthighlightswhattheUniversityofAlaskaisdoingtoimprovetherecruitmentand
retentionofstudentsforteachereducationprogramsandtostrengthenexistingprograms.TheUA
TeacherEducationPlanidentifiedseveralgoalsinthisareathatfacultyandstaffarenowworking
on,andCAEPRisdoingresearcharoundissuesthatimpactthosegoals.Inaddition,theUniversity
ofAlaskaOfficeofK‐12Outreachissupportingeffortstorecruitandretainteachersacrossthe
state,workingdirectlywithdistrictsandconductingresearch.
AlloftheseeffortsshouldmovetheUniversityofAlaskasystemtowardbettermeetingtheneedsof
Alaska’sschools.However,thebroaderfactorsaffectingthedecisionsofstudentstoentercollege,
pursuetheteachingprofession,choosetoworkinruralschools,andstayintheprofessiononce
theycompletetheirtrainingrequireabroadeffortthatincludescurrentteachersand
administrators,parents,communityleaders,andpolicymakers.Weneedtoexplorequestionsand
havefrankdiscussionsaroundworkingconditions,teachercompensationandincentivestoenter
thefield,amongotherissues.AllofthesearefactorsthataffecttheabilityofAlaska’sschoolsto
attractandretaineducators.
4In2012‐2013theAnchorageSchoolDistrictlaidoffteachersanddidnotacceptnewapplicationsfor
teachersinseveralcontentareas.http://www.asdk12.org/employment/certificated/12‐13applications/
Alaska’sUniversityforAlaska’sSchools2013
18
FutureReports
Thenextinstallmentofthisreportisdueinspring2015.Inadditiontoreportingupdateddataon
teachersandothereducatorspreparedbytheUniversityofAlaska,wewillcontinuetoexplore
issuesofconcernaroundteacherrecruitment,preparationandretentioninAlaska.Thereare
severalresearchprojectsunderwaythatwillinformthenextreport:
a) StatewideTeacherSurvey
InSpring2013,CAEPRwillconductasurveyonthefactorsinfluencingteachers’decisions
tostayintheirschools/districtsortoleave.Teacherswillbeaskedaboutissuessuchas
theirperceptionsofleadershipintheirschool;theirrelationshipswithparentsand
community;salary,benefitsandfinancialincentivestostayintheirschool;andmentoring
andprofessionaldevelopmentefforts.ThissurveywillbedoneincollaborationwithUAF
AssistantProfessorUteKaden.Infall2013,CAEPRwillmatchdataonteacheremployment
toseewhichteacherswhoparticipatedinthesurveycontinuedtoteachinAlaskaandin
theirsameschool,andwhichdidnot,andanalyzetherelationshipbetweenteachersurvey
responsesandworkoutcomes,sothattheycancreatemodelsaroundthefactors
contributingtoteacherretentionandturnover.
b) EducatorSupplyandDemandStudy
CAEPRispreparingacomprehensiveupdateofdataonteacherandadministratorsupply,
demandandturnover,includingacomprehensiveliteraturereviewonfactorsinfluencing
teacherretentionandturnover;dataonthenumberofteachersandadministrators
preparedbyinstitutionsin‐stateversuscominginfromoutsideAlaska;teacherand
administratorturnoverratesbydistrict;andalookspecificallyatthenumbersandcareer
pathwaysofAlaskaNativeteachersandadministrators.
c) UniversityofAlaskaTeacherEducationGraduateSurveys
IncollaborationwiththeUASchoolsandCollegeofEducation,CAEPRwillbeconducting
surveysofgraduatesfromalloftheeducationprogramsacrosstheUAsystemone,three
andfiveyearsaftertheygraduateaswellasjustbeforegraduation.Wewillreport
specificallyontheteachereducationgraduates,focusingontheirperceptionsofhowwell
theywerepreparedfortheircurrentpositionsandsuggestionstheyhaveforstrengthening
teacherpreparationprograms.
Alaska’sUniversityforAlaska’sSchools2013
19
AppendixA:DetailedDataTables
A1.UniversityofAlaskaEducationProgramGraduates
University of Alaska Education Graduates by Area of Study
AY06
Teachers
AY07
AY08
AY09
AY10
AY11
AY12
180
236
174
234
200
231
242
Counselors
29
28
30
30
32
19
34
Principals
42
62
61
39
51
90
80
Other
75
89
112
110
135
143
171
326
415
377
413
418
483
527
University of Alaska Education Graduates by Area of Study, 2006‐2012
600
500
171
143
400
89
300
200
100
110
Principals
135
112
75
42
29
62
28
61
39
30
Other
90
51
32
19
80
Counselors
Teachers
34
30
236
180
234
174
200
231
242
AY11
AY12
0
AY06
AY07
AY08
AY09
AY10
Alaska’sUniversityforAlaska’sSchools2013
20
University of Alaska Initial Teacher Program Graduates by Level
AY06
AY07
AY08
AY09
AY10
AY11
AY12
Elementary
91
121
104
144
120
142
155
Secondary
87
115
67
84
78
81
77
2
0
3
6
2
8
10
K12
check
0
0
0
0
0
0
University of Alaska Teacher Preparation Program Graduates by Level of Endorsement, 2006‐2012
300
250
200
150
100
50
0
AY06
AY07
AY08
AY09
AY10
AY11
AY12
Alaska’sUniversityforAlaska’sSchools2013
21
University of Alaska Special Education Graduates - Initial Licensure & Endorsement
AY06
Initial certificate
AY07
AY08
AY09
AY10
AY11
AY12
0
4
2
5
7
13
14
Endorsement
16
13
25
54
53
59
66
SpED total
16
17
27
59
60
72
80
