not on record as being in violation. sure to watch c-span's washington journal this morning. >> the education commission of the states hosted a forum on ways to improve education for students in grades k-12. that is next here on c-span. then, the state of american employment in the u.s.. is7:00, washington journal live with your phone calls and a look at today's headlines. >> good morning, everyone. it is great to see so many of you back up. we ordered more coffee for this morning. we hope that helps with the discussions we are to today. particularly those around teacher pipeline issues. before we get to our and the i want to take a moment to thank all of you.

i want to thank the staff that has worked tirelessly to help you. please join me in congratulating them. [applause] >> our next speaker has had an interesting route into the classroom. national teacher of the year. [applause] >> she didn't start saying i want to be a teacher. she started as a disc jockey. she transition to a medical assistant. she then moved into pet sitter. she also was a journalist. eventually, as she says, teaching chose her. she knows a lot about what she

is doing. that is why she was last year's teacher of the year. her experiences are unique. she now teaches in texas. her day as alf high school english teacher and the other half mentoring, coaching, handholding, and working with her calling so they can grow in the teaching profession. school, her students come from many, many different backgrounds. it is one of those cities in the u.s. that helps refugees find new paths in life and gain access to critical resources. with manyt, she works student who speak english as a second language, or recently entered the united states. at the 2015 national teacher of the year, she is truly shaping the conversation in this country about working with students and poverty across english barriers. she was working with those that

already faced extremely tough challenges in their young lives. please join me in welcoming her to the stage for the talk this morning. [applause] you.ank goodness, good morning everybody. it is amazing for me to be with you this morning and especially to welcome the 2016 class of teachers of the year. [applause] well, i wanted to bring a story to you from texas, where i am from. if you will indulge me, it shaped how i look at education. sisterwas a kid, my found this cat. there was a lot wrong with this cat. i knew that because i had seen a tricking antifreeze.

it wasn't right. she named it gary. a great name for a weird cat. so, gary, one day, true to his name, decides the best thing to do is to crawl into the engine block on one cold morning. gary got caught somewhere in teh car. if you have never heard that sound before it is quite jarring. hermy mother, true to form, response to all emergencies was to burst into hysterical screaming. that brought my father. my father, true to his form, whenever he heard my mother like that he treated her as if she

was on fire. [laughter] >> he was always looking for the guest way to make things maybe not better, but to make them stop and be quiet. he turned to me and said have realized he is going to shoot into the engine of my mother's car. that made my sister burst into hysterical tears. now we have this chorus of noise going on, this hysterical screaming and crying. my father is muttering obscenities searching for his gun. heaven, i have to call the only person in this family with any sense -- my grandmother. calm,or a woman so partially because she was medicated. [laughter] >> she could drive like nascar. she drove this delta 88, and when i called her and told her,

had precious few seconds before the salting was going to go south. the one there and did thing no one is thought to do which was popped the hood. she saw it wasn't that dad after all -- bad after all. gary was caught in the sand blade. so, she turned to me and said the super i need you to do. i need you to get a towel and a pillow case. that sounded so much better than a gun. i did that. i brought it back to her. she said he was what is going to happen. i will take the towel and wrapped it around gary. i need you to hold the pillowcase open. we will put him in there because he will be scared and could hurt himself. and we get into the car and go to the vet. that is exactly what happened. the vet saw that he had a little

cut oevr h -- over his eye. livedtched gary up and he out his weird life. now, why do i tell you that at an ed policy conference? to me, that story illustrates how we respond to problems in education. ree responses a notice the most was up certainly, the hysteria and screaming and tears. there is a lot of that. especially in the spring when social media seems to be nothing but one "i quit" post. there are many shotgun solutions to problems in education. damaging, yet efficient ways that we deal with things. there are precious few people who approach it when my grandmother did. true innovation.

my grandmother is like an innovative thinker. she was able to solve problems creatively. i take that a step further. solving problems creatively with an absence of fear, using what you already have in a different way. what she did. that is what we need in education. tony wagner also so we no longer have the knowledge economy. economy.n innovation the world doesn't care about what you now. it only cares about what you can do with what you know. the type ofical for students that i teach and really the majority of public schools. many are just like a mine. teachers all around the country are facing the same challenges i do. who, as facing kids indiana university found in a large study, up to 90% of them

are bored and disengaged in school all day. when they talked to teachers they found out that two of every five teachers, especially at high poverty schools are leaving. one of the things that shocked me when i came back to my campus after a year of being away was to see those numbers play out in real time on my campus. i watched the best teachers on my campus going out the door for transfer. so that is a real thing. then, the teachers who do stay say that they don't feel like the personal -- professional development we get applies to their lives. even more scary, something i i'm talking to children thinking of going into teaching and those that have started and clicked --quit education program is that the

three biggest pipelines of new teachers in this country new york, california, and texas, are seeing steep drops in enrollment. getting there message one young lady told me. that to be a teacher is to check your creativity and intelligence at the door. that shield me -- chilled me. what we need more than anything it innovative thinking. even more so for the kinds of students that i teach. an englishl myself teacher, but a literacy salesperson. i feel like i am in high-pressure sales. i am always running this race between my curriculum that is largely based around getting 16 and 17-year-olds, usually young man, usually non-english speakers, to pass a test. many times, they come to my class having failed it many times. ith places likew

blue beacon truck wash in amarillo. they promise these young men that they will give them up to $20 an hour to pressure wash cattle trucks. for is a very real equation many students i teach. do i sit here where nothing but failure is what i experience? here somebody values maybe not my brain, but at least something about me? thatis why i say innovation is an equity issue at heart. i love the way there is a difference between equality and equity. if we dump this whole thing of shoes in front of a hunch of kids and save there you go, equality, everybody has

shoes. equity is that the shoes fit. and that's what innovation is. innovation is making those shoes fit for every kid. i think the only way we can do that is by remembering three simple things we already have. we are just not using them well, like my grandmother's idea of the pillowcase and the towel and that's the way we used time and the trust we give each other and that's teachers as coaches. principal madey a deal and said if i shift of the schedule, will you teach all of your classes in the morning and then coach in the afternoon? i said sure as long as that coaching does not mean i am one more arm of the testing octopus tentacle. it has been one of the best things i ever did. i was able to work with teachers

