Teachers who plan to leave are more likely than others to report worse experiences than expected with the professional prestige of teaching (44% vs. 34%), salary and benefits (40% vs. 30%) and control over their own work (24% vs. 13%).

“The issues around salary and prestige really make a difference in who chooses to walk in the door in the first place.” - Lynn Rhodes, Dean, School of Education and Human Development, University of Colorado Denver.

“Schooling as we do it is really optimally designed for the kid whose family takes a huge responsibility for taking their human capital to educate their kid. Now, the kids who succeed are from kids who have that. And those families can cross poverty and race but only when parents are investing vast amounts of energy. Now teachers are asked to compensate for the fact that our families have changed dramatically.” -Rona Wilensky, Principal, New Vista High School

“I think we are very undercut in what salary we deserve. It is almost patronizing that people say ‘it’s okay to make that much because you enjoy what you do.’ That’s okay, but I think we deserve to get paid what we are worth.” - Kimberly Cawthorn, Spanish Teacher, Skyview Academy High School

CED and MetLife Foundation have partnered on a series of discussions around the country to examine the experiences of teachers, providing them with a platform to give feedback on the survey. Participants in forums in Philadelphia, Washington D.C. and Chicago have featured academic leaders, administrators, and teachers. For more information on the survey and national forums please contact Amy Morse at amy.morse@ced.org.

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MAY 30, CHICAGO, ILLINOIS – CED gathered with the MetLife Foundation and Golden Apple in Chicago to discuss The 2006 MetLife Survey of the American Teacher: Experiences and Expectations in the second of a series of six national forums. Over 120 teachers, students, business leaders and activists met at the Chicago Cultural Center to discuss the survey’s results, and their implications for teacher retention and training in the Chicago area.

Sibyl Jacobson, President and CEO of the MetLife Foundation, introduced the survey to the assembled guests. This is the latest Survey in a series commissioned annually by MetLife since 1984, which examines what deans and chairpersons of schools of education, principals and teachers each think is most critical in preparing teachers to meet classroom demands. It also analyzes Survey data collected since the 1980s to understand the challenges facing teachers, their likelihood of remaining in the profession, and recommended strategies to recruit and retain high-quality teachers.

Barabara Eason-Watkins, Chief Education Officer of Chicago Public Schools, delivered keynote remarks for the event, speaking from nearly 30 years of experience in Chicago-area schools. Ms. Eason-Watkins was followed on the stage by a distinguished panel of present and future educators: Victoria Chou, Dean of the College of Education at the University of Illinois – Chicago; Cheryl Watkins, Principal of John J. Pershing West Middle School; Lynda Parker, Guidance Counselor and Teacher at Kenwood Academy; and Jordan Lanfair, graduating senior of Kenwood Academy, aspiring educator and this year’s Golden Apple Scholar. Linda Lenz, Publisher and Founder of Catalyst Chicago, moderated the panel and lent her experience as an award-winning education journalist to the proceedings. The panel explored the day-to-day experiences of teachers and administrators in the Chicago area, examining the training and preparation new teachers should have to best serve the community’s students.

The event was made possible with generous support from the MetLife Foundation and is part of a series of forums in American cities on teacher training and retention with CED.

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On Wednesday, April 25, 2007, CED, MetLife Foundation, and the Philadelphia Education Fund convened the first of six national forums on the 2006 MetLife Survey of the American Teacher: Experiences and Expectations. 150 teachers, students, and business and civic leaders joined for a discussion focusing on teacher training and retention. The forum focused on the status of teacher training and retention in Philadelphia, the steps being taken by the school district, and new solutions that might address these challenges.  Shawn Crowder, Interim Senior Vice President of Human Resources, delivered the keynote address.

Panelists included Dale Mezzacappa, veteran education writer and contributor, Philadelphia Public School Notebook; Ruth Curran Neild, Research Scientist, Johns Hopkins University and Research for Action; Kent McGuire, Dean, Temple University College of Education; Marsha Pincus, Teacher, J.R. Masterman Laboratory and Demonstration School; Jerry Jordan, Senior Vice President, Philadelphia Federation of Teachers; and Christopher Haines, Student, George Washington High School.