University of Alaska Special Education Graduates, 2006‐2012
90
80
70
60
50
40
30
20
10
0
AY06
AY07
AY08
AY09
Alaska’sUniversityforAlaska’sSchools2013
AY10
AY11
AY12
22
A2.TeacherTurnoverRatesbyDistrict,1999‐2012
19992000
20002001
20012002
20022003
20032004
20042005
20052006
20062007
20072008
20082009
20092010
20102011
20112012
2 ‘Denali '
28.6%
13.8%
33.3%
14.8%
37.9%
17.2%
20.0%
18.2%
21.2%
23.3%
26.7%
23.1%
14.8%
3 ‘Alaska Gateway‘
12.5%
20.0%
13.9%
24.2%
23.5%
12.1%
28.6%
31.3%
18.8%
25.8%
12.9%
13.3%
11.8%
4 ‘Aleutian Region‘
42.9%
33.3%
33.3%
16.7%
33.3%
57.1%
33.3%
33.3%
50.0%
60.0%
50.0%
5 ‘Anchorage‘
n/a
n/a
8.0%
7.8%
9.7%
11.9%
9.8%
10.2%
8.5%
9.7%
11.9%
8.8%
7.1%
8.0%
9.1%
6 ‘Annette Island‘
18.2%
23.3%
37.0%
7.4%
25.0%
18.2%
34.4%
30.0%
40.6%
6.9%
18.8%
41.4%
29.6%
7 ‘Bering Strait‘
33.1%
34.0%
23.5%
32.2%
34.1%
32.7%
21.9%
19.3%
24.7%
22.8%
27.9%
25.6%
25.7%
8 ‘Bristol Bay‘
8.3%
8.3%
12.5%
18.2%
35.0%
21.1%
37.5%
20.0%
37.5%
25.0%
20.0%
43.8%
40.0%
9 ‘Chatham‘
19.0%
28.6%
12.5%
34.8%
35.0%
23.8%
40.0%
31.3%
33.3%
52.6%
16.7%
15.0%
35.3%
10 ‘Chugach‘
16.7%
8.3%
35.7%
7.1%
35.3%
25.0%
7.1%
8.3%
7.1%
0.0%
7.7%
21.1%
12.5%
11 ‘Copper River‘
13.6%
14.6%
9.5%
14.0%
11.9%
15.8%
13.2%
17.9%
15.8%
15.8%
13.5%
21.1%
16.7%
12 ‘Cordova City‘
27.8%
8.6%
18.9%
17.1%
15.2%
25.0%
6.3%
22.6%
7.1%
10.7%
3.4%
10.0%
17.9%
13 ‘Craig City‘
23.1%
11.5%
9.7%
28.6%
17.1%
16.2%
17.6%
12.5%
8.8%
20.0%
10.8%
31.0%
11.1%
14 ‘DeltaGreely‘
12.9%
22.0%
19.1%
11.9%
24.5%
14.8%
14.5%
12.7%
16.4%
18.5%
19.4%
20.0%
14.5%
15 ‘Dillingham‘
31.7%
19.4%
22.0%
40.5%
22.5%
15.8%
22.5%
25.6%
37.8%
31.0%
22.0%
12.8%
10.5%
16 ‘Fairbanks‘
0.4%
15.5%
8.8%
10.6%
11.2%
10.5%
8.4%
10.9%
10.0%
11.7%
8.8%
10.3%
10.9%
17 ‘Galena‘
9.8%
19.0%
8.9%
7.9%
13.2%
11.8%
18.2%
13.8%
3.2%
19.1%
7.6%
10.9%
12.3%
18 ‘Haines‘
14.7%
11.4%
12.9%
23.3%
23.1%
19.0%
4.5%
22.7%
9.5%
4.8%
13.0%
16.0%
23.1%
19 ‘Hoonah‘
19.0%
4.5%
4.5%
26.1%
15.8%
20.0%
7.7%
14.3%
7.7%
33.3%
50.0%
50.0%
25.0%
20 ‘Hydaburg‘
33.3%
44.4%
44.4%
18.2%
63.6%
40.0%
9.1%
9.1%
20.0%
27.3%
11.1%
22.2%
11.1%
21 ‘Iditarod‘
35.0%
38.5%
50.0%
48.4%
68.8%
46.7%
25.8%
41.4%
37.5%
29.6%
19.0%
52.0%
48.0%
22 ‘Juneau‘
17.7%
8.5%
11.0%
10.3%
13.0%
8.5%
10.9%
10.1%
9.8%
10.2%
10.2%
11.1%
10.5%
23 ‘Kake‘
33.3%
41.2%
7.1%
0.0%
18.8%
42.9%
31.3%
38.5%
11.1%
20.0%
9.1%
8.3%
0.0%
24 ‘Kenai‘
12.8%
6.8%
9.0%
12.1%
13.6%
10.8%
11.2%
13.3%
12.7%
10.1%
10.5%
9.0%
9.2%
9.7%
14.3%
9.7%
11.9%
8.5%
7.7%
4.2%
10.6%
12.3%
13.5%
11.3%
10.1%
9.2%
18.8%
17.6%
26.7%
7.1%
26.7%
6.7%
13.3%
0.0%
6.7%
13.3%
5.9%
25 ‘Ketchikan‘
27 ‘Klawock‘
n/a
n/a
28 ‘Kodiak‘
12.3%
14.1%
10.7%
13.0%
11.5%
11.0%
14.8%
11.6%
10.8%
14.8%
8.8%
17.0%
14.0%
29 ‘Kuspuk‘
27.7%
29.8%
34.8%
36.2%
33.3%
42.1%
22.6%
34.3%
16.7%
22.5%
17.9%
26.5%
5.7%
30 ‘Lake & Peninsula‘
32.0%
37.5%
42.6%
27.5%
27.5%
20.4%
34.0%
39.1%
27.5%
8.9%
31.9%
28.3%
18.2%
31 ‘Lower Kuskokwim‘
23.4%
18.4%
22.1%
23.7%
24.0%
19.8%
20.3%
14.8%
21.6%
10.8%
16.4%
16.0%
11.7%
32 ‘Lower Yukon‘
22.7%
22.6%
31.0%
29.5%
17.1%
21.1%
30.1%
31.9%
25.0%
27.9%
22.8%
20.7%
29.5%
33 ‘MatSu ‘
14.7%
5.6%
6.0%
7.6%
8.9%
8.8%
7.5%
6.7%
10.5%
7.4%
6.6%
5.4%
10.7%
Alaska’sUniversityforAlaska’sSchools2013
23
19992000
20002001
20012002
20022003
20032004
20042005
20052006
20062007
20072008
20082009
20092010
20102011
20112012
34 ‘Nenana‘
13.3%
18.2%
14.3%
32.4%
41.9%
18.2%
14.3%
7.7%
24.0%
9.1%
12.0%
3.8%
20.0%
35 ‘Nome‘
21.8%
16.4%
25.0%
17.6%
22.4%
14.9%
6.5%
10.0%
20.0%
13.7%
9.8%
17.0%
18.2%
36 ‘North Slope‘
6.0%
31.4%
21.3%
22.7%
17.7%
20.9%
24.2%
46.2%
42.6%
50.0%
25.9%
29.3%
24.4%
37 ‘Northwest Arctic‘
23.2%
26.0%
29.3%
25.9%
19.3%
24.6%
24.7%
19.0%
22.0%
29.5%
16.8%
26.2%
33.3%
38 ‘Pelican‘
25.0%
25.0%
75.0%
100.0%
33.3%
75.0%
100.0%
50.0%
100.0%
0.0%
50.0%
0.0%
50.0%
6.5%
10.9%
2.1%
14.6%
14.6%
7.0%
15.2%
9.1%
11.1%
12.2%
7.0%
9.5%
7.9%
28.6%
25.0%
54.5%
38.5%
16.7%
18.2%
35.7%
41.7%
36.4%
50.0%
36.4%
27.3%
45.5%
7.4%
10.3%
7.2%
6.7%
17.1%
7.5%
8.3%
4.6%
12.8%
9.3%
9.4%
11.9%
7.7%
15.4%
23.1%
30.8%
21.4%
15.4%
38.5%
8.3%
7.7%
30.8%
16.7%
8.3%
30.8%
11.1%
13.6%
42.9%
30.0%
25.0%
26.1%
15.8%
27.3%
39.3%
16.1%
29.7%
28.6%
40.3%
25.9%
39 ‘Petersburg‘
40 ‘Pribilof ‘
42 ‘Sitka‘
43 ‘Skagway‘
44 ‘Southeast Island‘
27.3%
29.2%
33.3%
45 ‘Southwest Region‘
27.9%
27.7%
35.8%
36.4%
15.6%
46 ‘Saint Marys‘
36.4%
41.7%
7.1%
42.9%
64.3%
38.5%
60.0%
33.3%
30.8%
30.8%
14.3%
7.1%
57.1%
10.3%
20.0%
10.0%
6.7%
12.9%
6.3%
28.1%
21.9%
16.1%
12.5%
9.4%
47 ‘Unalaska‘
n/a
n/a
n/a
48 ‘Valdez‘
n/a
38.1%
n/a
n/a
7.0%
6.9%
11.1%
20.0%
11.5%
11.9%
8.6%
5.5%
7.7%
5.9%
4.1%
9.6%
7.8%
49 ‘Wrangell‘
15.2%
20.6%
0.0%
6.3%
21.2%
0.0%
7.4%
19.2%
12.0%
14.8%
11.5%
10.3%
3.6%
50 ‘Yakutat‘
31.3%