and shore up those teachers who needed a little bit of work like david. when i started working with him, my principal was ready to fire him. andr working with him identifying some things he wanted to work on, and giving him relentless positive support like i would my students, david went from being burned out to fired up in three years and became a statewide literacy trainer. do with the thehers on your campus, ones who really believe in this, who really are ready to make those shoes fit, who are the most innovative and creative thinkers? they are the ones whose cars are still there when you pull out in the evening. those are your teachers who will make those shoes fit. those are your passionate teachers. you have to give them time. time is something we set we

don't have enough of. we do if we use it well. i notice when i became a department chair, i tried to do what i had seen done which was not so good modeling. it was adults standing up in front of other adults, and in my case, 30 adults with english degrees, and reading things to them often agenda. like, you cannot wear jeans at school except on friday. that was being -- that was taking up my time. it's when i made the firm commitment to not waste time. to the idea that if we are in a room together and looking at each other across the table, then we are able to be vulnerable with each other, be creative with each other, we are able to innovate.

that is only if i move all of ivia off.rat and use apps to take care of the other stuff. but treat that time together as sacred. the last ideas trust. sometimes that seems to be the hardest one. trust is something we struggle with in this country. for some reason, we really struggle with it around teachers. there is so much fear in this country right now. fear that is being exploited and used because it is cheap and it's easy. anybody can do it. anybody can tell you a ghost story about everything going wrong. it's the creators who have a hard time getting their voice heard. those of you who are creators know this and that's why you are so tired. creativity is difficult and it

takes a long time but it takes trust and you cannot have trust if you are afraid. traveled, one of the best things i have found is that all over the world, the people who do this work are the same. i don't care what language you speak or what your culture is, is believe that hope something we create by standing at our doors every day. you believe that the seeds we plant in our students are going to grow and bear fruit in a better world for all of us on that does not matter if you are a teacher behind a wall in gaza with rocket holes in your ceiling or in a poor, isolated school in china where you're not getting regular paychecks, or if you are in peru digging the wells for your school. you are the same type of person. if you are in north amarillo

trying to find ways to keep boys at of blue vegan truck wash. we have to honor and trust that commitment. trust teachers for the professionals that they are. teachers are artists of human potential. but more than that, they are warriors. they are warriors of hope that do battle against despair and we need them more than ever now in this country. only teachers stand at the doorway and look at kid after and yousay, you matter are worth everything we invest to make that happen. all over thetries world that i have visited, one thing becomes clear, they believe deeply in education as the only way out for many of them. peru, definitely because they are at the very bottom in any kind of scores.

there is this huge energy and push toward getting their teachers up to speed and investing in their schools. that is true in china as well. in china, they were somewhat disappointed that i could not give them a magic solution. very angry atgot me because she cap saying through the translator, give me one thing, tell me one thing we can do to improve. i said, trust your teachers. re-asked my translator to translate that because she could not believe it was something so stupid. it's true. we have to trust each other and stop blaming each other. texan and social , asntist says that wayne it's defined in social science research, is the discharge of pain and discomfort.

it is painful and it is uncomfortable to work with human beings in a very human enterprise that is teaching. if we trust each other, it can be done. i want to leave you with a story. that i read about. everybody panicked and they were newified about the millennium and they said what will happen to us in the new millennium? they went everywhere. one group gave what i think is the best prediction. nation,rs of the hopi native american tribe that gives their predictions in earth metaphors. they said this new millennium is like a fast-moving river. because of that, people will be terrified and they will cling to the banks but those people who do that will suffer. it is only those people who let

go and who float out into the center that will be ok. that isgood news about that when you float into the center, you're not the only one there. if you look around this room, that's all of us and to me that's what gives me hope. it's an honor to be here and it's an honor to be your colleague and thank you for everything you do that makes hope real for children all across this country. thank you. [applause] [applause] >> thank you so much, that was tremendous. on ourwe get started next plenary, i want to talk about a couple of things we had

that we produced around the teacher pipeline and why this issue is so personally important to me. the slide that is up there now talks about six important papers we have created that are available on our website and through the app you have for this conference. we did a major paper that was around what the teacher shortages are and what we know and what are the facts and what are the myths? major a paper on five policies around certification, financial incentives, mentorship, evaluation and feed that can teacher leadership. papers, some states are making a difference working on these issues and i urge you to look at them. me, while the staff was doing amazing research and putting these papers together, the issue was more personal. i understand the value of what teachers can have and the outcomes we desire for the future workforce. i also understand that there is

a different kind of teacher that is teaching these days. i had a teacher who made a tremendous impact on my life. i want to give you some numbers. i am a number person. years in the high school classroom, 18 different schoolses, 13 different , nine different school , and ats, one state starting salary of $7,000. that teacher is mr. bob anderson, my dad. my dad had an impact on so many thousands of students as a high school english teacher and a gifted teacher. there is not a lot of teachers like my dad out there who will have 43 years of service in the school district. that is why we are having some of the pipeline questions we have right now. my mother taught for 30 years before she retired. we are not having that same kind of pipeline where teachers can

stay that long and be that invested. i think that's why it's a policy issue we need to be asking. i see with my own children in their high school where turnover rates are sometimes 20%. the next discussion we will have is from linda darling hammond, national expert and we are ecstatic to have her go through major finding she has been working on at the learning policy institute. she cannot be with us today because of travel problems but she will be on the phone and we have some slides for tenements with her and a panel discussion with three additional experts to talk through this important issue. without further ado, let me introduce through audio, linda darling hammond. [applause] >> thank you so much. i am glad to join you. i'm sorry not to be there in person but delighted you're taking on this very important topic which is such a recurring one in american education.

