 Good morning or good afternoon depending on where you are. I want to welcome you to this one-hour webinar on Building a Strong Sustainable Teacher Workforce, which is jointly hosted by the Learning Policy Institute, the Council of Chief State School Officers, and the National Council Conference of State Legislators. As we can see in the headlines across the country, many states are struggling with teacher shortages, particularly in the perennial shortage areas of mathematics, science, special education, and bilingual education. Today's webinar is designed to provide state leaders and others with the most recent national data on teacher supply and demand, and then to feature recent actions taken in two states, South Dakota and Indiana, to address the teacher shortage. We hope we can offer a productive, open conversation about a pressing issue that requires both political parties to work across the aisle to advance evidence-based solutions. I want to thank the Council of Chief State School Officers and the National Conference of State Legislators for co-sponsoring this webinar with LPI. The webinar is designed for a state policymaker audience. However, we also want to remind the audience that this webinar is open to the public and it is being recorded. Both the recording and the slides will be posted online in a few days. We also encourage you to engage in the conversation on social media using the hashtag Solving Teacher Shortages. Our webinar today will feature three panelists. Linda Darling-Hammon, President of the Learning Policy Institute, will present findings from LPI's recent report, A Coming Crisis in Teaching, Teacher Supply, Demand and Shortages in the United States. One of a series of four reports that LPI released in September on the teacher shortage and evidence-based responses to it. We'll then hear from South Dakota Secretary of Education and Council of Chief State School Officers member Melody Schopp, who will share South Dakota's experiences with teacher shortage and the steps the state has taken to respond. She will be followed by Representative Robert Benning, Chairman of the Education Committee for the Indiana House of Representatives, who will share Indiana's actions to address the teacher shortage. We will have at least 10 minutes for questions and answers at the close of the webinar. Before I turn the webinar over to Linda Darling-Hammon for her presentation, let me briefly introduce her. Linda is President and CEO of the Learning Policy Institute and also Charles E. DeComin, Professor Emeritus at Stanford University, where she founded the Stanford Center for Opportunity Policy and Education and served as the faculty sponsor of the Stanford Teacher Education Program, which she helped to redesign. Linda has consulted widely with federal, state, and local policymakers and educators on strategies for improving education policies and practices. I will now turn the webinar over to Linda. Good morning or good afternoon. I'm going to share my screen so that I hope you can see my slides, and there they are. I want to acknowledge my co-authors in this report, Leif Sutcher and Desiree Carver-Thomas, and we took this up because of the anecdotal reports that were coming across our desks from across the country as newspapers began reporting teacher shortages both last year and this past fall. And the evidence this fall seems to be that they're more stark than they were even the year before. One reason for these shortages is that teacher preparation enrollments have dropped by about 35% over the last five years, so there are fewer people coming into the profession. This is not surprising because we had layoffs of teachers during the fiscal recession, and if you were a thoughtful young person thinking about where to choose a career, coming into one where there were a few jobs available made little sense. So we expect some uptick in enrollments, but the decline was very severe and the upticks thus far have been fairly small. As a result, you can see that the supply and demand for teachers has crossed and is going in opposing directions. Demand is increasing as a function of the fact that districts are trying to reduce their class sizes and increase their program offerings to return to where they were before the recession. We have some growth in enrollments and we have continuing turnover of teachers each year. The supply has been declining as I described. That really crossed in about 2013, and there is approximately 100,000 teacher differentials that could be in place by 2018 unless the trends that we've been seeing begin to change. The variability of shortages from state to state is quite substantial. You can see one of the high shortage states like Arizona has a low level of salary competitiveness with non-teacher salaries based on teacher surveys, lower than average working conditions and very high teacher attrition. By contrast, a state like Oregon, which has better competitiveness of salaries and better perceived working conditions by teachers, has low teacher attrition, and these kinds of differentials pertain across the country. Shortages also vary by subject area. The most severe shortages have been in special education, 48 states plus the District of Columbia, Mathematics and Science, both above 40 states, reporting severe shortages to the federal government. As is often the case, this resulted equity concerns. The proportion of teachers who are not fully prepared is about four times higher in high minority schools than it is in low minority schools across the country, and in some states as many as 20% of the teachers right now are uncertified in high minority schools. This kind of exacerbates the leaky bucket that we experience in teaching, where when teachers come in without preparation into a job that is really quite challenging, we typically see lower student outcomes and much higher attrition, two to three times greater than the attrition rates of those who are well-prepared. And attrition is really one of our big problems. It drives teacher demand. In 2015-16, 97% of the demand was because of attrition. And even looking forward into the future with growing enrollments and other factors, it will still be the lion's share of attrition well over 80%. And most of this attrition is actually not retirement. It happens before the retirement age, about two-thirds of those who leave are leaving for reasons other than retirement. And you can see that if we were to be able to reduce attrition from 8% our current US rate to about 4%, which is the rate in places like Singapore, Finland, Ontario, Canada, where they sort of hover between 3% and 4% attrition each year, we