31.3%
35.3%
36.8%
17.6%
20.0%
16.7%
7.1%
23.1%
15.4%
15.4%
0.0%
21.4%
51 ‘Yukon Flats‘
40.0%
28.6%
26.8%
31.4%
47.1%
28.1%
34.4%
45.5%
37.9%
37.5%
29.0%
32.3%
33.3%
52 ‘Yukon Koyukuk‘
53 ‘Tanana‘
54 ‘Yupiit‘
n/a
n/a
62.5%
n/a
16.7%
n/a
44.2%
32.0%
32.0%
24.5%
21.5%
39.4%
31.6%
24.4%
12.8%
23.6%
17.6%
66.7%
25.0%
55.6%
71.4%
16.7%
42.9%
25.0%
83.3%
50.0%
40.0%
60.0%
26.5%
29.7%
32.4%
25.7%
18.4%
43.9%
35.0%
46.5%
52.3%
39.1%
22.2%
37.9%
29.4%
31.3%
15.6%
15.2%
50.0%
40.0%
24.2%
5.7%
41.2%
9.7%
8.7%
4.2%
0.0%
8.3%
16.0%
55 ‘Kashunamiut‘
35.0%
20.0%
18.2%
8.0%
19.2%
17.2%
56 ‘Aleutians East‘
36.7%
38.2%
27.8%
28.9%
47.1%
23.5%
40.7%
98 ‘Mt Edgecumbe‘
7.1%
20.0%
6.7%
7.1%
0.0%
0.0%
99 Alyeska Central Sch
20.0%
19.0%
5.6%
15.0%
35.0%
100.0%
Alaska total
12.1%
12.7%
13.0%
14.7%
14.3%
13.1%
12.2%
13.6%
14.6%
13.0%
10.8%
12.0%
12.5%
Urban
8.7%
8.7%
9.1%
11.0%
10.5%
10.0%
8.7%
9.8%
11.3%
9.2%
7.8%
8.2%
9.7%
Rural:
19.7%
21.4%
21.2%
22.5%
22.4%
20.0%
19.9%
21.9%
21.7%
21.4%
17.4%
20.7%
19.0%
n/a
n/a
16.7%
10.5%
School no longer in operation
Notes:Turnoverdefinedasthepercentofteacherswhodonotremaininthesamedistrictfromoneyeartothenext.
‘Urban’districtsareAnchorage,Fairbanks,Juneau,Kenai,andMatanuska‐Susitna.‘Rural’districtsareallotherdistricts
‘n/a’meansdatanotavailableforthatdistrictthatyear.
Source:AkDepartmentofEducationandEarlyDevelopmentCertifiedStaffAccountingDatabase;dataanalyzedbytheInstituteofSocialandEconomicResearch,UAA
Alaska’sUniversityforAlaska’sSchools2013
24
AppendixB:EducationCertificationProgramsattheUniversityofAlaska
BaccalaureatedegreeswithCertification
(InstitutionalRecommendations)
EarlyChildhoodB.A.Pre‐K‐3
ElementaryEducationK‐6
ElementaryB.A.K‐8
SpecialEducationB.A.
BachelorofMusicinMusicEducation
UndergraduateCertificates
(InstitutionalRecommendations)
UndergraduateCertificate,K‐12Art,
UndergraduateCertificate,Secondary7‐12
Post‐BaccalaureateCertificates
(InstitutionalRecommendations)
EarlyChildhoodPre‐K‐3rdgrade
ElementaryEducationK‐6
Secondary7‐12
K‐12Art
SpecialEducation
MasterofArtsinTeaching(MAT)Certification
(InstitutionalRecommendations)
ElementaryEducationMAT
Secondary:ContentAreasMAT,Distance
SpecialEducationMAT
GraduateCertificates
(InstitutionalRecommendations)
Counseling
EducationalLeadership:Principal
EducationalLeadership:Superintendent
LanguageEducation(EnglishLanguageLearner)
SpecialEducation
Alaska’sUniversityforAlaska’sSchools2013
UAA
UAF
UAS
Review/Approvals
F
F
F,D
F
F,D
D
NAEYC,DEED
ACEI,DEED
ACEI,DEED
NewFall2012
NASM
F.D
F,D
NAEA
DEEDandSPAs
F
F
F,D
F,D
F,D
F,D
NAEYC,DEED
ACEI,DEED
DEEDandSPAs
NAEA
CEC,DEED
D
D
F,D
H
D
ACEI,DEED
DEED
CEC,DEED
D
D
F
D
F,D
D
CACREP
ELCC,DEED
ELCC,DEED
DEED
CEC,DEED
25
MasterofEducation(MEd)withLicensure
(InstitutionalRecommendations)
Counseling
EducationalLeadership(principal)
EducationalLeadership(superintendent)
EducationalTechnology
MathematicsEducation
TeachingandLearning
EarlyChildhoodSpecialEducation
SpecialEducation
ReadingSpecialist
Non‐LicensurePrograms
UAA
EarlyChildhoodDevelopmentUndergraduate
Certificate
EarlyChildhoodDevelopmentAssociateof
AppliedScience(AAS)
EarlyChildhoodSpecialEducationM.Ed.
CounselingGraduateCertificate
M.Ed.CommunityCounseling
M.Ed.inOnlineInnovation&Design
F
NAEYC,DEED
F
NAEYC,DEED
F
F,D,H
F,D
D
DEC,DEC,DEED
CACREP
CACREP
ISTE
F,D,H
D
D
F
D
UAF
UAS
F,D
F,D
Review/Approvals
H
D
D
F,D
H
CACREP
ELCC,DEED
ELCC,DEED
ISTE,DEED
DEED
DEED
DEC,DEC,DEED
CEC,DEED
IRA,DEED
TypeofProgramKey:
F=FacetoFace,D=Distance,H=Hybrid
ProgramApprovalsKey:
ACEI AssociationforChildhoodEducationInternational
CACREPCouncilfortheAccreditationofCounseling&RelatedEducationalPrograms
CEC
CouncilforExceptionalChildren
ELCC` EducationalLeadershipConstituentCouncilD
NAEA NationalArtEducationAssociation
NAEYC NationalAssociationfortheEducationofYoungChildren
NASM NationalAssociationofSchoolsofMusic
IRA
InternationalReadingAssociation
ISTE InternationalSocietyforTechnologyinEducation
SPAs SpecialtyProfessionalAssociations
UAASpecialNotes:
1. ContentareasofMATatUAAinclude:BusinessEducation,English/LanguageArts,ESL,Familyand
ConsumerScience,GeneralScience,Mathematics,Music,PhysicalEducation,SocialStudies,Technology
Education,andWorldLanguages.
2. MAT,GraduateCertificate,andMEdprogramsatUAAare100%availablethroughdistancedelivery.
3. BaccalaureateandPost‐Baccalaureateprogramsare60‐80%availablethroughdistancedelivery.
UASSpecialNotes:
1. Allprogramsareavailableviahybridordistancedeliverymodels.Someprogramrequireshorton‐
campussummercourses,buttheelementaryB.A.andMAT,SpecialEducationB.A.,MATandM.Ed.,
MathematicsEducationandTechnologyEducationare100%distancedelivered.