i entered teaching in 1973 during a previous era of shortage. while there were many policies seeking to address the problem, many of them have disappeared and we are confronting, once again, the needs to find teachers in areas where not enough of them are available. i am going to ask amy to work with me to click through these slides and onto the second one. fall andaw this last many of you in your states saw this were a set of headlines coming up from all over the about shortages occurring in math, science, special education, bilingual education and english as a second language. in these occurrences, there was surprised because we had teacher layoffs the last several years because of the recession. moneyn as a little bit of

came back into the system, what we found is that we have had a very big drop in the number of people preparing to teach in this country. you can see that over that 2014, from 2009 until which is the most recent data, there was a 30% drop in the number of people preparing to teach and that really has been a part of what has caused this latest round of teacher shortages around the country. going on to the next slide, what while theng is that demand for teachers was down during the time of the cuts and layoffs, that is changing and people are beginning to return to the class sizes and programs they had before with growing enrollment and with the kind of

attrition we have in the united states. there is a projected increase in ournd that will surpass supply and is doing that right now and the prognosis, unless we change what we are doing, is pretty scary for the years ahead. one of the things that is critical here is the turnover rate we see in the united states. slide,o to the next the critical issue for many who have a long memory is we are all over againu of the challenges we had a decade or more ago. on to next slide, you can see this reminder from california about how big a disparity in access to qualified teachers occurred back in 2000. it occurred across the country and is happening again now where students in high minority

, low income schools, schools that are underperforming, were many times more likely to have teachers without the training in their content area than children in other schools. as states put together their educational equity plans, we see this emerging again where those ratios of assignments to teachers who also often turnover rapidly are very disproportionate. is closing theem achievement gap. onto the next slide, what do we know? having been through this before, what do we know about what matters in recruiting and retaining teachers? how can we solve this problem once and for all? it is a problem that is relatively unique to the united states.

it's not a problem in finland, singapore, canada and many other places which i have recently studied for their teacher policies. the attractiveness of the profession makes a difference. compensation matters in those countries that don't have shortages typically teachers earn the same amount as other college graduates. in the united states, depending on the state, teachers may earn -- 90% of what0% other college graduates earn in the states most attentive to teacher salaries. it is across the country. both entry and exits are tied to compensation levels. we have had a lot of teacher bashing in the last decade and that has undermined the attractiveness of the profession. young people who saw the layoffs happening said this does not

look like a profession to go into. preparation matters. those prepared to teacher more likely to stay in teaching that those who come in without having a full preparation are three times more likely to leave in the first few years than those who have been fully prepared. it is a very difficult job. it's hard to maintain if you do not have the tools to do it well. mentoring makes a huge difference. those who had strong mentoring to coach you input classroom and help you with planning and curriculum planning but also collaboration with other teachers, often a reduced teaching load -- those arm more likely to stay in the first few years of teaching and to get confident and effective more

quickly than those who don't have it. ,ost of her states of programs the funding for those mentors has been cut substantially during the recession. teaching conditions matter especially the extent to which teachers feel they can be efficacious and have help from their administrators to do the work they are trying to do. do is the things we can attend to these areas if we want to address the shortages. just a matter of compensation. as one national board-certified teacher put it, moving to the he said i would move to a low performing school but i would like to see social services.

in fact, big part of solving teacher shortages is to get principals in place to understand and are well prepared to create the kind of settings in which teachers can do effective work. how might we proceed? onto the next slide, one important issue for addressing the current shortage is to keep the teachers we have. we pay attention to recruiting people.

quite often the strategy has been to reduce the amount of training that people get, pull them into classrooms faster. unfortunately, this leads to higher attrition and higher turnover for those teachers. we get a leaky bucket phenomenon. our attrition rates were teachers in the united states are about twice as high as they are in places like canada, singapore, finland. we are at about eight percent annual attrition and they are at about 3%. if we were to stop losing teachers at that rate, we would not have shortages. we need to think about this as part of the solution. the replacement cost for it teacher who leaves is between $15,000-$20,000 per teacher. with were to treat people the mentoring and support when they come in, that would be a better use of those dollars. the next slide --

one of the strategies that is emerging around the country as a way to treat this problem especially in a height need district, urban and rural districts and often those that serve a high concentration of children in poverty and students , is teacher residencies. it brings people in or a year of apprenticeship under the wing of an effective teacher while they are supported to get their preparation and credential and a masters degree. in san francisco, people who come in through this residency route which they have just doubled in size because of its success are staying at rates of 80% over five years in the city. 97% of those teachers stay in the profession somewhere. compared to their other new hires that come in in other

pathways, only 38% stay. that they ares paying the cost of that continual leaky bucket. rather than actually meeting their needs in science and special education and math. next slide -- whichsidency approach happens in about 50 places across the country includes a partnership between the district and universities, a year-long apprenticeship with an expert teachers who can demonstrate what a wonderful urban or rural teacher in that trinity knows how to do with specific kids and the district's specific way of working. it is coherent and makes sense. there is opportunities to observe other experts.

stipend, housing grant, health care, guaranteed job, and tuition remission. for that, the resident gives a three-year commitment to stay in the district and teach and a high need school. they get two years of coaching and mentoring after they start teaching to be sure that they are supported well enough by carefully trained mentors. it is what we know how to do but it's being brought together in a number of places. up, i'm on the last slide, what we should be thinking about doing in this era of shortages is not just reacting reflexively to getting warm bodies into classrooms and trying to get them to pass the mirror test. and itblow on the mirror fogs up, you're hired. we need to put in pathways to solve the problem once and for

all. part of this is going to be building the pathway for preparation that is adequate and mentoring that gets people in and makes them effective and eat them in, residencies and other innovative preparation pathways can be part of the solution, grow your own pathways, they are successful in some parts of the professionalsng in special education and bilingual ,esl education through credential programs is another way to get people from the community prepared to teach and show we have mentoring for them. many districts are looking at salaries, housing subsidies, building dormitories, providing mortgage guarantees, health care, retirement options -- these are important for many teachers in deciding where to settle and whether to stay.

then, of course, there is the key issue of addressing the conditions of teaching which especially involve colleagues in support of runcible that make it possible for teachers to be effective in their work which is andgreatest success and joy compensation for most teachers, doing the job they want to do on behalf of children. thank you and i will pass this on to the other panelists. [applause] >> thank you. thank you so much, linda. i'm excited to introduce the next three panelists who will join us on the stage for an in-depth conversation. emersonhonor to welcome elliott with the counsel for the accreditation of educator preparation to the stage, invite can't maguire, the ceo of the southern education foundation and invite johanna hayes, the 2016 national teacher of the year to join me on the stage.