would actually solve the teacher shortage in terms of numbers, because we would have enough supply, even with our reduced supply now, to meet the demand. That doesn't mean we would have a balance across all states and subject areas that would likely still be a problem requiring some policy attention, but the scale of the overall problem would be much less. And we can think about one of the goals of solving shortages as being really a 4% solution that is getting to a place where we keep the teachers we have so that we don't have this continual revolving door or leaky bucket, depending on which metaphor you prefer. So all these teaching at higher rates, we know that beginning teachers leave at higher rates, typically about 30% leave within the first five years of teaching many more in rural and urban areas quite often. Math and science teachers who are in short supply anyway are leaving at higher rates. Special education teachers, teachers of English learners, also a shortage area in more than 30 states. Teachers in high poverty, high minority schools leave at much higher rates, and these are also schools that tend to be under resourced and have very high levels of people needs in addition to their academic needs. And teachers of color who actually are overrepresented in those high poverty, high minority schools. So even while we want to create a more diverse teaching workforce, we have a very high attrition rate of those teachers who we have been successful in recruiting but much less successful in retaining. Teachers leave primarily those who leave other than for retirement because of dissatisfactions with teaching. They may also leave for family or personal reasons to pursue another job which is typically linked to some form of dissatisfaction. The dissatisfaction areas that are cited by teachers interestingly in the last round of the schools and staffing survey was headed by accountability pressures to teach to the test or concerns about sanctions and penalties. Administrative support is always an important reason for teachers to stay or leave and working conditions always figure prominently. And as I've noted, there are a variety of other reasons of which retirement is less than a third. Administrative support does really impact teacher turnover and you can see that for teachers who strongly agree that their administration is supportive, the rate of leaving is less than half of that for those who strongly disagree. We also took a look at what would bring leavers back with all these teachers who do leave. Some of them do come back, about a third of those teachers who leave come back and it varies depending on the attractiveness of teaching. You can see that a number of the incentives that teachers cite are financial in nature. The ability to maintain retirement benefits, often that is also due to crossing state lines where state pensions cannot be taken with you. Forgiveness of student loans is very important as young people come in with greater debt to a profession that tends to pay them less than many others, housing incentives. Very important in some places like California where the housing costs are very high. There are also teaching conditions like class sizes and student loans. And then there are things like being able to renew a certificate or to transfer a certificate or credential into another state to have childcare and part-time teaching positions. So districts and states can look for incentives of several kinds if they want to bring teachers back into the profession. As Senator Benning knows, we've been looking at what high-achieving nations do. Indiana has been really studying this question. And what we see in the high-achieving nations that do have very strong, stable teaching forces is that they peg salaries to those of engineers and accountants and pay teachers equivalently across schools. They offer strong preparation, and it's typically for free or at very reduced cost. Often with a stipend or a salary while you're training and extensive training in partner schools so the teachers feel clinically ready to go into the classroom, followed by mentoring by trained mentors, 15 to 20 hours a week for collaborative planning, lots of collegial learning opportunities, many opportunities to develop and share expertise across classrooms and schools. And we know that these are factors that matter a great deal in recruiting and retaining teachers. Compensation matters especially for recruitment, although it can also matter to some extent for retention. Preparation, those who are prepared stay longer and are more effective sooner. Mentoring and induction makes a shh. That's my phone giving me some notice about the schedule. A mentoring and induction process really makes a difference in keeping teachers in, of course, teaching conditions. And where are we in the country on those things? Well, in terms of compensation, U.S. teachers make about 20% less than other college graduates even after you take into account the difference in their annual work schedule and the differential increases by mid-career. We've lost ground on salaries since the 1990s. Average salaries range significantly across the country since 2013. You can see that Montana was at a very low low of $27,000 for an enemy teacher. And Arkansas, which is going to figure in our story later, had really made efforts to improve salaries, so they were near the top of the rankings. However, in more than 30 states, a mid-career teacher who has a family of four is actually eligible for several forms for example, their children would be likely on free and reduced price lunch. And that's obviously not reaching the level of a middle-class career that highly educated people will want to come into and stay in. As we've noted, preparation and mentoring matter, but funding for both has declined. Huge debt load for all young people going to college and that's true for teachers. Only about two-thirds of teachers now are receiving comprehensive preparation before they enter, which means that the attrition rates are driven higher and fewer are receiving mentoring and principal support than was true even a few years ago before the recession when about 75% were receiving that support by 2012. It had dropped to 59%. Teaching conditions are challenging for U.S. teachers who have more teaching hours and less planning time than others anywhere in the world. We're tied with Chile for the most teaching hours per week and per year and very near the bottom in planning time, which makes the work of teaching more stressful. And work environments became less collaborative over the last decade. Only 15% of teachers reported collaborative environments and resources for teaching of course have declined because of the recession. 