Alaska’sUniversityforAlaska’sSchools2013
26
AppendixC:ProgressTowardtheGoalsoftheUATeacherEducationPlan
In2010,theDeansofEducationandprovostsatthethreeMAUsdevelopedthe“Universityof
AlaskaTeacherEducationPlan,”whichlaidoutthefollowinggoals:
A. Recruitandretainmorestudentsineducation,particularlyAlaskaresidents
B. Increaseprogramaccessthroughmultipledeliverymethods
C. Enhanceeducatorpreparationprogramsinspecialeducationandinmathandscience
teaching
D. Conductresearchtoidentifycausesandproposesolutionsforeducationchallengesin
Alaska
Thefollowingisabriefoverviewofprogresstowardmeetingthosegoals:
A. RecruitandretainmorestudentsinEducation,particularlyAlaskaresidents
• UASchoolsandCollegesofEducationhavewrittenseveralcompetitivegrantstohelp
supportAlaskaNativeswhoareinterestedinbecomingteachers.Thesegrantsprovidefunding
andotherresourcesthathelpputAlaskacitizensintoAlaska’sschoolsandincludethe
following:
o USDepartmentofEducationfundedteachereducationprograms
o PreparingIndigenousTeachersandAdministratorsforAlaskaSchools(PITAAS)
programsupportsbothteachercandidatesandteacherswhoareworkingtoward
advanceddegrees
o TheVillageTeacherProgramisfocusedonprovidingexperiencedAlaskaNative
teachersanopportunitytoobtainadvanceddegreesandadditionaltrainingfor
supportingstudents.16arepreparingtobecomereadingspecialistsand11to
becomedistrictmathspecialists
o Aprivatelyfundedprojectwithacohortofparaprofessionalsworkingtoward
teachercertificationinChevak,Alaska
o NationalScienceFoundationgrants
o StudentteacherretentioninarcticAlaska
o Indigenousmathematicsknowledgeacrossthreecultures
B. Increaseprogramaccessthroughmultipledeliverymethods
• AllthreeMAUprogramsworkcloselywitheducationstudentstoguidethemtoward
positiveoutcomesandtohelpensuresuccessinteachereducation
• Mostprogramsareavailablewithdistanceoptionssothatstudentsinruralandremote
locationshaveaccesstoteachereducationprograms
C. EnhanceEducatorpreparationinspecialeducationandinmathandscienceteaching
• Between2006and2011,theUniversityofAlaskasystemmorethandoubledtheannual
numberofspecialeducationgraduates,from29in2006to68in2011
• Inordertoincreasethenumberofgraduates,UAAandUASassistedUAFindevelopinga
SpecialEducationprogram,sothattherearespecialeducationprogramsatallthreeMAUs
Alaska’sUniversityforAlaska’sSchools2013
27
• Toaddressissuesofstudentsmovingbetweencampuses,thespecialeducationfacultyand
theDeansfromeachMAUmettocollaborateover(1)acommoncoreofcourses;(2)thesame
creditrequirementsforthepost‐baccalaureatecertificationsandmaster’sdegreeprograms,
makingiteasiertotransfercoursesbetweenprograms,and(3)sharingsupervisionofclinical
practicestudentstosaveonthecostoftravel
• AUSDepartmentofEducationgrantiscurrentlyfunding11NativeeducatorsfortheM.Ed.
MathematicsSpecialistdegree.
D. ConductresearchtoidentifycausesandproposesolutionsforAlaska’seducationchallenges
• TheUACollegeandSchoolsofEducationarecollaboratingwiththeCenterforAlaska
EducationPolicyResearch(CAEPR)tostudyanumberofissuesrelatedtoteacherpreparation
andretentioninAlaska.CAEPRisconductingastudyofrecentgraduatesfromthethreeMAUs
tofindoutwhysometeachereducationgraduatesarenotworkinginthefield
• Deansatthe3MAUsareworkingwithCAEPRtodesignbothandalumniandemployer
surveythatwillgiveusdataforprogramimprovement
• CAEPRfundsfacultyacrossthethreeMAUstoconductresearchonimportanteducation
policyissues
TheTeacherEducationPlanisavailableonlineat:
http://www.alaska.edu/files/research/TeachPrepPlan_101112.pdf
Alaska’sUniversityforAlaska’sSchools2013
28
AppendixD:UniversityofAlaskaTeacherEducationConsortium
September25,2012MeetingNotes
InserviceofanoverarchinggoalofimprovingUAteachereducationprograms,twomeetingswere
heldonSeptember25,2012togatherinputfromawiderangeofstakeholders.Thefirstmeeting
wasaListeningSessionthattookplacefrom8:30amuntil10:00amintheLeeGorsuchCommons.
FollowingtheListeningSession,theAlaskaEducationConsortiummetfrom10:30am–2:00pmin
thesamelocation.
Thispaperisasummaryofbothmeetingsandprovidesaninterpretationofalignmentbetweenthe
clustersofinputandthe2011AlaskaTeacherEducationPlan.
ListeningSession
Thepurposeofthissessionwastotakecommentsfromavarietyofstakeholdersintheteacher
educationsystem.Thirty‐twoparticipantsattendedthesessioninAnchorage,and19statewide
participantscalledin.Thecommentswerecapturedintwoways:thesessionwasrecorded,and
DianeHirshberg,AssociateProfessor,InstituteofSocialandEconomicResearchandinviteetothe
AlaskaTeacherEducationConsortium,tooknotes.SeveralleaderswithintheUAsystemwere
presenttohearthecomments:DeansofEducationAllanMorotti,UAF,DeborahLo,UAS,andEd
McLain,interim,UAA;UAPresidentPatrickGamble,UAVicePresidentforAcademicAffairsDana
Thomas,UAFProvostSusanHenrichs,andUAAProvostandViceChancellorforAcademicAffairs
Elisha“Bear”Baker.RichardCaulfield,UASProvost&ExecutiveDean,SchoolofCareerEducation,
convenedthesession.
Theparticipantswereaskedtofocustheircommentsonthesefourquestions:
1.Whatarewedoingwellandshouldcontinuetodo?
2.Whatcanwedotoimproveourteacherpreparationprograms?Howandwherecanwe
bebetter?
3.Whataresomechallengesyoufaceinteacherpreparation?
4.Whereshouldtheprioritiesbeforimprovement?
Participantcommentscanbeorganizedintotheseclusters:
Mentoringfornewteachers
Dialogue,partnerships,andcollaboration
RecruitmentofAlaskateachersandNativeAlaskateachers
QualityofnewAlaska‐educatedteachers
Timingofstudentteachersintoschools
SupportstrategiesforParaprofessionals
AlaskaTeacherEducationConsortium
Alaska’sUniversityforAlaska’sSchools2013
29
Membership
PresidentGambleinvitedindividualsrepresentingkeyconstituenciestoserveasmembersofthe
AlaskaTeacherEducationConsortium.Thefollowingparticipatedinthemeeting:EED
CommissionerMichaelHanley,AlaskaSchoolBoardExecutiveDirectorCarlRosewhowas
representedbyJosephReeves,AlaskaCommissiononPost‐SecondaryEducationExecutiveDirector
DianeBarrans,AlaskaCouncilofSchoolAdministratorsExecutiveDirectorBruceJohnson,
PresidentofNEAAlaskaRonFurher,andPresidentofSealaskaHeritageInstituteRositaWorl.Al
Tamagni,representingAlaskaPTA,wasunabletoattend.Alsoparticipatingasmembersofthe
ConsortiumwereDeansofEducationAllanMorotti,UAF,DeborahLo,UAS,andEdMcLain,interim,
UAA;UAVicePresidentforAcademicAffairsDanaThomas,UAFProvostSusanHenrichs,UAAVice
ChancellorandProvostElisha“Bear”Baker,andDianeHirshberg,Director,UAACenterforAlaska
EducationPolicyResearch.UASProvostRichardCaulfield,UAS,convenedthesession.