[applause] as they get settled, i want to run through some quick slides and things we have in the papers i talk about. is first is looking at -- this a cyclical issue or not? some of the numbers we have highlighted are the percentage of schools with at least one teaching vacancy. 99 versus 2011. in 99ks like it was worse than 2011 and what we see more of that now but we want to make sure we are understand there are cyclical parts of this. i think what linda talked about is what we need to keep in mind. the second is the difficulty in many of your schools in finding teachers for some specific teaching area. special education, sciences, foreign languages, art and at least one subject area was difficult to staff teaching positions.

.in 2000, it was 36% of the school that had the problem in 2012, it was 15% so it's still a big problem but some of these issues are deja vu all over again we want to talk about this. i want to start off i throwing the microphone to emerson to talk about what they are seeing through some of the accreditation issues and some of the issues outlined across the country. >> thank you, jeremy. many of the things linda is talking about are things that center a great deal of around starting preparation in colleges of education. i want to talk about the council for accreditation and preparation. frequently, people have no idea what and a creditor is or what it does. and how much that function intersects with state responsibility. ,ccreditation is a function

it's a nongovernmental function. it is a process that works on quality assurance through the process of writing standards that the profession agrees to generally. p then there is aeer review of a self-study prepared by the institution seeking accreditation. the authority is invested in all states and you do this in all fields including medicine and law. you have a special interest in this area in education because of your constitutional responsibility for the education function. our partnership -- there is a slight here that shows where we are working very closely with states indirect partnerships in which we make arrangements for carrying out these accreditation reviews with state staff and classroom teachers. this is a very purchase of a tory peer review process.

participatoryery peer review process. it operates by having explicit standards. sometimes those standards are challenging and a little bit difficult to figure out how institutions will meet. on thendards are based best the profession can tell us from research and the practice of organizations and encouraging quality assurance systems that we can assemble to state standards

student learning. the research shows that there is a close association between academic achievement of teachers and student learning. that relationship is especially important for students at risk. because it is controversial, we are taking a closer look at it. we had several focused conversations about that standard earlier this year, and

one of those standards was with representatives of your state. we don't want to do anything that will make that problem more difficult in your state. our state school officer talks about that. unbalanced, however, the view was we want you to hold for high quality. i think we've seen in teacher prep programs in the slides we >> as lindarade showed in her slide, that

happened in other decades at different times. >> right. >> from your perspective, talk to us about what you have seen around the country on some of this because this is a big issue you have to get involved in. >> thank you. you know, i am a recovering being. i am still in recovery, and i was up in philly when i did that.

>> there are students of color and low-income students are clearly a majority of the soon to be enrolled in public schools. and where the highest percentage of candidates of color are enrolled in preparation programs. my foundation has a long history of working with historically black colleges and universities who may not prepare lots of teachers in aggregate but

prepare high percentages of teachers of color. i guess it's standard number three. [laughter] >> i know that because we have convened the leadership of those schools a few times in the last year or so. we have talked with that in talking with folks to try to figure out how those standards can be appropriately met. so i think there's a tension there that we ought to through innovations and other ways kind of struggle with it. if we don't -- i heard randy say this at a panel a couple of weeks ago. you know, we're really going to bump up against the problem i think that linda described where a legitimate interest in quality rubs up against an important

need to increase considerably, substantially diversity of the work force. one last thing i will say -- linda mentioned this. i got a file full of educator equity plan that i was sort of looking at as i thought about coming here, and it is also true that the schools, poor schools with the highest concentrations of high-need students -- our -- as you go from state to state, the schools with the least well-prepared teachers, the folks with the least amount of experience and support and increasingly the least diverse. so it's a challenge that we really do need to confront. so your experience as national teacher of the year for 2016 --

congratulations. talk about your experience and what you have seen in the profession, because i think there are a lot of issues for state leaders saying where does principal leadership or teacher leadership come into play and has it made a difference? how does mentoring help in these capacities to try to make it so that we have tving joining out of the prep program, can we keep them in positions for five 10 years or as i mentioned with my father for 43 years. >> good morning. thank you for having me. for me, as a classroom teacher, i have to look at it as a classroom teacher. so everything with me starts with my students. first of all, early exposure, as a high school teacher it pains me year after year i ask my students what profession and every year the number who consider teaching as a profession diminishes.

i ask myself what can i do about that, how can i improve those numbers. i think as teachers, we have to be very purposeful in our interactions with students. every interaction -- there's so much negative and inaccurate media surrounding this profession. they need to go in understanding teachers enjoy what they do, it is a value, a noble profession. when my teachers were interviewed for the teacher of the year process, they talked about the interactions that they had with me as their teacher. so i would encourage the education community, you know, watch what you say. watch how you perceive this profession. the life of the teacher of the year is very different from the life of the classroom teacher. i'm sitting here. for the last decade i fought to be heard. that's not what teachers experience, so that's not what students see.

we have established vibrant yes clubs to give them opportunities to be encaged with teachers to see the other side -- engage with teachers to see the other side. i have learned not to wait for things to happen, but to network within my community to find resources, mentorships, partnerships. as far as preparation program, i think one of the biggest things that i found, i visit hbc's to try to talk to teachers. some of the issues with reciprocity state to state, i really can't wrap myself around why the requirements in connecticut, there's a literally

test, are very different from the requirements in new york. you can't travel from state to state as a teacher. i'm the national teacher of the year, but if i want to move to, i don't know, wisconsin, alabama, i can't. i can't teach in alabama. i'm not really sure what that means or why that is, but we're in a room with people from all over the country. i think that's a conversation that we need to have. and those programs really need to look at -- i came out of college content-ready. i could write a lesson, i could manage a class, i had buzz words. but lucky for me, i teach in the community where i was born, so i knew how to engage the community. i don't think preparation programs do enough to teach young teachers -- teaching is not just about what happens in the classroom. there's not enough emphasis into putting teachers into communities, teaching them to work with parents outside of the classroom. finally, i can't leave the stage

without talking about recruiting minorities. i think so much of our problem lies in the fact that -- i work in the fourth largest urban district in connecticut. it is a majority minority district. i went through my whole career as a student with all-female white teachers. if you're saying you have to see it to be it, i didn't know what this meant. none of my teachers looked like me, worked from my community. when you have students who are minorities who have had so many negative experiences in the classroom, why would you want to go back and teach in that type of environment or work or make that life's work. so we have to think about cultural competency and letting students see that they have value as well and can add something to this profession. >> i think we ought to just pause and soak in what she [laughter] [applause]