Keynote speaker Shawn Crowder outlined strategies adopted by the Philadelphia School District to retain the current workforce and to continue to attract high quality teachers. Crowder described the “Three R’s” program of recruitment, retention, renewal as an ongoing initiative in the human resources department. The School District has worked to improve teacher training and retention in the following ways:

• Communicating opportunities for teachers. The Philadelphia Workforce Development Corporation grant offers a free additional certification to teachers that enroll in the program.
• Building relationships with Teach for America and the New Teachers Project. They are learning how to integrate “career changers,” who make up 25% of new hires in the Philadelphia School District.
• Engaging multiple stakeholders in new initiatives. The Department of Human Resources has worked with the Philadelphia Federation of Teachers to develop new programs.
• Increasing use of technology. The Philadelphia School District added a help line for teachers to call into as well as an online web server that allows the reporting of absences and sick days.
• Mentoring. The “distributive leadership model” is used to engage in-school mentors. There are 54 schools in the district that provide collegial leadership mentoring to other teachers in the school.
• Revamping the human resources department. New positions were created for Executive Directors for employee entry, labor relations, and employment operations. The staffing restructuring is aiming to streamline the process for new teachers, reduce bureaucracy and improve speed and quality in response to staffing requests.
• Working collaboratively with other departments internally. Crowder is working to expedite the process of external recruitment in the regional colleges and the speed in which the talent is approached and hired.

Despite reforms, several challenges remain.  Ms. Crowder notes that there is a disconnect between the pipeline of new teachers and demand in the schools. A majority of new graduates are trained in elementary education; however, the highest demand in the school district is for middle school teachers. The district faces challenges in preparing the new teachers for these assignments. Additionally, Ms. Crowder is concerned with providing support to the teachers who stay. Ms. Crowder contends that the programs need to be flexible and attentive to the variety of teachers. The programs should cater to people of different ages, backgrounds and experiences.  Ms. Crowder supports “grow your own” models.

Dale Mezzacappa veteran education writer and contributor to the Philadelphia Public School Notebook, noted that the teaching profession is under review. One of the greatest challenges Mezzacappa has witnessed over the past 20 years—and that continues today—is the placement of inexperienced teachers in the most challenging environments. Even though the 2006 MetLife Survey observes that mentoring has increased, the support that teachers receive early in their career is not consistent. Mezzacappa also highlighted that little consensus exists among teacher supervisors, deans, and principals concerning the need for increased clinical training. Mezzacappa noted the shift to evaluation-based measures is drawing attention to many of these issues.

Ruth Curran Neild, Research Scientist with Johns Hopkins University, contends that high-quality teachers are an important solution to improving education. Neild noted several positive developments as a result of recent reforms. As a group, new teachers in Pennsylvania are stronger academically than they were a decade ago as a result of higher accreditation standards mandated by the state. Neild notes that, “One reason for the increasing prestige as evidenced in the MetLife Survey, is because of higher standards for teachers entering the teaching force.” An “Intern certificate” requirement has increased the academic qualifications of new teachers.   The certificate verifies that the teacher has passed their content-related licensing exams, deeming them “highly qualified” under No Child Left Behind (NCLB) regulations.

Despite some positive developments, several challenges remain. A retention study conducted by Neild and colleagues and published by Research for Action revealed that of the new Philadelphia teachers tracked from 1999 to 2006, only 30% have stayed in the system. Another challenge, according to Neild, is equitable distribution of experienced and well-qualified teachers across the district’s schools. The least prepared teachers are disproportionately placed in middle schools and at schools serving high proportions of low-income students.

Neild cited the importance of the middle grades in preparing students to succeed in high school. A survey of new teachers in the district revealed that almost none offully certified teachers taught in middle schools. Neild noted that there will need to be significant incentives to attract talent to middle grades and schools with recruitment problems.  Solutions could include both additional compensation and improved working conditions.

Dean Kent McGuire expressed concern for the expectations and attitudes of education students.  Faculty members at Temple University have observed that students want more classroom experience, especially concerning classroom management, and experience in working with diverse learners.

Dean McGuire believes steps can be taken to meet the demand in schools for math and science teachers:

• Actively recruiting among math and science majors to pull them into education tracks.
• Strategically placing student teachers into middle and high schools.
• Increasing professional flexibility for teachers to enter and exit the profession to attract the greatest talent.

Jerry Jordan, Senior Vice President, Philadelphia Federation of Teachers, believes that more needs to be done to make teaching a more respected profession. Jordan contends that teachers want support. Threats of budget cuts and job location security make teachers anxious. Jordan echoed the beliefs of other panelists, noting that teachers would greatly benefit from increased support and improved mentoring programs.