History
In2010,underthedirectionofthePresidentandRegentsoftheUniversityofAlaska,thedeansof
theSchoolsandCollegeofEducationdevelopedateachereducationplan.TheUniversityofAlaska
TeacherEducationPlan,publishedinJanuary2011,setsoutthefollowinggoals:
•Recruit,retain,andgraduatemorestudentsineducation,particularlyAlaskaresidents
•Increaseprogramaccessthroughmultipledeliverymethods
•Enhanceeducatorpreparationprogramsinspecialeducationandinmathandscience
teaching
•Conductresearchtoidentifycausesandproposesolutionsforeducationchallengesin
Alaska
Asasteptowardgreaterstrategicalignmentamongkeyeducationleadersandorganizations,this
planestablishedtheAlaskaTeacherEducationConsortium.Accordingtotheplan,theConsortium
willprovidea“forumtoco‐optinstitutionalexpertise,leverageacademicresources,andensure
thatanystrategiesthatcomeoutoftheUAPlanafullycoordinatedwiththoseofpartner
organizations.”
MeetingSummary
ThemeetingbeganwithadiscussionwithUAPresidentGamblewhospokeaboutthecontextand
directionoftheConsortium’sworkandtheimportanceofteachereducationtothemissionofthe
University.HisremarksareparaphrasedinCAEPR’smeetingsummaryasfollows:
Growthgoalhaschangedtointernalquality
Flat‐fundingstatushashelpedfocusonpriorities,collaboration,andcooperation
Gooddatamakesadifferenceinchoosingagooddirection
Takeariskongoodideassupportedbyresearch
Showresultsinacost‐effectiveenvironment
Teachersareoneofthebiggestfactorsinstudentsuccess
Duringtheworkinglunch,Dr.KathrynBertram,UAStatewideK‐12OutreachDirector,presenteda
continuumofsupportavailableforprospectiveteachers,thatincludesFutureEducatorsofAlaska,
AlaskaTeacherPlacement,theStatewideMentoringProject,andthePreparesprogram.
Followinglunch,ConsortiuminviteeswereaskedtofocusonprioritizingUA'sworkintheareaof
Alaska’sUniversityforAlaska’sSchools2013
30
teacherpreparation.Inviteeswereaskedtoidentifythemostimportantoneortwothingsthey
wouldliketoseeUAdotoimproveteachereducationprograms.Theircommentsaregroupedinto
fourclustersandtheirspecificsuggestionsarebulleted.
RuralandNativeEducation
•Strongercollaborationwithindigenousorganizationstochangeruralteacherpreparation
•Increasevariety,qualityandquantityofruralinternships(studentteachingplacements)
•Promotecross‐culturalstudiesofAlaskaNativeculture,history,andlegalstatus
•Use,expand,improveUAcapacitytoreachouttoruralpopulationthroughbothfacetofaceand
enhanceddistancemedia
UATeacherPreparationProgramsandCurriculum
•Integrateskillsandtrainingforusingstudentperformancedatatoenhanceandimprovecontent
orpedagogy
•Integratetraditionalknowledgesystemsintocurricula;pairtraditionalvalueswithwestern
values
•Preparemorehighlyqualifiedteacherscapableofteachingatmultiplegradelevels;developskills
indifferentiationformulti‐levelclassrooms
•Providefieldexperiencesearlierintheprogram
•Providecomprehensiveadvisementthroughoutteachereducationtraining;considernon‐
retentionofslow‐developingstudents
•Improveliteracyteachingstandardsacrossallsubjectareas
•EnsurethateachteachereducationgraduateisanexpertintheK‐12standardsandcultural
standardssheorhewillbeteaching
•ShareinstructionalresourcesacrossMAUs
GEREngagement
•WorkwithcolleaguesinArts&Sciencestostrengthencontentknowledgeofstudents
EngagementwithK‐12schools
•RecruitandeducationmoreAlaskaNativeandotherminorityteachers
•IncreaseUAvisibilityinK‐12schoolsaspartofarecruitmentstrategy
•WorkwithP‐12schoolsandArts&Sciencestoensurepreparedness
•ExplorewaystoencourageP‐12schoolstohireAlaskateachergraduates
Asafollow‐upquestion,eachinviteewasaskedtoidentifyanactionthattheyortheirorganization
couldoffer.Theirresponsesfollow:
•Research:providebestpracticestosupportchangeeffortsandprovideresearchandevaluationof
effortsonoutcomes
•Helpmakeaconnectionbetweentheschoolsandthecommunities
•Providestructurethroughpoliciesinrecruitment,training,evaluation,andretention
•Findmemberswhocanprovidetheexpertise
•WorkwithAlaskaStateBoardofEducationtoshareexpectationsandconcerns;draftateacher
preparationplan
•Assistindevelopingstatecapacityforlongitudinaldatacollectionandanalysis
•Incorporateeducatordevelopmentstrategiesthroughoutreachandearlyawarenesstoolsand
Alaska’sUniversityforAlaska’sSchools2013
31
resources
•BuildknowledgeofNativecommunity,culture,andhistorythroughpartnershipwithschoolsand
UA
•Providehonestytostudentsandadvisorsregardingprogressorlackofprogress
•Reviewandrefinethepartnershipsinprocess;buildstateentitiesintothatprocess
•Communicatewithothercampusesandcollegesregardingservicesofferedorindevelopment
•EnsurethateachK‐12graduateknowstherecentlyadoptedK‐12Standards
•Advocateforchanges(assuggestedinthesebullets)withinUAforteachereducation;
communicateUAeffortstolegislators
•AdvocateforresourceswithinUAforteachereducation
•HelpensuretheinputfromthisgroupisbeingpursuedandthatUAmembersreportbackon
progress.
TheAlaskaTeacherEducationConsortiumconcludeditsmeetingat2:00pmandagreedtothese
follow‐upactions:
1.TeleconferencecallMonday,October1,4pm–RickCaulfield
2.IdentifythestatusofNativeparaprofessionalsinSEschools–RositaWorl
3.OnbehalfofACPE,considerwaystostrengthensecondarytopostsecondaryAKCIS
contentandadvocateforcontentenhancements–DianeBarrans
4.Reportoutonteacherretentionresearch–DianeHirshberg
Alaska’sUniversityforAlaska’sSchools2013
32
AppendixE:WhyAren’tTheyTeaching?
AStudyofWhySomeUniversityofAlaska
TeacherEducationGraduatesAren’tinClassrooms
Introduction
AlaskaStatute14.40.190(b),passedasSenateBill241in2008,requirestheUniversityofAlaska
(UA)BoardofRegentstosubmitareporteachregularsessiontitledAlaska’sUniversityforAlaska’s
Schoolsthat“describestheeffortsoftheuniversitytoattract,train,andretainqualifiedpublic
schoolteachers.”In2012thisreportdocumentedthatapproximately50%ofUAinitialteacher
preparationgraduatesdidnotteachinAlaskapublicschoolsaftercompletingtheirprograms.
Unfortunately,thedataavailablecouldnottellusthereasonswhysomanygraduateswerenot
employedasteachers.Inresponsetolegislators’questionsaboutthis,thethreeUAEducationdeans
(withsupportfromtheCenterforAlaskaEducationPolicyResearch)madeacommitmentto
conducta2012researchprojecttounderstandwhygraduatesofUAinitialteacherpreparation
programsdidordidnotteachinAlaskapublicschoolsaftercompletingtheirprograms.Thisproject
wasconductedinresponsetothatcommitment.