>> we have a lot state leaders in the audience with us. one of the difficulties is some of the fundings issues. your k-12 budget is almost 50% of what the state budget. compensation comes into play. we get questions at the education commission on how do we change compensation. but teacher compensation makes up a large percentage. alabama has a 4% increase for teachers. south dakota had one of the largest increases in the history of their state for teachers. how does compensation come into play and is that one of the factors that can help to change some of the pipeline issues? >> definitely teacher compensation comes into play. jeremy, you mentioned it's a

large part of the school budget. a decision would be made by local school officials and state school officials to keep the investment at the level where it connects directly with the students as much as possible. one of the things that you can learn by looking at the numbers about private schools and public schools is that somehow private schools have been able to keep administrative costs much more contained. there are a lot of reasons for that. they don't have a bus. it should be a conscious goal to keep administrative costs within reason so more can be directed in schools. i think in linda's recommendations there are other ideas also about working conditions, collaboration ability for professional

rewards, being able to work with your colleagues and those things that are part of what are making people say they don't want to move into this profession. ken, before you pick up, there was a report from the state of new york put out two years ago that says actually if you look at the academic achievement of people coming in to prepare to be teachers in new york, it has increased in the last four or five years compared with the period before that, which was a very interesting. a number of people didn't understand why that was happening. the authors of that study said it was because of policy initiatives in the state of new york to encourage people to go into teaching and to try to reward that field. so it's not all that. >> well, and i just think there are a number of things states

can do. this is another area for innovation, arguably. but states shape markets. and, while i too think we ought to figure out how to put more money in the system, there are also things we can do in the system we have to create more efficient markets that also help us pursue some of the goals we have both for the size and composition of the pipeline. there's no reason we couldn't negotiate a reciprocity agreement. when you enter into agreements with states, you're using a common set of standards across the country, for instance. >> right. >> those could be linked to the

licensing and certification requirements across states so that there's less variation or rigidity in those markets. the common salary schedule is another area for real innovation. right now the money is predictably in the back end. if you're going to improve the pipeline, we need to move some of the money to the front end and we're going to have to think about the -- you know, how a teacher progresses over the course of a career. we might need to acknowledge the reality that careers are changing anyway and that people don't stay in any given occupation for 30 or 40 years. that's not the growing pattern. so it has huge implications for the structure in nature of the compensation system.

you know -- i was on a school board for eight years. i'm still recovering from that too, now that i think about it. but we had very interesting policy discussions about what's the nature of the work force we wanted in our community. and we got quickly to talking about does our salary schedule actually work towards that mix or against it. so i think there's opportunity for innovation here that isn't rocket science. we can actually figure some of these things out. >> i think when we talk about compensation, it's a very simplistic target because, first of all, teachers are not doing this for the compensation. if i got paid dollar for hour, hour for hour, i would have a very absolutely. [laughter]

>> so, yes, we like value, we want to be respected, paid what we believe we're worth. however, when we talk about working within the system, there are so many opportunities for engaging other stake holders to partner with us. it doesn't have to be all -- we have 52 teachers of the year here as a result of scholastic who said, we think it's important that you are here and we will support this. so there are lots of very different -- [applause] >> you know, i think that everyone is taking responsibility for the part that belongs to them and fixing the problem in a holistic way. we have to figure out all the components of the issue of compensation. the program that i started at my school was as a result of me

securing a $75,000 grant from my state to get this program off the ground. i thought about if my students came to me with that same problem, my response would be, figure it out. i think my response today >> good. [applause] >> we're going to open up to questions from the audience. we'll have mic runners. if you have a question, raise your hand and they will come and find you. one of the questions i want to get to is some of the reciprocity issues. in many cases i think the requirements for certification were put in place for what at the time was thought the right reasons, it was quality, it was specific different areas of expertise that they wanted. but without the reciprocity, i think some of those states are realizing it's hard to recruit from other states, or to bring teachers in hard-to-fill

positions like foreign language, special education or art. reciprocity in other professions is pretty easy to figure out. you can see insurance in different states. you can work in the medical field in different states with licenses is. >> it's just silly. my kids in connecticut deserve the same high-quality education as kids in california, alaska, minnesota, alabama, everything state in the country. it's silly to say that the quality of the teacher should be vary from state to state. i was just in kentucky and indiana at the same time. but you can't be -- the requirements in the two states are very different. sot that is -- so that is something that seems silly. >> do you want to speak to [laughter] >> a little bit. two things. there's an organization that is

into sharing what these requirements are from state to state. i think, jo anna, one of the issues is you need to move to a higher political level to get agreement on the issues you're talking about. i want to mention a special concern of mine. the interstate sharing of information is very important, but it is very difficult because you immediately run into privacy issues. so a pilot project is being worked on so they can share information about criminal records and things like that that are important when moving people from one state to another. there are a lot of important things about the experiences that a teacher has had or credentials that a teacher has that would be important in hiring. it's very difficult to get states to agree to share that kind of information because of

privacy issues. i am convinced -- and maybe i'm totally crazy about this -- that there could be a technical fix that would make it possible for the data to be in a warehouse someplace that nobody actually has access to but that could allow links to be made and then you would get the result of it in a way that would protect privacy. i think that is a big challenge. i know the data quality program is working on that piece of it. >> well, if you're a teacher and you've been teaching -- i have friends who have been teaching 15, 20 years and they are saying, i'm not going to pay more money. i'm not going to be retested. so they leave the profession and do something in education, but not specifically teaching because the hoops they have to jump through to continue to be certified are so very different. i think, like you said, people move. different world. people are not expected to stay

in one place their whole life anymore. if you want different results, we have to do things a little bit differently. >> if we can use electronic records and medicine and big exchanges, use personal data every day to make sure that folks' claims get paid everywhere in the country -- so, clearly, it's possible. there's a technical -- >> do we have any questions from the audience for our panel? >> senator howard stevenson. i'm thinking of dr. hammond's comments on high-need schools and the previous talk on getting the shoes to fit the right kids. that equity issue. many of our l.e.a.'s have one