36 states are spending less on education now than they were in 2007. That means that class sizes are larger, supplies of materials are more scarce, particularly in low-income, low-wealth school districts, and all of the resources that help teaching are less available. Meanwhile, we've had growth in child poverty, homelessness, and trauma, which in many communities makes teaching even more challenging. This teacher who moved to Arkansas from Oklahoma explained how those resources matter. She said it wasn't the school's fault. If it was, it wouldn't have been so difficult for me to leave. It's just that Arkansas has more resources. They just make teaching easier. She got a 25% salary increase, reading and math facilitators and allowance for classroom materials. A note that I had pointed out that Arkansas has made investments in teaching and is having many fewer teacher shortages than its neighbor, Oklahoma. Teaching attractiveness does vary across the states, and we ranked the states on their compensation turnover rates, teachers' views of the teaching conditions, and the level of qualifications. You can find an interactive map on our website, LearningPolicyInstitute.org, and click on your state and see how it ranks in terms of teaching attractiveness and teacher equity. These states were ranked among the more attractive, as you can see across the country. The states in the lighter color were rated as the less attractive states, and they do tend to be the states with higher levels of teacher shortages. We have four kinds of policy recommendations that I'm going to briefly review and we can talk about more in our conversations later, and you can find them in our report. Obviously, compensation makes a difference. Thinking about how to make salaries equitable across districts is also important as making them more competitive with other occupations. Particularly important for math and science and careers like that, where the alternatives are very widely available and that are paying. But sometimes when salaries are not easy to raise or the needs are more targeted, you can also think about financial incentives like underwriting teachers' mortgages, providing guarantees, down payment assistance. In some places, like San Francisco, they're even building housing for teachers and providing things like childcare incentives. Building the supply of people who will stay. Forgivable loans and scholarships have been very successful in the past, both federally and at the state level, where highly qualified young people either going into undergraduate or graduate level programs are given support, usually a full tuition payment, in return for teaching in the state for three to five years, usually in high-need fields and in high-need locations. There are also high retention preparation pathways, important for rural districts as well as urban districts. Grow-your-own programs are funded by some states, where young people from communities who want to teach, there may even be teacher cadet programs or future teacher programs that get them interested in high school, receive scholarship aid to come back to their community and to then spend at least some minimum number of years, it's usually four or five. And because people often like to teach where they grew up or went to school, these program pathways are very important. Teacher residencies are another means. There are urban and rural teacher residencies across the country, where people who have already finished their undergraduate programs, they may have gone off for another career, come in, they're placed under the wing of an expert urban or rural teacher. They get credential coursework from a partnering university that's tightly linked to their clinical experience. At the end of the year, they get a master's degree and they get the opportunity for mentoring and they get a job and they pledge to stay in that district. So these kinds of approaches can plug the leaky bucket and allow a state and districts to move forward with a stable teaching force. Obviously, if we want to improve retention, being sure that beginners get high quality mentoring is very important. And then training administrators so that they can create the kind of collegial work environments with shared input and decision-making that teachers crave is also important. And finally, about 25% of teachers do move across the country and many of them stop teaching when they get to a new state because their license is difficult to transfer or they can't bring their pension. So states can do a lot to attract teachers by improving reciprocity and thinking about pension portability. Some states have solved this problem before in the 1990s. Connecticut and North Carolina both had shortages, which they eliminated within a few years and both dramatically increased achievement. Connecticut became the highest scoring state in the nation. On national assessments reduced its achievement gap. North Carolina became the first southern state to break the glass ceiling and become a state scoring in the top half of the nation and had the biggest reduction in the achievement gap. And they used very similar strategies, increasing and equalizing salaries, offering those service scholarships and loans. Both of them raised standards for teachers while they raised salaries. So they got people who were better prepared, knew more about their content, knew more about how to teach it, how to teach literacy, how to teach special needs students and as a consequence that also reinforced retention. Both put in place mentoring with trained mentors and very widely available professional development and probably among the most important things they both did was to train principals, to create strong teaching environments and to support the quality of teaching. And to close, I just want to suggest we can solve this again. Kirsten Roggett, a 20-year veteran in Minneapolis, put it well. She said, for the past decade I've worked at a school where 97% of the children qualify for free and reduced price lunch. I've stayed because the school climate is good for children and teachers alike. I stay because my principal is wonderful, supports us, does what's best for children and because I trust her. I stay because my colleagues are gifted teachers and good company and because I continually learn from them. I think at the end of the day, that's what most teachers want in their career and with some focus we can provide it. You can download this report from our website and a fact sheet about what states can do to address the teacher shortage