Module 4, Week 11

Professionalism in Teaching - Professionalism is a multifaceted concept encompassing a teacher's attitudes, behaviors, and skills. A Professional teacher demonstrates dedication to their student's success, a strong knowledge of their subject and teaching methods, and a commitment to ethical behavior and continuous improvement.

Ethics - Ethics refers to well-founded standards of right and wrong that prescribe what humans ought to do, usually regarding rights, obligations, societal benefits, fairness, or specific virtues.

The Danielson Framework for Teaching - The Framework for Teaching (FFT) was designed to enhance professional practice. In many ways, it was the first of its kind and has stood the test of time. Over the last two and a half decades, the FFT has been used by countless educators worldwide, and the Danielson Group has partnered with thousands of organizations supporting educators in 49 states, U.S. territories, and 15 other countries. We’ve seen the FFT’s power to accelerate teacher growth, improve student outcomes, and create a more rewarding and sustaining professional environment. The FFT has directly impacted student learning and development by supporting teacher reflection, collaboration, inquiry, and innovation.

HSTA (Hawaiʻi State Teacher Association) - The Hawaiʻi State Teachers Association is the exclusive representative of 13,000+ public school teachers statewide. As the state affiliate of the 3-million-member National Education Association, HSTA represents and supports teachers in collective bargaining and legislative and professional development issues. The objectives are to support and enhance the professional roles of teachers, advocate teachers’ interests, collaborate with all segments of the community to assure quality public education for Hawaii’s youth and promote human and civil rights to support and nurture diversity in our multifaceted community.

Teacher Recruitment and Retention - Teacher recruitment and retention are critical factors in the success of any educational institution. Teacher recruitment is an effort to increase the number of qualified persons willing to accept teaching positions. In contrast, teacher retention refers to the proportion of teachers in one year who are still teaching in the same school the following year. With a continued teacher shortage and a smaller pool of educators to select from each year, recruitment efforts are at an all-time high, and retention has never been more important.

Teacher Shortage (current) - The teaching profession faces an existential crisis. Turnover rates are high, and not enough young people want to become teachers. Since the onset of the pandemic, teacher vacancies increased to 55,000 vacant positions, up from 36,000 before the pandemic. There are around 270,000 underqualified positions (teachers donʻt have a license) nationally, a substantial portion of teachers—about 9 or 10 percent of teachers in the United States.

Teacher Turnover - According to a report released by RAND Education and Labor, teacher turnover increased four percentage points above pre-pandemic levels, reaching 10 percent nationally at the end of the 2021–2022 school year. Principal turnover increased, reaching 16 percent nationally in the 2022–2023 school year. The report found that teacher turnover in 2021–2022 was highest (around 12 to 14 percent) in urban, high-poverty districts serving predominantly students of color. Meanwhile, principal turnover was highest (around 21 to 23 percent) in high-poverty districts and rural districts.

Essential Questions (What are the questions which ground this inquiry?)

Essential Questions for Module 4, Week 11 - Please consider your thoughts on Education in Society.

What are reasons for becoming a teacher?
What defines teaching as a profession?
What are the expectations for a teacher?
How do I ensure that I follow professional guidelines?
What decisions should I make as a teacher?
How do I operate ethically in challenging situations?
What can I do to improve my practice?
How should I collaborate professionally with others?

Introduction & Provocation (How do we get our brain and cognition going about the topic?)

Primary Concept - As a teacher what am I expected to do and by whom?

Beyond your motivations, the salaried public work of teachers attracts significant attention from unions, the department or district you work for, and the national standards for teachers. It is a licensed profession, and while we have much autonomy, there are still apparent, reasonably clear expectations and obligations we will follow. The general effort is to clarify what is expected and what is best practice for teachers.