side of the district that need high-need schools and the other side of the district is higher income. yet, through accounting slide of hands, the district reports that the spending is greater in the title one schools with the additional funding. but what they use is the average teacher salary of the entire district, so the lower experienced teachers in the high-needs school, you're actually spending less money in the high-needs schools than you are in the other side of the district. this is an issue i think that exists in all of our states. and for the legislators in the room, can you tell us has there been research done on this? because it seems to me that if we have the money actually spent in those high-needs schools, we would have the staffing ratios better, we would have the kind of experienced teachers there in those schools rather than the

slide of hand accounting of averages of teacher salary. i don't know if that is understood. but i think it's happening in all of our states in those districts where you have half the district with high high need and half not high need. >> i'm not sure the question is for anybody up here, but i do think it's happening. you know, say it differently, you know, the intradistrict variations in spending might be as great or greater than the variations in spending between districts. we studied it in philadelphia. we were looking at it across the south as we peer into resource equity issues. you know, the other way to get

at this -- i mean, i think you're right, a practical matter, all that's going on is the folks who make more money, you know, are -- tend to be concentrated in certain kinds of schools. working condition issues, right? some teachers enjoy working in places where easier to work. if we created incentives for our really competent teachers and committed ones to work in the schools with the greatest need, that would begin to solve the problem, or make a big difference in it. there were attempts at a point along the way in the national board for professional teaching standards to run an experiment

of creating to sort of the concentrate highly qualified teaches at schools. i was at mdic in new york and we were prepared to evaluate that if it happened. i read on an article coming here studying the perform-based pay system in denver. what the article revealed is that the incentives that to which teachers responded, to an earlier point you made, had actually more to do with showing up in high-needs schools and in being in settings with group performance awards. i think it is a reality, but it's also a dynamic that we could impact if we wanted to. >> in an earlier life i was in

the u.s. department of education. i can assure you that this issue has been studied and studied and studied. it is, as ken says, true. it is a hot political issue. it is part of the elementary and secondary education act. i believe the current secretary of education has tried to write regulations that would change that phenomenon and he was called on the carpet by senator alexander on the united states senate for calling beyond the regulations authority that he had under that act. so talk with your congressmen or your senator about handling that issue. but it is a real issue. it's been in place since 1964. >> ok. so if it's been studied and studied and studied and we know it to be true and it's what's

best for kids, why aren't we doing it? i mean, we have people from all over the country here. i feel like -- i think from a classroom teacher you look at things from a different lens. if something is not working, you don't continue to do it. you step back, reflect, and evaluate. i'm [applause] . >> if we know it is an issue, it is not working, and we're discussing the problem -- i almost feel like we're admiring the problem. if we know where we need to go and the route that we're taking to get there doesn't -- >> [laughter] >> you're going to have a very fun year -- national teacher of the year. >> i'm just saying. figure it out. >> it's an issue about the federal level and states level. i want to give each of you a

chance to say if there's one policy that you think needs to be looked at closest really dealing with teacher pipeline issues, what would you recommend? is it around compensation? reciprocity? is it around mentoring, is it about issues with the profession itself? >> i would like to start with the working conditions teachers face when they are in the school. it seems to me that the research tells us that when people leave, what they mention frequently is pay, but also the conditions of working and how professionally rewarding it is and the ability to work with colleagues and to be supportive. i would want to start there. i think i want to conclude by saying, instead of viewing this as a current crisis to be dealt with in 10 minutes and then moved on, i think it's an opportunity to think about things like teacher pay and teacher working conditions and

the connections between state policies and what we are asking colleges of education. >> i think we have a problem of prepare and narrative. you can't spend a decade mostly saying bad things about public education and then expect rational people to -- [applause] >> it may be the single-most important public enterprise in the country. we used to think about it as how we grow and develop and nurture. our debate has been reduced to notions of markets and competition and that, you know,

the success in the classroom is strictly a function of an individual teacher, right? i think we've got to stop talking about teaching as if we were staffing factors, as if teachers were widjets. if we could shift the perspective to one of professionalism and to address the issues about our sort of current orientation towards compliance and control and start thinking in terms of professional responsibility and judgment, we would come to the question of how to grow and feel the pipeline very differently. that's what i would encourage us

to do. [applause] >> i think all of those things are very important. it's a combination of everything that was mentioned. compensation, working conditions, economy, creativity, supportive administrators. but i think mentoring programs are important. when teachers come into schools, they need to feel supported, they need to feel invested in the communities in which they teach. it's easy to walk away from a community that you don't care about. learns the living of their students, learning how does what happened here connect to the outside community, and then working together collaboratively. i think we have to look at education very differently. it's not just what happens inside the building. that's going to happen through partnerships and mentoring and bringing all of those people

together. >> this is an important issue and one we continue to hear from the states on often. changes in in power. please join me in thanking our panel, their insight -- [applause] >> we will transition to our last session of concurrents, which are downstairs. we'll meet back at 11:00 for dana goldstein, the author of the book, moving beyond the teacher wars.

[applause] >> thank you very much. i hope you had a great chance to enjoy some of the concurrent sessions we had. for our closing keynote, i'm excited to introduce our next speaker. dana goldstein is a journalist and author of the "new york times" best seller, the teacher wars, a history of america's most embattled profession. she also does many different writings and contributed to slate, the new republic, the mar marshall project and other publications. da dana is here to present research on the history of the teaching profession and how as policy makers there's an opportunity to help teachers improve their practice. please join me in welcoming to the stage.

[applause] >> good morning. thank you, jeremy, for that really kind introduction. i'm really happy to be with ecs. it's an organization whose research i have relied on so much over the years just to have a place where i can go as a journalist and see what's happening state to state has been so helpful. thank you to all of you sticking with me here before the long weekend to talk about the history of the teaching profession. so i wanted to begin by going back in time to stroll when i began writing my book "the teacher wars" about the history of teaching. at that moment i felt that there was something not quite right with our debate over public school teaching in america.

teaching has become definitely the most controversial profession discussed in our public life. in the media -- i'm a member of the media -- but veteran teachers were generally portrayed as undereducated, incompetent, and insufficiently committed to closing the achievement gap. there are big and serious problems with american public schools, such as a curriculum that's not up to snuff with our international peers, too much rope teaches, too much rope learning and in general the persistent segregation of our children in separate schools. in 2011 i noticed the response to these issues was very narrow.