from the web address right here. And I'm going to pass the ball. Thank you, Linda. A quick reminder to the audience, if you'd like to ask questions or engage in discussion, you can do so by using the Q&A box at the right side of your screen or through Twitter using the hashtag Solving Teacher Shortages. Now we're going to hear from South Dakota's Secretary of Education, Melody Shop. Secretary Shop is a lifelong educator with 23 years of classroom teacher prior to coming to the South Dakota Department of Education in 2000. She served as a school board member for nine years in Lemon, South Dakota following her departure from teaching. Secretary Shop worked in a number of different roles in the department, including Deputy Secretary. She was appointed as Cabinet Secretary for Education in 2011, where she is especially focused on assuring that students are well-prepared for careers and post-secondary education after leaving the K-12 system. Secretary Shop works closely with the South Dakota Higher Education System. I will now turn the webinar over to Secretary Shop. Good morning, and thank you very much. I'm pleased to be here today, and I'm going to tell the South Dakota story that I think it speaks to many of the things that Linda Darling-Hammond spoke to this morning along with some of the things that were specific to South Dakota. Like all of you, we continue to hear about the teacher shortage in our state, and this was exaggerated by the fact that we were dead last in teacher salaries, 51st in the nation and nothing to be proud of for sure. And as was explained, we found our shortages were both geographic and content-specific. And when I say geographic, this was even more troubling in some of our very, very remote poverty-stricken reservation schools. And, you know, there was a lot of anecdotal information, like I'm sure that all of you heard each year, but it became louder and louder about over the last, you know, four to five years. And this was not anymore just limited to those content-specific things like math or science or special ed, or just in those areas we were seeing or hearing that we had shortages from across the state. So our governor, who, again, I have to give a lot of credit to, has been a very, very thoughtful leader, asked that we would put together a task force to really study that issue to assure that we were addressing it thoroughly and really spoke to many of the things that Linda brought up in the forum presentation. So in 2015, he created a blue ribbon task force, and I can tell you there was a lot of rolling of eyes across the state because there had been task force many years that had gone on and really nothing ever came out of them. But this is very specific to really evaluate the current funding formula to analyze and collect data and to engage with stakeholders and get public input. And I really, of all the things that we did, this was such a critical first step. And then the final charge was that they were to make recommendations as passed through the legislature. The task force represented people from the executive and legislative branches, teachers, administrators, school board members, parents, businesses, tax, excuse me, taxpayers as well. But prior to that blue ribbon task force, the chairs of our education committees went out and did round table meetings in many communities and engaged with over a couple thousand people at each community setting to gather input about what they saw as an issue. The report came out after that task force and I'm just going to highlight some really high level data points that they found that we based the recommendations on. Number one, we were not only lagging in salaries by being 51st in the nation compared to other professions, but we continued to lose our teachers to bordering states. So we weren't getting teachers in, but when teachers saw that we had the salaries in the states that were touching us in Wyoming or North Dakota or Minnesota, they were jumping the borders. Number two, we learned that teacher turnover was not exclusive to salaries. But in South Dakota, because we were 51st, it was a significant factor. Number three, we did do the data analysis and we found that the incoming pipeline that we had was not going to meet the projected needs of our districts looking to have five years. This is what we did in the past year. We first addressed the salary issue and that had to be done. And so the legislation that moved forward suggested that we had a tax increase in our sales tax devoted to increasing teacher pay. Now, we are very conservative red state and we had a lot of people who said this was never going to be done. But I do have to say that what happened with this, with the leadership from a very conservative Republican governor taking the charge, we had a coalition of every single education group. We got our business community together. The retailers came on board as well as other groups and came forward to support this. It did pass narrowly by one vote in each house and we adopted a new formula that raised our target salary by $8,000. Now, that did not mean every teacher got that. Some got more, some got less, but that's the average target that we were looking for to get us out of 51st. But I think it's what was stated previously that in addition to that, there were some really critical pieces that we did in addition to just increasing teacher salaries. Because the task force determined that we would continue to have shortages in our state. If we continue to do school the way it's always been done. We had that practice that we've had for years of having one teacher for each classroom which we all grew up with and we believed it was right. But a companion bill, along with the increase in taxes for teacher pay, put into place some additional funding that supported a little bit more of the untraditional method to support teachers by giving out shared service grants where you would share services amongst districts and whether that was teachers or resources. We expanded extensively our online learning opportunities to provide opportunities for classrooms to have whatever class they have so that you were not limited geographically or in any other way by having high quality teachers within the classroom with a facilitation happening at that home base. We also put into the budget grants for innovation and customized learning that would support that idea of the way that school could look moving forward. And additionally we found that if we really want to support our teaching force we needed to support those new teachers coming into the field. So there was funding put forward and I'm proud to say for a