Veteran teacher Marsha Pincus feels frustrated by the federal government's process to establish mandatory state exams as the sole measure of student, teacher and school achievement. Ms. Pincus contends that the regulators did not include teachers in the development of academic measurement systems nor in the "teacher-proof" programs schools are purchasing to raise test scores. She explained that “people from outside of education are setting these standards and dictating how they are to be met in the classroom and this is alienating students and driving teachers away.” Pincus believes that a problematic measurement system could reinforce the stigma of failure for struggling students at formative times in their learning experience, while not building on their interests, strengths, and talents.

Ms. Pincus supports several possible solutions for retaining teachers in Philadelphia:

• Teaching coaches based in classrooms at individual schools, providing real-life models of best practices for new teachers.
• Professional development workshops with teaching coaches designed to help support new teachers.
• Collegial environments and autonomous working conditions that provide additional incentives for teachers to stay in the profession.

“The students that are overseas are learning chemistry and algebra II earlier than we are. That is unacceptable. I shouldn’t have to struggle to get through this in 11th grade. We should be exposed to this earlier.”
- Christopher Haines
• The opportunity to create standards-based instructional programs that address the needs and potential of their particular students.

New teachers she has worked with have benefited from teacher networks like the Philadelphia Writing Project and the University of Pennsylvania's Graduate School of Education Masters and Certification Program.

As a public school student, Christopher Haines has noticed marked improvements in new books, better conditions and access to computers in classrooms. He promotes supporting teachers in the classrooms from the standpoint of being more proactive on student discipline. He sites disruptive students as prohibiting the productivity of teachers and the ability of other students to learn in classrooms. He calls for a more challenging curriculum, citing international competition as a challenge to learn languages and sciences earlier in their academic tracks.
 

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Dr. Henry Johnson spoke about the survey findings. more photos

Over 150 educational professionals, policymakers and high school students attended the October 12, 2006 release of the latest MetLife teacher survey at the Willard InterContinental Hotel in Washington, DC. The MetLife Survey of the American Teacher, 2006: Expectations and Experiences examines the state of the profession at key points throughout the lifecycle of a teacher's career, from preparation in college and graduate school, to experiences in the nation's K-12 schools.

Dacia Sewell discussed her experiences in the teaching profession. more photos

The program included keynote remarks from Henry Johnson, Assistant Secretary, Elementary and Secondary Education. Additional speakers included: Humphrey Taylor, Chairman of The Harris Poll^®; Charlie Kolb, President, CED; Sibyl Jacobson, President & CEO, MetLife Foundation; James Fernandez, Principal, Albert Einstein High School; Dr. Arthur Wise, President, National Council for Accreditation of Teacher Education (NCATE); Dacia Sewell, Teacher, Albert Einstein High School; Dr. Virginia Roach, Chair, Department of Educational Leadership, George Washington University; and Kendrick Mcleod, Senior, Albert Einstein High School.

To read the full survey, click HERE. For more information on the survey, please visit the Survey Release Event page.
 

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The panelists reacted to a range of questions from the audience, including quite a few from students of DC and Maryland Public Schools.

On June 14th, 2005 CED was proud to partner with MetLife Foundation to release the 2004-2005 MetLife Survey of the American Teacher: The Role of Transitions and Supportive Relationships. The luncheon included remarks by Sibyl Jacobson, President & CEO of MetLife Foundation and a survey presentation by John Geraci, Vice President of Youth and Education Research at Harris Interactive.

Following the survey presentation, there was a panel discussion featuring remarks from education experts, practioners, and consumers. The panelists were:

Aditi Srivastav continued the discussion with Sibyl Jacobson after the event.

• Kerry Sulkowicz, MD: Founder and Principal, The Boswell Group, LLC;
• Nicole Chilla: 10th Grade English Teacher at Woodrow Wilson Senior High School;
• Aditi Srivastav: Sophomore, Magruder High School;
• Dr. Stephanie Robinson: Principal Partner, Education Trust;
• Dr. Joe Hairston: Superintendent of Schools, Baltimore County, Maryland; and
• Dr. Mary Brabeck: Dean, School of Education, New York University.

Charles Kolb, CED's President, moderated the discussion, which covered many issues, including the need to raise expectations in our schools, ensure minority students have the same level of support and encouragement, and the importance of improving mentoring programs for new teachers just entering the profession.

To read the report, click HERE.
To read CED's Press Release, click HERE.
To learn about the CED-MetLife Partnership, click HERE.
 

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CED Trustee Jerry Weast, Superintendent, Montgomery County Schools (left), with CED President Charles Kolb; U.S. Secretary of Education Rod Paige; and Sibyl Jacobson, President & CEO of the MetLife Foundation.