So, remember these are entities guiding teacher work and practices:

The Teacher's Union

A teacher's union is an organization that represents teachers in much the same way that other unions represent workers in different fields. They are a type of labor union focused on advocating for the rights and interests of educators. Teacher unions negotiate with school districts on behalf of their members. This negotiation, called collective bargaining, covers salaries, benefits, class size, and working conditions. Teacher unions lobby lawmakers and school boards to promote policies that benefit teachers and students. Teacher unions may provide professional development opportunities for their members. Teacher unions can be controversial but play a significant role in the education system.

The Department of Education

A department of education at the state level generally works to oversee and support educational institutions within its jurisdiction. The department sets educational policies and standards for schools. Each state has established curriculum standards, testing requirements, graduation expectations, and teacher qualifications. They manage and distribute federal or state funding for schools. This can include per-pupil expenditure, grants, loans, and other financial assistance programs. The department hires and trains all employees and staff, ensuring valid teacher licenses. They collect data on schools and student performance. They use this data to identify areas for improvement and inform policy decisions. Overall, the department must see that all students have equal access to a quality education, regardless of background or disability. This may involve programs for special needs students or initiatives to close achievement gaps.

The National Organizations

There isn't a single, centralized organization that dictates teaching at a US national level. Education in the US is a complex system influenced by various entities. The impact on teaching ultimately stems from a complex interplay between these organizations and factors like local school board policies and individual teacher discretion.

The US Department of Education (USDOE) sets some national guidelines and standards, but the power to implement them largely falls to states. However, the USDOE distributes federal funding to states, which can come with certain requirements attached.
National Assessment of Educational Progress (NAEP) is a program that nationally assesses student achievement in reading and math. While it doesn't set curriculum, strong performance on NAEP exams can bring prestige to schools and districts and influence teaching practices (https://nces.ed.gov/nationsreportcard/).
Companies that develop standardized tests (AP, SAT, and ACT) influence what gets taught in schools, as these exams are a significant factor in federal funding and college admissions.
Teacher unions lobby for policies that affect what gets taught in schools, such as class size and curriculum standards.
Professional organizations like the National Council of Teachers of Mathematics (NCTM) and the National Council of Teachers of English (NCTE) develop curriculum recommendations that influence what teachers teach.

Primary Concept - What is going on with the teaching profession and what is a "teacher shortage"?

The generic, national teacher shortage narrative is pervasive. When all data connected to teacher shortages are considered together, the specificity of problems emerges.

According to federal data:

The most significant issue districts face is staffing schools with qualified teachers.
There is a chronic and perpetual misalignment of teacher supply and demand.
45% of U.S. public schools had at least one teacher vacancy after the school year had begun.
The number of students enrolling in and completing teacher preparation programs has declined. Between 2010 and 2018, enrollment in traditional teacher preparation programs dropped by roughly a third.
Interest in teaching has fallen by 50% among high school seniors and college freshmen since the 1990s and 38% since 2010, reaching its lowest level in the last 50 years.
Qualified special education, science, and math teachers are among the hardest to find.
Fewer than 1 in 5 teachers are people of color, but more than half of U.S. students are young people of color.
Schools that serve high-poverty neighborhoods and a "high-minority student body" were more likely to have reported vacancies.
Many districts "have dozens of teachers applying for the same positions," education researcher Tuan Nguyen explains. However, a nearby district that is more economically disadvantaged or has a higher proportion of minority students has difficulty attracting teachers.

Salary

Teacher pay has stagnated, while the cost of a four-year degree has nearly doubled from about $15,000 a year in 1990 to $29,000 in 2020.
Teacher Salary By State - teachers in the U.S. earned an average of $66,397 in 2021-22. The average salary in Connecticut is $81,185, while the average in Mississippi is just $47,162. That's not the average starting salary, but the average for all public elementary and secondary school teachers in the state.
After adjusting for inflation, the average teacher's salary has stagnated since 1990. According to research from the Economic Policy Institute, teachers earned 23.5% less than comparable college graduates in 2021. Despite factoring in other benefits, teacher compensation still lagged other college grads by roughly 14%.