statewide mentoring program. It not only included mentoring for the first and second year teachers but also included a new teacher academy in the summer to bring together the mentors and the mentees to discuss those first year struggles that they had and really provide them a cohort of people to gather together. Additionally we passed legislation that dealt with direct reciprocity among states so that we would have that support as teachers come into the state to make it less onerous to become a South Dakota teacher. We also put financial incentives together for teachers that go above and beyond by incentivizing national board certification. One of the other things that we also found that was stated in Linda's presentation was the need for providing scholarships and we did it in two different ways. There was a bill that passed to support a grow your own program for paraprofessionals and some of our are really difficult to fill areas and that was in our reservation schools and it provided opportunities for them to complete a bachelor's degree to become a teacher again to stay within that area where sometimes we have a very difficult time in attracting teachers. We also put additional funding into a scholarship program that we currently have for individuals who have claimed teaching preparation as their program to pay for their second and... or excuse me, for their third and fourth year of their program again promising to stay within the state for up to five years and this was in the high content needs that we had across the state, math, science, special education, music, et cetera. With all those things though, again, I think the thing I wanted to emphasize from what was successful in South Dakota in this really comprehensive package, it wasn't just salary, it wasn't just these other pieces but it was looking at more comprehensively but I think the most important piece I would like to point out is that in the whole process it was the importance and the value of the coalition building that we did prior to implementing any sort of policy change. And so with that, I would definitely be open for questions later and I'd like to thank you for this opportunity and I would turn it back to Patrick. Thank you, Secretary Schopp. A quick reminder again if you want to ask any questions or engage in discussion to use the question and answer box in the right part of the screen or to engage in social media through the hashtag Solving Teacher Shortages. We will now hear from Representative Bob Benning who chairs the Education Committee for the Indiana House of Representatives. Representative Benning has served as a Republican member of the Indiana State Legislature since 1992, a career that spans nearly a quarter of a century. Throughout his tenure he has advocated for education reform in Indiana where most recently he is leading Indiana to find the next generation of assessments for the state. Outside of the legislature Representative Benning is a leader in the National Conference of State Legislatures where he serves as an early learning fellow, the Vice Chair of the NCSL Committee on Education and the International Study Committee. We will now turn the webinar over to Representative Benning. Good morning or good afternoon, I guess, wherever you're located. Thank you very much for the opportunity to present on Indiana. We began our study of the Teacher Shortage in 2015. We started to notice that we were having problems in terms of finding teachers that specifically in specific contenders. Could you advance that first slide, please? We have shortages based on content and shortages based on geographic region in Indiana. We know that content was an area specific, as Linda Darling said, generally to science, math, special ed, English language learners, but we are also starting to find more, less candidates in elementary education. Indiana still exports teachers with a degree in elementary education. We actually have 43 schools of education in Indiana. We have a population of 6.7 million. As we did our state of international education with NCSL, we looked at best practices of other countries. Canada, for instance, with a population of about 34 million, only has 50 schools of education. So we definitely had and always had a history of educating a significant number of educators, more than we actually supply was well above demand. But we have started to notice, like I said, in content area and geographic region, one of the geographic problems is probably common to many states across the country as the people are moving to your urban centers and moving to the cities in terms of, for a number of reasons, sometimes it's jobs, quality of life. But with that happening, we're finding a lot more problems in terms of getting teachers in rural or less populated areas for that reason. Next slide, please. One of the things that we took as we looked to try to figure out how we could address this issue, one of the primary things we did is we passed the next generation Hoosier Educator Scholarship, which was House Bill 1002. What we were trying to do is we actually, again, we're taking a page out of this international study that we had looked at, and we were trying to figure out a way to get the brightest and best to go into education. As you look at, as we did our study of international and across the world, most of our industrialized competitors are recruiting their teacher prep students from students entering college that are the top half of students entering college. In the United States, we tend to have more of our students come from the bottom half. So, Indiana, we wanted to look at it two different ways. We wanted to try to encourage the brightest and best as well as provide additional support to them above and beyond some of the other supports we did. So, it is a targeted. You must have the 20% of the students, must be in the highest 20% of the graduating class, and they rest to receive a score in the top 20% on the SAT or ACT examination. We are giving them, for that, you'll get a scholarship of $7,500 per year for 200 graduates who aspire to be teachers. Just to give you some idea that's stackable, so $7,500 is on top of any other aid that they would have. Indiana has one of the most generous student support programs in the country. You have a program called 21st Century Scholarship Program where the state basically will, if you are eligible and its needs base would end up being qualified, you would have access to a public university at essentially no cost, and this would be stackable on top of that. In return, we're asking for those recipients to teach in Indiana schools. It doesn't have to be a specific