used measures of student learning which was used for as a euphemism to fire teachers. if those policies has been a success, helping teachers improve their practice and feel energized and inspired, that would be a good thing and i would be here to celebrate everything that has happened in the past decade. unfortunately, except for isolated cases, there really wasn't the sort of systemwide success from those narrow policies. now, i'm a journalist and i have traveled the country reporting on schools, so i speak with a lot of teachers and i heard from many experienced educators, pillars in their communities, award winners who said that they were alienated and demoralized by much of the teach accountability rhetoric floating around and polling backed that up.

surveys found that the percentage of teachers who reported being very satisfied with their jobs plummeted from 62% to 39%, the lowest level in a quarter century. now, i had assumed that this war over teaching was new. but while researching my book, i discovered that there was actually nothing new about it. since the early 19th century and the beginning of our common schools movement, american policy makers have often portrayed teachers in too unrealistic, though well-intentioned ways. the first portrayal is as angels or superhumans. to get a taste of that, i want to move back to the mid-19th -- the state by state effort before the civil war to establish

universal schooling for all american children, a great social justice movement. in 1953 this is how horace described the ideal teacher. he's describing a female teacher here. he said, quote, as a teacher of schools, divinely she comes, the radiance of her -- work of repentance through envy of the beauty of virtue. [laughter] >> now, to translate that, arnie duncan told me in 2009 when i asked him what is an effective teacher, he said they walk on water. now, the second unrealistic portrayal of teachers that i write about is as embattled and sometimes blamed for large social problems which elements of them trace back to our

schools, they are much bigger than schools themselves. in 1800 before the common schools movement, 90% of american classroom teachers were men. but when like horace wanted to scale up the education system, they decided to hire only women teachers. why? well, raising back then is as unpopular as taxes is today. so women could be paid back then totally legally half as much as men, so this was a cost-effective way to school the american public. in order to raise support for this idea of bringing women into the classroom -- and this is a controversial idea because it was still considered very scandalous for a middle class white woman to get in front of a group and talk to you like i am today, common school movement reformers resorted to vilifying and attacking male teachers as

lash-wielding alcoholics addicted to corporal punishment. in one famous 1846 speech, catherine beecher, the leading female proponent of the common schools movement -- called teachers incompetent, coarse, hard, unfeeling, too lazy and stupid to be entrusted with education. i'm sorry for the male teachers in the room. this panic about male teachers combined with the sort of unwillingness to have an expensive education system really worked. and by 1900, 90% of american teachers in northern cities like chicago and new york were female. now, 1900 was a really difficult time for american public education. there were huge numbers of immigrants flooding into our

classrooms, which meant class sizes in some cases of up to 60 kids. kids were sitting on the floor in chicago classrooms and there was such a need for teachers, that girls were graduating sixth or seventh grade and entering as teachers. so they were hugely unprepared. actually, it was thought among intellectuals at the time that the real problem now is that women were teachers. so in 1800 the problem was too many men and in 1900 it was too many women. charles william elliott, the president of harvard, wrote that women teachers were, quote, physically weaker than men, more apt to be worn out by the fatiguing work of teaching. unfortunately, panic in which policy makers called for large groups of teachers to be fired

continued. we heard about men and women during world war i, tens of thousands of pacifists, socialists and communist teachers were driven from their jobs, even if they never discussed their personal political belief with students. in an often forgotten historical interlude board of education, 40,000 black teachers and principals in the south were fired so they would not compete with white educators in newly integrated schools. a lot has changed for the good. today when we talk about ineffective teachers, we are not focused on who that teacher is demographically for the most part. it was focused on getting rid of bad teachers than on what figuring what good teaching

looked like and how to replicate it at scale. you are policy makers, so you know that scale is very important in education policy. in america we have 3.3 million teachers, 100,000 to 200,000 are hired each fall. 70,000 alone are hired in our high-needs, low-income school. i often asked people who were experts how many ineffective teachers do you think there are who cannot be brought up to the level we need them to be for our kids. i heard estimates ranging between 2% and 15% of teachers currently working are ineffective. so i sat down and did the math. 2% to 15% of american teachers is 66,000 people. i want to give arnee duncan

credit for -- he said we can't fire our way to the path. that's correct because where are the better teachers going to come from and what systems have we put in place to ensure teachers are going to do a better job. another reason we can't fire our way to success is because research shows that teacher longevity in the classroom matters. three researchers conducted an eight-year study of 850,000 fourth and fifth graders. so this is a large study. they found in schools with high teacher turnover where teachers were quitting their jobs each year, students lost significant amounts of learning in both reading and math compared to socioeconomically similar peers in schools with low teacher turnover. here's something really interesting. students at the high turnover

schools lost learning even if their teacher was not new. they lost learning even if their own teacher was not new and even if overall teacher quality at the school remains constant. so the effective of teacher turnover crosses classroom walls. i realized this is common sense because schools are communities. when administrators are recruiting, hiring, they have less time to focus on improving instruction. when teachers resign each year, institutional memory is lost. there's weaker ties to the community. in short, turnover means that adult expertise is spread more thinly among children. if we want great teachers to stay in the classroom over the long term, we have to do something that we have never done before in american

educational history. we must do education reform with teachers instead of to teachers. [applause] >> and i think for a policy maker, that means that the starting point must be replicating what can be observed by watching the best teachers work. so i want to give examples from around the country of how that is happening. i visited the kindergarten classroom in newark new jersey. i saw linor singing with her students and getting them excited about books with complex vocabulary words like hibernate and slither and watching her teach a group of low-income kindergartners, these words looked like magic. now, it was not magic.