ExistingResearch
Thereisalackofresearchonreasonswhyinitialteacherpreparationgraduatesarenotteaching
acrossthenation.Muchofthecurrentresearchaddressesretentionissuesofnewteachersrather
thaninitialemploymentofthem.However,mediaoutletsthroughouttheUnitedStates(Collins,
2011;Eaton,2011;Hamilton,2011;Roberts,2011)andothercountries(Dedyna,2011;FairfaxNZ
News,2012;Fergus,2012;Lepkowska,2011)reportteacherhiringfreezes,schoolbudgetcuts,
teacherlayoffs,oversupplyofteachergraduatesoroversupplyinlow‐demandareas,andstiff
competitionforfewpositionsasthereasonsnewteacherscannotfindjobs.
Somerecentresearchhasbeenconductedwithregardtooversupply.Sawchuk(2013)exploredthe
potentialeffectsandpolicyissuesrelatedtoanoversupplyofnewteachers,particularlyelementary
teachers,anddiscussedthesupplyanddemandmismatch.Hestated,“data,whileimprecise,
suggestthatsomestatesareproducingfarmorenewteachersattheelementarylevelthanwillbe
abletofindjobsintheirrespectivestates‐‐evenasdistrictsstruggletofindenoughrecruitsinother
certificationfields”(p.1).Similarly,OntarioCollegeofTeachersTransitiontoTeachingStudy
(2012)found“thattheyearsofoversupplyofteachersinOntarionegativelyaffectednewteacher
joboutcomesmoreandmoreeachyear,”and“eachnewgroupofteachershasenteredan
increasinglycompetitivejobmarket”(p.3).
Inaddition,aU.S.CensusBureauReport(2007)exploredreasonsthatadultswithbachelor’s
degreesmightnotbeworking5.Respondentswhospecifiedareasonotherthanretirementwere
mostlikelytocitetakingcareofchildren/others(35%),goingtoschool(12%),chronic
illness/disability(10.3%),inabilitytofindwork(6.6%),andnointerestinworking(5.8%).Other
5Adultsaged20to64,notworking,2004
Alaska’sUniversityforAlaska’sSchools2013
33
reasonsincludedtemporaryinjuryorillness(2%)andpregnancy/childbirth(1.5%).These
reasonsmirrorwhatwehadheardanecdotallyfromAlaska‐preparedteacherswhowerenot
working.
Methodology
TolookmoresystematicallyatwhysomeUA‐preparedteachersarenotemployedintheclassroom,
wesurveyedrecentgraduatesabouttheiremploymentandinterviewedasampleofthosewho
reportedtheywerenotteaching.TheinterviewsamplewaschosentoincludegraduatesofallUA
initialteachereducationprogramareas.Wereceived113surveyresponses(a27%responserate)
andinterviewed21ofthoserespondents.Wealsointerviewedhumanresourcepersonnelwho
representedthefivedistrictshiringthelargestnumberofUAgraduates.
Results‐OnlineGraduateSurvey
Ofthe113respondentstooursurvey,90%appliedforateachingcertificateuponcompletionof
theirprogram.The10%whodidnotapplywerenotseekingateachingjobandcitedtravel,pursuit
ofotherinterests,acceptanceorcontinuationofemploymentinnonteachingjobs,lackofavailable
teachingjobs,orsimplynodesiretoteach.
Answer
Response
%
employedasateacher
47
41%
workingasasubstituteteacher
33
29%
workinginsomeothereducationjob 17
15%
workinginajoboutsideofeducation 12
11%
notworking
4
4%
Total
113
100%
Thefallimmediatelyfollowingtheirgraduation,95%ofourrespondentswereemployed.More
than4outof5respondents(84%)workedinsometypeofeducationjob,althoughonly41%were
teachers(seetablebelow).Ofthoserespondentsworkingineducation,14%workedinearly
childhood(pre‐K)settings,64%workedinelementary(K‐6),and66%inmiddle/highschool
settings.
About72%ofthe107whowereemployedworkedinanAlaskaschool,10%workedinaschool
outsideofAlaska,5%workedinachildcareorganization,and13%wereemployedbysomeother
businessororganizationwithinoroutsideAlaska.Onceweaccountforunemployedgraduates,
thoseworkingparttime,thoseworkinginnon‐teachingpositions,andthoseworkingoutside
Alaskapublicschools,just34ofthe113graduates(30%)wereworkingfull‐timeasteachersin
Alaskapublicschoolsthefallaftertheirgraduation.
ThemostfrequentlycitedreasonsforchoosingtoteachoutsideAlaska(10%ofrespondents)were
familyandpersonalissues,suchasrelocationofaspouseforworkoreducation.Tworespondents
Alaska’sUniversityforAlaska’sSchools2013
34
indicatedtheyhadnodesiretoliveinAlaskaandanotherwantedachangeinsceneryandclimate.
TworespondentsindicatedtheywereunabletofindemploymentinAlaska,andtwopursued
internationalteachingopportunities.
Weaskedthe60%ofourrespondents(68of113)whowerenotemployedasteachersthefall
followinggraduationabouttheirjobsearches(67ofthe68respondedtothesequestions).More
than70%ofthem(48)hadappliedforateachingjobimmediatelyaftergraduation.The19whodid
notapplymostfrequentlycitedgoingbacktoschoolforadvancededucation,lackofjobavailability,
anduncertaintyaboutteachinginthecurrenteducationalsystem.Otherreasons,suchasstaying
hometohaveababy,needingabreak,transferringwiththemilitary,acceptingapositionina
privateschool,andwaitingonaninstitutionalrecommendationandteachercertificateweregiven
byjustoneortworespondents.Abouthalfofthosenotemployedasteachers(9outof19)later
searchedforateachingjob.
Answer
Response
%
AnchorageSchoolDistrict
21
44%
FairbanksNorthStarBoroughSchoolDistrict
9
19%
Mat‐SuBoroughSchoolDistrict
10
21%
KenaiPeninsulaBoroughSchoolDistrict
8
17%
JuneauSchoolDistrict
10
21%
OtherAlaskapublicschools
8
17%
SchoolsoutsideAlaska
10
21%
Alaskanon‐publicschools
3
6%
Ofthe48whodidapplyforteachingjobsimmediatelyfollowinggraduation,morethan40%(21)
appliedtotheAnchorageSchoolDistrict.About20%(9‐10)eachappliedtoFairbanksNorthStar
BoroughSchoolDistrict,theJuneauSchoolDistrict,theMat‐SuBoroughSchoolDistrict,andschools
outsideAlaska.Alittlelessthan20%(8)eachappliedtotheKenaiBoroughSchoolDistrictand
otherschooldistrictsinAlaska.Onlyabout6%(3)appliedtoAlaskanon‐publicschools.Ofthese
48,3gotateachingjob,43continuedtotrytogetone,andonly2stoppedlookingforteachingjobs.
Weaskedallthosewhohadsearchedforateachingjobeitherimmediatelyaftergraduationorlater
abouttheirwillingnesstorelocate.Ofthose58graduates,almost60%werenotabletorelocate
becausetheyneededtostayintheirhomecommunity.Oftheapproximately40%(25respondents)
whowerewillingtorelocate,10indicatedtheywouldteachinanotherstate,5citedanywherein
Alaska,5indicatedsouthcentral,and2indicatedsoutheast.Sixothersindicatedspecifiedand
unspecifiedcaveatsonotherlocationsinAlaska.Oneexpressedinterestinrelocatingtoaforeign
country.Mostrespondents(23of25)alsoidentifiedplacestheywereunwillingtorelocate.While3
saidtheywouldnotbewillingtoleaveAlaska,15saidtheywouldnotmovetosomeorallofrural
Alaska.Family/personalreasonsandenvironment(includingweather,lifestyle,andteaching/living
Alaska’sUniversityforAlaska’sSchools2013
35
conditions)werethemajorreasonsrespondentswouldnotbewillingtorelocatetospecificareas.