geographic location. It's just in any Indiana school that they choose to teach and that they would have to teach for five years to be able to be recipient of that next page. Advance, please. I think Secretary had mentioned trying to be collaborative and something that we've talked a lot about at NCSL as well as we, as you look at moving forward any type of legislation to improve the teaching profession to deal with shortages. This list on this PowerPoint shows a list of all of the supporters of the House and Moldak 1002. So we had state board of education, teachers union, then for children in the business community, Catholic community, non-public educators, AFT, Indiana Small and Rural Business, Ball State University, Indiana Purdue University, all the non-public. So we have 31 non-public universities, Department of Education, even some of the associations like Indiana Speech, Language, Hearing Association. We tried to be very inclusive in terms of the way and brought all of these people together in terms of broad support of House and Moldak 1002. Advance, please. The next slide, we talk about further teacher shortage legislation. We have done a couple other things in Indiana. Some of those actually reflecting back again on international study and some things Linda had talked about. One is House and Moldak 1005, which dealt with career pathways and teacher mentorship. We had moved away from mentoring teachers and we went ahead and decided that we needed to put more emphasis and more money into that. And the other thing we put in place is Career Pathways, which is a program that was corrected or something similar to that was program was developed by Public Impact out of North Carolina, a think tank. We have actually started using Indianapolis Public Schools as the largest urban district in the country that actually has negotiated career pathways into their collective bargaining agreement. And what that actually affords is a career within education rather than moving into administration. And they have four schools today that are career pathways or opportunity culture schools. And teacher leaders in those schools are making up to $16,000 per year above the base rate for the leadership roles. And Public Impact has done a lot of research across the country. There's a number of communities that are embracing ideas like this. And this is one of the things that we found that International Study is that in teaching career, we need to provide more opportunities for upper mobility inside the teaching profession so that they don't go into necessarily go into administration. If you're a great teacher, we'd rather keep you in the classroom so that you don't necessarily always move both directions. So the other good thing about career pathways or models like that, we're looking at they're sustainable and requiring no additional funding. House Bill 1004 also we looked at this past session. It did not pass but there was a significant amount of discussion on providing pay flexibility for hard to fill positions. We know that we have graduated a very, very small number of physics teachers and STEM teachers in our state system and trying to make sure that we have the flexibility to pay science, math, those harder to fill positions giving them a little bit more opportunity in terms of compensation. We've also had language which we did move in terms of licensure, reciprocity. We know that that's a problem that we need to make sure that there's more movement available across state lines. One of the things that Linda mentioned a little bit and we've had discussions on, we did not move it but we continue to have discussions on it is most tension plans across the country for teachers have tended to be defined benefit instead of defined contribution as you start looking at millennials and looking at the number of careers they have and if you want to have the flexibility of moving across state lines defined contribution plans may make more sense in terms of providing more flexibility and opportunities for teachers to move and move in different areas, especially if you are a teacher coming in a later career teacher it might make more sense to have a defined contribution plan rather than a defined benefit. We also are focusing on leadership development I think that is one thing that we hear frequently from a number of our educators and superintendents is that there's a huge need for leadership development and having high quality leaders. It is very difficult to retain a highly effective educator if they don't feel that they have a supportive and effective administrator. I think Linda's last slide where she had the reference to, from the teacher of Minneapolis kind of just basically supports that teachers want to make sure that they have administrators that are supportive if you have low quality administrators that provide, definitely creates problems. We are looking at, as we move forward trying to figure out more ways to provide time for collaboration it's part of the international study as shown as Linda referred we spend more time in the classroom, less time in terms of collaboration we're trying to figure out how we can do more vertical and horizontal collaboration among educators I think it would help in terms of student proficiency because they could use that in times for remediation or talk about how they could help students. It also helps align our class a little bit more. One of the one of the other issues we're looking at is administrative efficiencies. Indiana is probably not a lot different than many states. I know that Illinois has more school districts than we do. We have 292. What we're finding is that we have, I meet monthly with a group of superintendents that are urban as well as rural and just on Monday when we had our meeting we were talking about base salaries and in Indiana one of the smaller rural districts starting salary for teachers was 27,000 but you move to Indianapolis or Marion County they're starting salaries of 42,000. When you have school districts that get below a population of 500 students it becomes very ineffective and you spend a lot of money paying for the support of the administrative over cost of having a superintendent assistant, business manager, etc. We I think need to, if we want to drive more money down into the classroom we need to look at better ways to more efficiently look at systems. One thing that Linda didn't mention but that Mark Tucker has mentioned in their national studies is the United States spends almost more than any other country on K-12 education however the way we spend the money is significantly different because it's not getting down to