Prestige & Satisfaction

Perceptions of teacher prestige have fallen in the last decade.
Interest in teaching has fallen among high school seniors and college freshmen to the lowest level in the last 50 years.
"Teachers' job satisfaction is also at the lowest level in five decades," the authors write.
Authors of The Rise and Fall of the Teaching Profession say, "Most of these declines occurred steadily throughout the last decade, suggesting they are a function of larger, long-standing structural issues with the profession.
A nationally representative survey, by the RAND Corporation, found that "teacher turnover increased four percentage points above prepandemic levels, reaching 10 percent nationally at the end of the 2021–2022 school year."
Teachers' job satisfaction has also been at the lowest level in five decades, with the percentage of teachers who feel the stress of their job is worth it dropping from 81% to 42% in the last 15 years.

Weekly Content (What should we be familiar with to learn the content?)

Primary Concept - What Motivates Teachers to teach?

“After class, when students say thank you, I love that. Goodbye. See you tomorrow.”—Fatema B.

“The thrill of the chase is when you construct learning experiences or sometimes let them evolve naturally, where learners rise to the expectation and beyond.”—Richard B.

“Reading books with and to my students. I'm sharing the same stories even though I’ve read them so many times. Watching their excitement and wonder grow as we get into the story. Then asking for just one more chapter or looking forward to the next day because they want to read the next part." — Judie C.

Celebrate excellent teaching by intentionally recognizing the specific accomplishments of strong teachers and their impact on students at the school and system levels.
Cultivate high-performing teachers as future leaders by providing career advancement opportunities to high-performing teachers; schools can offer a retention incentive while developing a pipeline of school leaders.
Schools can offer big hiring bonuses for teachers in hard-to-staff subject areas like special education and math.
Provide candidates with a no-cost master's degree and dual elementary and special education certification.
A positive school culture is pivotal in attracting and retaining high-quality teachers. Foster a collaborative and inclusive environment where teachers feel valued, respected, and supported. Encourage open communication, provide opportunities for professional growth, and celebrate achievements. Schools can cultivate a sense of belonging and commitment by prioritizing teachers' well-being and professional development, leading to higher job satisfaction and retention.
Streamlined recruitment processes are essential for attracting top-tier teaching talent. Start by clearly defining the qualifications and characteristics desired in prospective candidates. Develop comprehensive job descriptions and leverage various recruitment platforms such as online job boards, professional networks, and social media. Collaborate with teacher education programs and attend job fairs to engage with potential candidates. Streamline the application and interview process to ensure a positive and efficient experience for candidates, reflecting the professionalism and dedication of the school.
Emphasize competitive compensation and benefits to attract and retain highly qualified teachers. Conduct regular salary benchmarking to ensure that compensation aligns with industry standards and considers factors such as experience and qualifications. Additionally, it offers comprehensive benefits packages that include health insurance, retirement plans, professional development opportunities, and work-life balance initiatives. Recognize and reward outstanding teachers through performance-based incentives to motivate and retain top talent.
Invest in professional development because teachers seek continuous growth and development opportunities to enhance their teaching skills and stay abreast of current educational trends. Establish a culture of lifelong learning by providing ongoing professional development programs and resources. Offer workshops, seminars, conferences, and mentoring programs that cater to teachers' diverse needs and interests. Encourage participation in external training programs and support advanced degrees or certifications. By investing in professional development, schools demonstrate their commitment to the growth and success of their teachers.
Build supportive mentorship programs that provide invaluable support to new and experienced teachers. Pair new teachers with professional mentors who can provide guidance, advice, and support during the initial years of their teaching careers. Implement a structured mentorship program that includes regular check-ins, observation, feedback sessions, and opportunities for collaboration. Foster a sense of camaraderie and community among teachers, creating an environment where knowledge-sharing and support are valued.
Prioritize work-life balance to prevent burnout and improve teacher retention. Encourage and support teachers in maintaining a healthy balance between their personal and professional lives. Provide flexible scheduling options, offer wellness programs, and promote self-care initiatives. Schools that acknowledge and respect teachers' well-being create an environment that fosters longevity and dedication.
Create Learning Organizations to foster classrooms encouraging learning outcomes where teachers and students talk aloud. Prioritize a culture of continuous learning and open communication.
Build Trustful Environments by designing classrooms based on the trusting atmosphere of staff rooms, with multiple teachers working together to create a positive learning environment. Deprivatize classrooms to allow for constructive criticism and collaboration.
Encourage Diverse Perspectives by promoting a culture where multiple interpretations of issues are valued, maximizing the diverse skills of every teacher to find practical solutions.
Empower Staff to Find Solutions and have confidence in the team’s ability to generate better solutions. Foster a collaborative approach to problem-solving, emphasizing the importance of heart and courage in leadership.
Evaluate Ineffective Practices by encouraging regular reflection on unsuccessful strategies. Identify problems collaboratively, listen to the team, have courage, and invest time in leading others toward practical solutions.
Leverage Technology for Transformation by recognizing technology's transformative potential for efficiency and enhancing teaching and learning experiences, breaking traditional classroom boundaries, including social media.
See the World Through Students’ Eyes by encouraging teachers and leaders to flip roles and fellow students, understanding their perspective. Foster a culture of trust and courage, supporting teachers and students alike.
Foster Courage and Expertise by encouraging teachers to explore new approaches, fostering excellence and expertise among staff, and providing permission for educators to take risks and innovate to pursue educational excellence.