Outofthe68whodidnotgetateachingjobthefallimmediatelyfollowinggraduation,54gaveus
oneormorereasonsforwhytheywerenothired.Byfarthemostfrequentanswerwas
competition,lackofjobs,orboth,citedbyalmosttwo‐thirds(35ofthe54)ofourrespondents.
Sevenwereunwillingtorelocateandafew(2to4foreachreason)citedlackofexperience,lackof
interviewingskills,moving,havingababy,anddidn’tapply.
Results‐InterviewswithNon‐teachingGraduates
Weinterviewed21ofoursurveyrespondentswhowerenotemployedasteachersthefall
immediatelyfollowinggraduationtoexplorewhythiswasthecaseinmoredepth.AllUAinitial
teacherpreparationprogramswererepresented.
Reflectingtheanswersabove,about80%(17)indicatedtherewerelimitedteachingjob
opportunities,whichincludedcommentsrelatedtonoopenings,nooffers,districtbudget
constraints,andcompetition/lackofexperience.Addingtothoseanswers,one‐third(7)listed
otheropportunities,suchastravel,employmentinnonteachingjobs,andfamilyasreasons.Third,
slightlylessthan20%(4)expresseduncertaintyaboutteaching.(Percentagesdonotequal100
becausemanyrespondentsprovidedmultiplereasons.)
Two‐thirdsofthoseinterviewedweresubstituteteaching,withonlytwoindicatingtheywerenot
workingwithchildrenatall.Thoseworkingwithchildren,butnotassubstituteteachers,citedsuch
activitiesasvolunteering(readingatschooleventsandinstructingrockclimbingandpottery
classes),workingoutsidethehome(HeadStart,paraprofessional,after‐schoolprogram,special
educationTAandIndianeducationtutor),andworkingwithchildreninahomesetting.Sixofthe
graduateswereemployedinjobsthatdonotrequireteachercertification.Theseincludedresearch
assistant,preparatorycollegecourseinstructor,paraprofessional,librarian,after‐schoolprogram
coordinator,andphysicaltherapyassistant.Amajorityofthoseinterviewed(13)indicatedthat
theywerestillseekingteacheremployment,mostofwhom(11)useddistrictwebsitesasajob
resource.OtherresourcestheyusedincludedAlaskaTeacherPlacement(4),wordofmouth(2),
substituteteaching,jobfairs,Craigslist,AlaskaDepartmentofEducationandEarlyDevelopment
website,ALEXsys,andaFacebookpagemaintainedbyagraduatecohortgroup.
WhenaskedwhatUAcoulddotoassistintheirsearchforemployment,themostfrequentresponse
(8ofthe21)wasnothingor“Idon’tknow.”Twograduatesrecommendedresumewritinghelp,and
oneeachrecommendedhelpwithclassroommanagement,assessment,interviewingpractice,cover
letterwriting,jobhuntingprotocol(whotocontact),informationaboutjobfairsandjobopenings,
clarificationofthecertificationprocess,andhonestyaboutthebleakjobopportunities.
Results‐KeyInformantInterviews
TogainanadditionalperspectiveonUAgraduates,weinterviewedhumanresourcepersonnelfrom
thefiveAlaskaschooldistrictsthathirethelargestnumberofUAgraduates(Anchorage,Fairbanks,
Juneau,Kenai,andMat‐Su).Thesekeyinformantshavegeneralknowledgeofthequalityofteachers
hiredbytheirdistricts.WhenaskedhowwellpreparedtheyfoundUAgraduates,twowere
Alaska’sUniversityforAlaska’sSchools2013
36
complimentary,twowereneutral,andonewasuncomplimentary.Paraphrasedstatementsare
includedbelow.
 UAgraduatespassscreeninginterviewsatahigherratethanthegeneralpopulation.
 WehavehadgreatsuccesswithUAgraduates.Veryfewneedassistanceduetopoorteacher
evaluations.
 UAgraduatesareaspreparedaswellasanyothertraditionaluniversityprogram.Thereis
nosignificantadvantagetohiringaUAgraduate.
 Itdependsonthegraduate.Thequalityismoreinfluencedbytheirpreparationthroughout
liferatherthanwhataneducationprogramprovides.
 UAgraduatesarebelowaveragecomparedtootherinstitutions.
Laterintheinterview,oneoftheneutralkeyinformantsindicatedthatthedistricthadalwaysbeen
pleasedwithUAgraduateswithonlyafewexceptions,andthoughtthatstudentteachinginthe
districtmadethetransitiontoteachingcomfortableforUAgraduates.
KeyinformantsreportedbothconsistentstrengthsandweaknessesofUAgraduates.Strengths
includedunderstandingtheenvironmentanddiversestudentpopulationsofthedistrict,roleofthe
generaleducationteacherworkingwithELLstudents,classroommanagement,assessment,andthe
connectionbetweeninstructionandassessment.Otherstrengthscitedwereapassionforteaching,
loveofstudents,interestandpassionforbeingineducation,andknowledgeofthestateandthe
districtinwhichtheyhaveapplied.Onekeyinformantindicatedthattherewerenoconsistent
strengthsthatsetUAgraduatesapart.Weaknessesincludedpreparationinspecialeducation,
instructionalpractices,literacyintegrationatthesecondarylevel,andtheroleofthegeneral
educationteacherinworkingwithspecialeducationstudents.OneinformantreportedthatUA
graduatesseemedtohavean“inherentbelief”thattheyshouldautomaticallygetjobsinthelocal
district,andheconveyedthatsuchanentitlementattitudewasaconsistentweakness.Twokey
informantsindicatedthattherewerenoconsistentweaknesses,butoneoftheseindicatedmore
preparationindealingwithdiversepopulationswouldbebeneficial.
WhenaskediftheysharedtheirperceptionsofgraduateswithUApersonnel,twoindicatedlittleor
nointeractionwiththeuniversityclosesttothem,oneindicatedparticipationonastatewide
committeethatincludedrepresentationfromallUAcollege/schoolsofeducation,oneservedona
collegeadvisoryboard,andanotherhadregularcommunicationwiththelocalcampus.
Finally,keyinformantswereaskediftherewereanythingelseUAshouldknowrelatedtotheir
experienceswithinterviewingandhiringgraduates.Twooftheinformantshadnoresponse.
Responsesbytheotherthreeinformantsareparaphrasedbelow.
 UAgraduatesarequiteprepared.Theregularmeetingswithuniversitystudentsandfaculty
arehelpful.Wediscusswhatwelookforingraduatesandwhatisimportantduring
interviews.
 OneofthelargerschooldistrictsinAlaskahiresthebestcandidatesbeforeothersmaller
districtshaveanopportunitytoviewthem.
Alaska’sUniversityforAlaska’sSchools2013
37

GraduatesfromtheUAAcampuswerelatesubmittingtheirapplications,whichcaused
themtomisssomejobopportunities.
 TheoverallqualityofUASgraduatesappearstobelessthanthatofUAAandUAF.The
numberofeligiblecandidatesfromUAShasdecreasedovertime.
 UAhasdoneamuchbetterjobofprocessinginstitutionalrecommendationsmorequickly.