the classroom. The last time I'll talk about is I do work for a non-public university in Indiana, Marion University we are the fifth largest licensure of teachers and we are actually taking another page of this international study and kind of basically supporting some more of what Linda has said and we are creating a model a residency model where we will be using a pipeline model which I think Linda also mentioned where we will be working with partnering districts to create this pipeline cadet teaching program within the district and then we will create this residency so students from our program will graduate with a master's degree after a one-year residency and they likely will be aligned we have a medical school very closely to what you would with an preceptor in a medical school program so they will get compensated as a resident but not at the same level as you would if you were a full-time teacher but you would actually get compensated but we have to be very intent in terms of making sure that we find those preceptors that will are highly effective teachers who would be master teachers who would be will make an adjunct professors for instance in the university to make sure that we have the rubrics that would support that one note as well that I think this will help address is that in the United States our turnover is almost twice that of our international competitors especially within the first five years of people leaving the teacher prep program so if we could find a better way to bring them the system feel have them feel like they are more supported and more prepared to learn or to teach we are hopeful that that will have a significant impact on reducing the turnover as well and with that I'm happy to answer any questions appreciate the time thank you thank you very much represent Benning I can hear the virtual round of applause for all three of our panelists today thank you very much I want to remind everybody that the following the webinar the Learning Policy Institute the Chiefs and the National Conference of State Legislatures will all post the slides and the recording so it's available as a resource to you we have about ten minutes for questions and answers people have already started to put some up there so please feel free to join in let me start with a question that came in very early in the webinar and this is for you secretary shop to just elaborate a little bit more on your grow your own program because the question was how can we best develop teachers in remote areas for rural schools that are far away from universities and this question is from Judy so that's for you secretary shop yes thank you the program that we are currently implementing on in some of our reservation schools is a mix of online as well as the cohort model and so when we talk about remote areas this is probably 150 miles from the nearest university setting we also have a tribal university who is a partner along with this which is somewhat closer and so the cohort model is working where not only do we have this cohort going to the university but we also have college professors are coming out to the reservation setting and providing instruction on weekends when possible so it's a pretty unique sort of way in which we are trying to provide that opportunity and again these are individuals who have at least an associate's degree and those are the models that's the model that we are using there that seems to work quite well thank you very much secretary shop it's a very interesting program it's a very challenging issue of getting teachers out into remote rural areas there was another question from Michael noting that Professor Darwin Hammond had mentioned the importance of induction or support for teachers at the beginning of their career and wondering whether either Indiana or South Dakota have worked with teacher preparation programs around the issue of induction support Representative Benning do you do anything in Indiana related to support for new teachers well we have created or working on developing a stronger mentor program as I said at Mary University we are beginning the program have a residency program which is you know even a stronger it would be a one-year induction type program I recently was on a phone call because we're partnering with working together with Xavier University who is looking at something similar in New Orleans and they're actually going to be moving to a residency model and I heard this morning that Louisiana State Board of Education actually has mandated that all their teacher prep programs have to move to a one-year residency before their students will move forward so the induction is hopefully much stronger now mandating everyone do it at once it's going to be I would think somewhat of a difficult task but it's something that Indiana is looking at we're having an international study like Indiana and it's one of the things that we're looking at trying to figure out policy levers to get our teacher prep programs number one looking at trying to increase the rigor and number two to try how do we motivate them to do a better job of induction and support beyond that first year as well so those are things that we will continue to look at part of it we believe can be done based on funding models for instance the 21st century I mean 21st not 21st century but next generation who's your educators scholarship we could redirect that money only to those institutions who start following what we think are best practices to make sure that we're getting the best and retaining the best in the classroom thank you very much Representative Benning Dr. Darling Ham and I was going to ask you a couple questions there's two relevant questions one from David it seems like we're talking about the supply of new teachers always coming from young people just out of university what about career changers who represent a grade and largely untapped potential and then a related question from Sharon given teacher shortages and hard to fill content areas like science and math has there been consideration given to try to incentivize people who work in those fields professionally to earn a teaching certificate and take their knowledge into the classroom Dr. Ham yes and there's been a lot of movement in some states to create program models that are not just undergraduate pathways which assume people will decide to be a teacher in their first career so there are a lot of graduate level programs residency models are one such approach which are targeted primarily at people who have already graduated in San Francisco for example almost all their math and science teachers are coming through the residency