the children's literacy initiative establishes a model in which it works. that classroom has an open door. teachers use their literacy strategies and the mentor teacher has time to visit the classrooms and provide feedback. students in philadelphia, newark, camden and chicago schools with these model classrooms were outperforming their peers in reading. this takes place outside of formal or punitive evaluation systems. these are relationships of collaboration and trust between colleagues. at kingsbury high school in memphis, one third of all teachers are working under the residency model in which training teachers spend their first year as an apprentice in a

master teacher's classroom, allowing them to see everything that happens to establish discipline and rapport from the first moment of the school year to the last. this type of teaching experience is standard in many asian and european nations while most american teachers have 12 weeks or less of teaching experience. many cities have produced impressive learning games for children. two years ago when my book was first published, it looked like examples like the memphis teacher residency were isolated experiments and outliers in education policy. i'm happy to report today that this is no longer the case. washington has invested over $150 million in teach residencies. states are shifting their

priorities to something that is now easier to do because of increased flexibility. i want to tell you about two states that are leading the way. iowa is fundamentally rethinking the teaching profession by requiring all districts to create roles for model teachers, mentor teaches. these teachers receive bonuses ranging between $2,000 and $10,000 per year and they have time to do this work. we can create these roles, but if they are not funded and they don't have time in the day, it's not going to work. and louisiana has launched a believe and prepare initiative. it is bringing 1,000 new teachers into the classroom with a year-long residency under their both. policy makers have realized that

the role of the mentor teacher is key. when selecting mentors, we have to look not only for teachers great with kids but teachers great with linking with adults. it is important that as we increase expectations on student teach, we don't allow future teachers to get out of the core classes or any suggest they will teach that will give them the knowledge they need to excel. and we cannot do this on the cheap. still, i'm cautiously optimistic, if you're a policy maker and wondering what you can do, i know you have heard a lot at this conference. the council chief state officers published a report called our responsibility, our promise, and explains key state-level levers for transforming the teaching profession. they talk about international

examples, what people are doing in other countries. in singapores teaches conduct research on education policy. this add to the body of knowledge of what works for students and allows teachers to maintain their own engagement in their career. finland decided -- i think this would be controversial but worth -- only flagship universities -- the profession is open only to people who greated in the top 10 to 12% of their high school class. another nation i like to mention is korea. the career salary range is $55,000 to $155,000 per year n korea a teacher earns more than an engineer and a little bit less than an doctor.

the impact has a website, opportunity culture dot org with ideas on how to redesign a teaching profession. they suggest paying teachers up to 100% more if they are able to extend their reach by collaborating with adults. with the right federal, state, we can have a much more collaborative profession, which will help teaching become more prestigious and culturally respected. this will be a change of the historical pattern of teaching in the united states, we shouldn't underestimate what a big shift this will be. we won't get to a highly respected and effective teaching profession with test prep-driven lesson plans. we'll get there through creating a career ladder that is

exciting. teachers are are >> [applause] . >> history teaches that in the end real educational improvement will not be built upon our fear of bad teachers, but best teachers who guide colleagues to excellence. this will end the teacher wars. i'm happy to take questions. thank you. [applause] >> don't be shy. >> dana, what do you think would be the most important change the

federal government could do with respect to improving the profession as opposed to states? and how do you distinguish here in the policy environments? >> i think the federal government through tools like how race to the top set up a competition for dollars, it was effective in getting states to change their laws. there are other policies that you can imagine being pushed forward through a competition like that. whether it's on these career pathways, extra funding for mentor teachers, something that's near and dear to my heart which i write about in my book, which is working to make our school system less segregated by race and class. these are things that there's a lot of innovative thinking around at the local level and the federal government can help with funding. i think what we are seeing right now is secretary king really widen the conversation in terms of the types of policies that washington is promoting.

of course it's at this moment when there's actually less levers for federal control. so it is really up to all you at the state level to bring these ideas forward at this moment in history. it doesn't mean that four years from now, seven years from now there could be another big push on federal string-pulling. but that's not the moment that we're in right now. >> hi, dana. thank you for your research and for your advocacy. i'm michigan teacher of the year. the extent to which you saw a role for national board certification in terms of teacher mentoring and creating communities of practice so that a culture of job-embedded performance-based continuous improvement can exist in schools across the country. >> i think national board certification is a model of the type of work i'm speaking about. and i have visited schools where the whole staff together was

going through the national board process, and that has been funding that has been trance for -- all that together is going to help move us in the right direction. >> we heard some today -- it's something i agree with -- increasing the respect and procedure of the teaching profession, but at the same time we had a conversation yesterday about sort of the civil rights desire to make sure the best teachers go to the most needy students in schools, almost like they are assets to be deployed. how do those two get reconciled? how do we keep educators with the autonomy with other professionals with the needs we've got to deploy them elsewhere? >> i think when taking on a

difficult job, they need to be paid more. on the other hand, teachers are not solely or even primarily motivated by money. the federal government has done some really interesting research on offering teachers $20,000 to go to a higher-needs, lower-income school and a lot of people offered that bonus are not interested. if you really dive in as to why, they will talk about what they perceive is a lack of initiative support, the principals they want to work for are not in those places. so we've had a very big focus on teacher accountability. we need to bring principals and school leadership into the discussion. teachers really choose where they work based on the boss. i think actually all of uses do that. whenever we're considering a new job, we want to know who am i accountable to, do i trust that person, do i have a rapport with that person.

so it is very challenging. another thing that we can do is make sure, if we can, that there are fewer schools that are completely overwhelmed by the challenge of the poverty. in brooklyn, the school zoning is a gerrymandered like a congressional district. a zigzag line will be drawn so they are all getting sent to one neighborhood school. this is not acceptable. it's simply not acceptable. if we can make fewer schools that are totally overwhelmed with these 90% and up poverty rates, we're going to have more schools where teachers are eager to teach a wide range of our kids. i think we're running out of time. ok. thank you so much, everybody. have a good weekend. [applause] >> on american history tv on c-span 3 this fourth of july

weekend. tonight at 8:00. >> >> the time has come for us to leave the valley of despair and

climb the mountain so that we may see a new dawn for peace and freedom in the world. >> former vice president richard nixon accepted the gop nomination in miami beach and the vice president accepted the democratic nomination in chicago. monday evening just before 7:00, supreme court justices share stories about the current supreme court's food traditions. >> whenever a justice has a birthday, the chief brings in wine and we toast the birthday boy or girl and sing happy birthd birthday. most of them can't carry -- [laughter] >> catherine fits will talk about culinary customs.

for our schedule, go to cspan.org. >> edward glazer talked about the state of employment in the u.s. by looking at labor market trends and government policy. he also spoke about the impact unemployment was having on suicide, divorce rates, and drug abuse. from the manhattan institute in new york city, this is an hour. >> as you know, it is a poly math who uses economics as a tool to try to understand the world and figure out ways to improve the human condition. one of the great public intellectuals, always provolcano tiff and very perceptive. gary becker once remarked that before ed burst onto the scene in the 1990's, urban economics was dried up. no one had come up with new ways to look at cities. ed continues to