Discussion
Theresultsofourresearchheldfewsurprises.OurexperiencewiththeUAinitialteacher
preparationprograms,withteachercandidatesandwithcolleaguesinthedistrictsthathiremostof
ourgraduateshadindicatedthatUAteachereducationgraduates,onthewhole,arepreparedto
teachandwanttoworkasteachers.Weknewthatsomegraduatesdidnotgointoteachingbecause
theyleftthestate,hadchildren,orcouldnotfindajobintheirhomedistrictandwereunableto
relocate.OursurveysandinterviewsconfirmedboththatUAteachergraduateswerepreparedto
teach,andthatthereasonstheydidnotmirroredthosewehadheardanecdotally.
Thisraisesthequestionofwhysomanyofourgraduatesdon’tfindemployment,yetdistricts
importsomanyteachersfromoutofstate.Lookingatnew‐to‐districthiresin2012,weseethatjust
23%ofnewhiresforteachingpositionsinthestate’sfivelargestdistricts6werefromoutofstate,
comparedwith70%ofhiresintheremaining48districts.Andwhileoverhalfoftotaldistricthires
inthefivelargestdistrictswerenewteachersalreadyinAlaska,just3%ofhiresinotherdistricts
werenewteachersinAlaska.SoteacherslookingforjobsinurbanAlaskacan’tfindthem,and
districtslookingtohireteachersforruralAlaskahavetolookoutsidethestate.
Big5Districts
AllOtherDistricts
FTEofNewDistrictHires
Experienced
New
Teacher
Total
Experienced
New
Teacher
Total
Alaskan
87
229
316
126
12
138
NewtoState
47
45
92
135
190
325
134
274
202
463
Alaskan
21%
56%
77%
27%
3%
30%
NewtoState
12%
11%
23%
29%
41%
70%
Total
408
261
PercentofNewDistrictHires
Total
33%
67%
100%
56%
44%
100%
Source:EEDCertifiedStaffData,FY12
InadditiontothisplacemismatchbetweenavailablejoblocationsandUAgraduateswillingto
teachinthoselocations,thereissomesubjectmismatchaswell.Asthetablebelowshows,thesame
numberofelementaryeducationrespondentssecuredjobsasteachersassecondaryrespondents;
6Anchorage,Fairbanks,Matanuska‐Susitna,Kenai,andJuneau
Alaska’sUniversityforAlaska’sSchools2013
38
butnearly40%moreofourrespondentswerepreparedaselementaryteachersthanassecondary
teachers7.Likewise,althoughtherewereonlysevenspecialeducatorsamongourrespondents,
over50%ofthemhadteachingjobsthefallaftergraduation.
Regular
Special
Elementary
Secondary
education*
education
Number
%
Number
%
Number
%
Number
%
Teaching
19
35%
19
48%
41
37%
4
58%
Substitute
teaching
18
33%
10
25%
33
31%
0%
Othereducation
job
12
22%
4
10%
16
15%
1
14%
Non‐educationjob
3
6%
4
10%
11
10%
1
14%
Notworking
2
4%
3
7%
5
7%
1
14%
Total
54
100%
40
100%
106
100%
7
100%
*IncludesearlychildhoodandK‐12.
NationalandAlaskaresearchershavelongdocumentedthatteachershortagesarebothlocation
andsubject‐specific(NCREL,2000;McDiarmid,2003),andthesedataareinlinewiththose
findings.WhileUAgraduatesaregenerallypreparedtoteach,therearesomegraduateswhoare
lessprepared,asreflectedbyoneofourkeyinformants.Thelargestfactor,though,seemstobethat
toomanygraduatesarecompetingforthelimitedpositionsinthestate’slargestdistricts,andtoo
fewareabletorelocatetoruralandremoteschoolswheredistrictsneedmoreapplicants.Another
factoringraduates’difficultyfindingjobsisthattoomanyUAstudentsarechoosingelementary
education,andtoofewarechoosinghard‐to‐fillareassuchasspecialeducation,secondarymath,
andsecondaryscience,acommonsupply‐and‐demandmismatchissuefacedbymanystates
(Sawchuk,2013).
7OurrespondentsmirrorUAteachereducationgraduatesverycloselyonthismeasure.FromAY2007‐2008
toAY2011‐2012,UApreparedabout50%moreelementaryteachersthansecondary–anaverageof117per
yearelementaryand77peryearsecondary.
Alaska’sUniversityforAlaska’sSchools2013
39
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Midwest:Currenttrendsandfutureissues.OakBrook,IL:Author.
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OntarioCollegeofTeachers.(2012).Transitiontoteaching2011:Early‐careerteachersinOntario
Schools.Retrievedfrom
http://www.oct.ca/~/media/PDF/Transition%20to%20Teaching%202011/EN/transition
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face‐tight‐market/
Sawchuk,S.(2013,January22).Collegesoverproducingelementaryteachers,datafind.Education
Week,32(18),1,14‐15.Retrievedfrom
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theGreatRecession.Retrievedfrom
http://www.heldrichpodcasts.com/Chasing_American_Dream_Report.pdf
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AppendixF:SB241legislation
AN ACT
1 Relating to a report to the legislature on teacher preparation, retention, and recruitment by the
2 Board of Regents of the University of Alaska; and providing for an effective date.
3 _______________
4 * Section 1. AS 14.40.190 is amended by adding a new subsection to read:
5 (b) In addition to the report required under (a) of this section, the Board of
6 Regents shall prepare and present to the legislative committees having jurisdiction
7 over education an annual report, not later than the 30th legislative day of each regular
8 session of the legislature, titled "Alaska's University for Alaska's Schools" that
9 describes the efforts of the university to attract, train, and retain qualified public
10 school teachers. The report must include an outline of the university's current and
11 future plans to close the gap between known teacher employment vacancies in the
12 state and the number of state residents who complete teacher training. The information
13 reported under this subsection may also include short-term and five-year strategies
Enrolled SB 241 -21 with accompanying fiscal notes and outcome measures.
2 * Sec. 2. AS 14.40.190(b) is repealed and reenacted to read:
3 (b) In addition to the report required under (a) of this section, the Board of
4 Regents shall prepare and present to the legislative committees having jurisdiction
5 over education a biennial report, not later than the 30th legislative day of the first
6 session of each legislature, titled "Alaska's University for Alaska's Schools" that
7 describes the efforts of the university to attract, train, and retain qualified public
8 school teachers. The report must include an outline of the university's current and
9 future plans to close the gap between known teacher employment vacancies in the
10 state and the number of state residents who complete teacher training. The information
11 reported under this subsection may also include short-term and five-year strategies
12 with accompanying fiscal notes and outcome measures.
13 * Sec. 3. AS 14.40.250 is amended to read:
14 Sec. 14.40.250. Regents to act as trustees and administer money or
15 property. The Board of Regents may receive, manage, and invest money or other real,
16 personal, or mixed property for the purpose of the University of Alaska, its
17 improvement or adornment, or the aid or advantage of students or faculty, and, in
18 general, may act as trustee on behalf of the University of Alaska for any of these
19 purposes. The regents shall prepare a written report, in accordance with
20 AS 14.40.190(a) [AS 14.40.190], as to the administration and disposition of money
21 received under this section.
22 * Sec. 4. AS 37.25.010(d) is amended to read:
23 (d) The University of Alaska shall, in the report required under
24 AS 14.40.190(a) [AS 14.40.190], report the amount of university receipts received in
25 one year and expended in the succeeding fiscal year.
26 * Sec. 5. Section 2 of this Act takes effect July 1, 2012.
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Foradditionalinformationorcopiesofthereport,pleasecontactDanaThomas,VicePresidentfor
AcademicAffairs,UniversityofAlaska,[email protected],Chairof
theAcademic&StudentAffairsCommittee,UniversityofAlaskaBoardofRegents,at
[email protected].
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