To read more about CED and the MetLife Foundation's 2004 activities, click HERE.

Washington DC Release of An Examination of School Leadership. CED and the MetLife Foundation cooperated on the February 5th, 2004 release of the MetLife Survey of the American Teacher: An Examination of School Leadership. The event, held at the National Press Club in Washington, D.C., featured a keynote address from U.S. Secretary of Education Rod Paige, and a panel discussion with remarks from Dr. Jerry D. Weast, Superintendent, Montgomery County Schools; Jim Donnelly, Principal, James A. Green High School (Dolgeville, NY) & 2004 MetLife/NASSP National High School Principal of the Year; Shauna Brown, Teacher, Wheaton High School; Dr. Vincent Ferrandino, Executive Director, National Association of Elementary School Principals (NAESP); Demetrius Price, Student, Anacostia High School; and Darlene Allen, President, DC Congress of Parents & Teachers. To view the press release, click HERE, and to view the report, please click HERE.

CED Trustee Dr. Jerry D. Weast, Superintendent of Montgomery County Schools, speaks at the February 5th release of the MetLife Survey of the American Teacher.

St. Louis Education Roundtable. On March 16th, 2004, the MetLife Foundation and CED co-hosted an education roundtable discussion with the Cooperating School Districts (CSD) in St. Louis, MO. The event featured remarks from Dr. John Oldani, Executive Director, CSD, CED President Charlie Kolb, MetLife Foundation President and CEO Sibyl Jacobson, Dr. Charles D. Schmitz, Dean, College of Education, University of Missouri-St. Louis, Dr. Dan Edwards, Principal, Gateway High School, Regina Davis, Parent, Pierre Laclede Elementary School, Dr. Hugh Kinney, Superintendent, Pattonville School District, Phuong Nguyen, Student, Gateway High School, William Douthit, Executive Director, Education Initiatives for the St. Louis Black Leadership Roundtable, Joyce Roberts, Director of Middle School Education, St. Louis Public Schools, and Carletta Washington, Teacher, Berkeley Middle School. Click HERE to view the press release.

Denver Education Roundtable. CED, the MetLife Foundation, and the Public Education and Business Coalition (PEBC) together co-hosted the Denver Education Roundtable discussion in May 2004. The event, which featured a keynote address form Denver Mayor John W. Hickenlooper, included a panel discussion featuring remarks from Dr. Maria Guajardo Lucero, Executive Director, Mayor's Office for Education, Dr. Jerry Wartgow, Superintendent, Denver Public School, Susan Molina, Parent, Harrington Elementary, Nathaniel Howard, Principal, Smiley Middle School, Barbara Grogan, President, Western Industrial Contractors, Hailee Koehler, Student, Rocky Mountain School of Expeditionary Learning, Dr. Lynn Rhodes, Dean, School of Education, University of Colorado at Denver, Mario Giardiello, Teacher, West High School, Charles Kolb, President, CED, and Sibyl Jacobson, President & CEO, MetLife Foundation.

Vivian Orlen, Principal, Landmark High School, responded to an audience member's question on school leadership.

Bob Knowling discussed the NYC Leadership Academy's work with Aspiring Principals.

New York City Education Roundtable. On January 12^th, 2005, CED, the MetLife Foundation and the NYC Leadership Academy hosted an education roundtable discussion on The MetLife Survey of the American Teacher: An Examination of School Leadership. The survey examines the attitudes and opinions of teachers, principals, parents and students regarding school leadership. The New York City event, held at Martin Luther King, Jr. High School, featured remarks by CED President Charles Kolb, MetLife Foundation President Sibyl Jacobson, and Robert Knowling, CEO of the New York City Leadership Academy.

The panel, moderated by Kathryn Wylde, President and CEO of the Partnership for New York City, included remarks from:

To read the newsletter highlighting this New York City roundtable, click HERE.

• Jeremy Copeland, Teacher, School of the Future
• Grace Petit, Student, Martin Luther King, Jr. High School for Law, Advocacy and Community Justice
• Vivian Orlen, Principal, Landmark High School
• LaVerne Evans Srinivasan, Deputy Chancellor of Operations, New York City Department of Education
• Glenn Kubota, Parent, Landmark High School
• Jon Snyder, Dean, Graduate School, Bank Street College of Education

For more information, please contact Amy Morse at 202-296-5860 ext. 32 or amy.morse@ced.org.