many of them are career changers from math and science fields technology fields engineering and in one year they can get clinical experience under the wing of a great teacher get all of their coursework you know finished get their credential and be teaching a year later having had support for living costs and tuition and making that commitment then graduate level programs of various kinds are also meeting the need for those mid-career changers there are a lot of places in the country that have created pathways directly from some corporations for example Boeing and other folks in the airspace industry created a pathway for early retirees who wanted to go into teaching worked with universities to create a pathway directly in with streamlined coursework and clinical support so I think it's a great thing to do bringing people in who have that maturity and knowledge base of how the work is actually applied in the world is very important and there are a growing number of models that make it possible and productive for people to come in and learn the part that they don't know which is how do you work with kids and with kids of a wide range of needs and bringing their content knowledge together with the teaching knowledge Thank you Dr. Darlene Hammond I'm going to direct the next question back to the secretary there's a question that says what can we do to convince government officials and policy makers as well as the public to pass viable solutions that actually benefit all teachers and students and this is from Steve Moreno so you had spoken a little bit at the beginning about building the political will Secretary I believe the most important thing that we did because there's been many efforts over the last few years I've been doing this sort of lobbying effort on the behalf of education for over a decade but the thing that was different this time was basing it on data and so we did a lot of data analysis and it wasn't just anecdotal we really laid the need out in front and attached it to how we want to we're not just investing in teachers we're investing in our students in the future of South Dakota and building that coalition and bringing along every single group as Rep. Benin showed all those groups that came together or the same groups that came together studied the issue the governor got out behind this and said we really need to do this for the state for the future of that and really making sure that it wasn't something that just one or two groups or it wasn't just the education field complaining about not having enough resources but it was really looking at it systemically with the data and the information behind that to support it and I truly believe that that is what made the difference this time than all the other efforts that we've ever made before thank you secretary shop Rep. Benin there's a question specific to Indiana when you created these career pathways for teachers how is that sustainable and doesn't it require a lot of extra funding actually in the way the career pathways models work it is sustainable within existing funding one of the things that Linda talked briefly about class sizes and things like that is we looked at our international study of education and one of the things that Mark Tucker who's with National Center for Education Economy talks about you've got different ideological backgrounds from the left and from the right one school choice from the right the other one on the left they'd be a class size what the reality is that the data shows that unless you get down into fairly small class sizes that there's not really significant difference depends on the obviously the age of the students as well as their you know the makeup but as we looked at the rest of the world they had much larger class sizes and one of the ways that career pathways or opportunity culture works is that they use a highly effective educator a master teacher would be the one that would for instance be the one that would have an opportunity to have make more money that it's very selective in terms of how these teachers move up in their career but what ends up happening in the school district that students in public schools they're using urban teacher residents so these are students who have already graduated from college who are in the residency part of their education and they are actually the paraprofessionals so to speak in the classroom so they pay them significantly less the classroom is a little larger but you have a master teacher highly effective educator that is overall in charge of the classroom the research public impact is done especially Charlotte Macklinberg shows that student performance is moving forward more they are actually getting more than years worth of growth from almost all of the demographic sectors in the class and the teachers like I said in Charlotte Macklinberg make up to $25,000 more per year sustainable models so IPS is just starting it and they've negotiated into their contract with the teachers union so it is sustainable one of the things that it does cost upfront and we're looking at having some grant money to help because these are all models that are brought to the school district by educators so educators are coming saying hey this is kind of a new model I would like to try and so we have had philanthropy in Indianapolis public schools help support them putting together these models and now like I said IPS has put them into place and funding a significant differentiated to pay for those teacher leaders inside of this traditional union model thank you very much representative Benning unfortunately we've reached the 10 o'clock hour or 1 o'clock on the east coast so we don't have time for additional questions if there are questions that have popped up here that we haven't gotten to yet we'll try to get back to you on then and remember that the sponsors and their presenters and their organizations have their contact information up on the screen so thank you all for joining the webinar which is hosted by the Learning Policy Institute the council of chief state school officers and the national conference of state legislators on building a strong sustainable teacher workforce we hope it has been helpful to state leaders and others who participated today to work to respond to teacher shortages in your own states reminder that we will be posting the recording and slides from today's webinar on the LearningPolicyInstitute.org website in a day or two as well as will be council chief state school officers and the national conference of state legislators we will email attendees when they're available thank you again and have a great rest of your Wednesday