Primary Concept - What are common professional obligations as outlined in Teacher Unions Contract?

The Hawaii State Teachers Association's contract addresses many issues affecting teachers' working conditions and professional lives. Here are some of the most common items you'll find outlined in these contracts:

Compensation and Benefits - How much will I get paid, and what benefits will I receive?

Salary schedules detail how teacher salaries are determined, typically based on factors like experience and education level.
1. 1. - Hawaiʻi teacher salary schedule 10-month | 12-month
    - Hawaiʻi Salary Differentials for Hawaii-licensed classroom teachers in Special Education ($10,000), Hard-to-Staff Locations ($3,000-$8,000), and Hawaiian Language Immersion Programs ($8,000) will continue through the school year 2022-2023.
    - Hawaiʻi Salary Differentials for hard-to-staff school locations where differentials are provided to Hawaii-licensed educators can be found here.
    - Hawaiʻi - All teachers with an overall rating of Effective or Highly Effective are eligible for pay increases the following year.
Benefits include health insurance, dental insurance, vision insurance, life insurance, retirement plans, and sick leave, all typical inclusions.

Working Conditions - What can I expect from my day-to-day?

Class size limits set the maximum number of students allowed in a classroom.
Preparation time guarantees a specific amount of time outside of class for teachers to plan lessons, grade papers, and meet with students.
Duty-free lunch ensures teachers have a designated break for lunch without additional responsibilities.
Grievance procedures outline the formal process for addressing workplace concerns.

Professional Development - How will I grow and learn in my position?

Professional development opportunities include paid time or financial assistance for teachers to attend conferences or workshops.
- 1. - Hawaiʻi - 21 hours for job-embedded professional development and 3 professional development (PD) credits
Evaluation procedures detail the process for teacher evaluations and how they are used for professional growth.

Other Common Items - What else should I be concerned about?

Seniority rights establish how seniority factors into decisions like job assignments or layoffs.
Student discipline procedures outline the expectations for teacher involvement in student discipline.
Non-discrimination clauses prohibit discrimination based on race, gender, or religion.

Just so you know, specific contract details will vary depending on the school district, teacher union, and negotiation history. These are just some of the most common areas addressed in teacher union contracts.

Primary Concept - What are professional expectations?

Hawai'i Department of Education - The Educator Effectiveness System (EES) is a comprehensive evaluation system that sets clear expectations for effective teaching, provides educators with quality feedback and support to improve their effectiveness with students, and informs professional development.

To help students succeed in college and careers, it is imperative that the Hawaii State Department of Education (HIDOE) support our educators to become highly effective in their schools and classrooms. This means that administrators and teachers need feedback, coaching and data that inform them about how to improve their practice and make an impact. We are holding ourselves accountable at all levels of the organization for providing support and getting results for students.

Under Board of Education Policy 203.4, the EES is centered on two categories:

Teacher Practice
Student Learning and Growth

Within those categories, teachers receive feedback, support, and evaluation on three components:

Classroom Observations, using the Charlotte Danielson Framework for Teaching for classroom teachers or Working Portfolios for non-classroom teachers;
Core Professionalism, using the Charlotte Danielson Framework for Teaching, and reflecting on data and feedback from the Panorama Student Survey and Hawaii Growth Model;
Student Success Plans (SSPs)* / School-System Improvement Objectives (SSIO), focusing on standards-aligned learning goals and integrating the data team process to monitor student progress.

Based on their scores in each of these categories, educators receive an overall rating of:

Highly Effective
Effective
Marginal
Unsatisfactory

All teachers with an overall rating of Effective or Highly Effective are eligible for pay increases the following year.

Summary (What should I conclude from this Information?)

Primary Concept - Teacher is not perfect, but it is rewarding.

Some Positive Signs for the Teacher Pipeline, But It’s Not All Good. What 3 Studies Say By Madeline Will — March 22, 2024

Teacher-prep enrollment ticks upward - One positive indicator for the health of the teacher pipeline: The latest data show that teacher-preparation enrollment and completion numbers have stabilized, and even grown slightly, after years of sharp declines.

The American Association of Colleges for Teacher Education published two new reports last month on the latest federal data on teacher preparation programs. The numbers come from the U.S. Department of Education’s Title II data series, collected from states, and the Integrated Postsecondary Education Data System, collected from colleges and universities.

From the 2010-11 school year to 2020-21, enrollment in traditional teacher-preparation programs declined by 45 percent, and the number of candidates completing such programs fell by 32 percent. However, from 2019-20 to 2020-21, the most recent year of data available, enrollment and completion increased—nearly 3 percent and 4 percent, respectively.

School-level turnover is still high - Earlier this month, Education Resource Strategies, a national nonprofit that partners with school system leaders, released an analysis on school-level teacher turnover trends from 2021 to 2023. It uses data from nine large, unnamed urban and suburban school districts. That’s a small sample of the nation’s more than 13,000 districts, many of which are much smaller, but the researchers believe the trends there have implications for what’s happening more broadly across the country.

On average, 23 percent of teachers left their school—or a teaching role—in the 2022-23 school year. This is higher than pre-pandemic turnover in the sample, about 18 percent in the 2019-20 school year but lower than the 2021-22 school year’s peak of 26 percent.

Teacher applicant supply hasn’t caught up to demand - The ADP Research Institute, the research arm of the payroll services firm, released an analysis earlier this month that compared job openings for teachers to employment levels—and found that supply is lagging demand.

The analysis uses both Bureau of Labor Statistics data from the Job Openings and Labor Turnover Survey program and ADP data for K-12 teachers in public and private schools. The data cover January 2018 through January 2023.

Job openings for educators have increased significantly since 2021, but employment levels have remained relatively flat. (The increase in job openings might be partly due to districts using their federal pandemic relief dollars—expiring this fall—to create new positions.)

The ADP Research Institute analysis says the imbalance between high demand and short supply should have led to higher wages—but it hasn’t. Teachers are losing ground on pay compared to other U.S. workers.

The analysis found that teacher salaries are growing more slowly than average employee wages. According to ADP data, the national average teacher salary is about $68,000—8 percent less than the average U.S. worker’s salary.

The study found that the pay gap is especially pronounced among teachers 30 and younger.

Links & Resources (Where can I find Out more information?)

Weekly Assessment (What will I do in order to meet the outcome?)

Assessment 4.2 - Professionalism & Ethics - Professional Expectations and Contractual Obligations

Assessment 4.2 - Professionalism & Ethics - Professional Motivations & Contractual Obligations (EDEF 310)

Next Steps (What will we be doing next?)

Module 4, Week 12 - Professionalism & Ethics - Instruction

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