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    ED 440 051 SP 039 045

    AUTHOR Shields, Patrick M.; Esch, Camille E.; Humphrey, Daniel C.;Young, Viki M.; Gaston, Margaret; Hunt, Harvey

    TITLE Teaching and California's Future. The Status of the TeachingProfession: Research Findings and Policy Recommendations.

    INSTITUTION Center for the Future of Teaching and Learning, Santa Cruz,CA.

    PUB DATE 1999-00-00NOTE 180p.; Produced with the assistance of The California State

    University Institute for Education Reform; Policy Analysisfor California Education; Recruiting New Teachers, Inc.; TheUniversity of California, Office of the President; andWestEd Research conducted by SRI International.

    AVAILABLE FROM Center for the Future of Teaching and Learning, 133 MissionStreet, Suite 220, Santa Cruz, CA 95060. Tel: 831-427-3628;Web site:

    PUB TYPE Reports Evaluative (142)EDRS PRICE MF01/PC08 Plus Postage.DESCRIPTORS Academic Achievement; *Academic Standards; Beginning Teacher

    Induction; Beginning Teachers; Educational Policy;*Educational Quality; Elementary Secondary Education;Excellence in Education; Faculty Development; HigherEducation; Preservice Teacher Education; State Standards;Teacher Competencies; *Teacher Improvement; *TeacherQualifications; Teacher Supply and Demand; Teachers;*Teaching Skills

    IDENTIFIERS *California-

    ABSTRACTThis document summarizes findings from a 1998-99 study of

    teacher development that investigated California's challenge to provide highquality teachers for all students. California's set of standards to improveeducation for all requires that all students have qualified teachers. Inorder for California's move toward academic excellence to succeed, it mustsimultaneously increase the quality and quantity of the teacher workforce. Toaddress this challenge, a coalition of stakeholders came together to searchfor solutions. This document summarizes findings from the study and presentsrecommendations of the state task force. It discusses the supply of anddemand for qualified teachers; distribution of unqualified teachers; thesystem of preparing qualified teachers; support for beginning teachers;teacher professional development; and state and district support. Resultsfind that California has been aggressively developing and implementing manynew programs to address professional development needs, but it has notcreated a system that supports the kind of teacher learning and professionalgrowth that translates into excellence. Most schools and districts provideinadequate supports and incentives to allow teachers to enhance their ownlearning. Too many teachers work in conditions that inhibit professionalism.An appendix presents data collection methods and analysis. (Containsapproximately 85 references.) (SM)

    Reproductions supplied by EDRS are the best that can be madefrom the original document.

  • Teaching and California's Future

    The Status of the Teaching Profession:Research Findings and Policy Recommendations

    The Center for the Future of Teaching and Learning


    The California State University Institute for Education ReformPolicy Analysis for California EducationRecruiting New Teachers, Inc.The University of California, Office of the PresidentWest Ed

    Research Conducted by SRI International

    Suggested citation:





    U.S. DEPARTMENT OF EDUCATIONOffice of Educational Research and Improvement


    T his document has been reproduced asreceived from the person or organizationoriginating it.Minor changes have been made toimprove reproduction quality.

    Points of view or opinions stated in thisdocument do not necessarily representofficial OERI position or policy.

    Shields, Patrick M., Esch, Camille E., Humphrey, Daniel C., Young, Viki M., Gaston, Margaret,& Hunt, Harvey. (1999). The Status of the Teaching Profession:Research Findings andPolicy Recommendations. A Report to the Teaching and California's Future Task Force.Santa Cruz, CA: The Center for the Future of Teaching and Learning


    C."' Copyright 1999. All rights reserved.n The Center for the Future of Teaching and Learning 133 Mission Street, Suite 220 Santa Cruz, CA 95060831-427-3628

    t. )


  • Co-SponsorsNancy Brownell, Interim Director Gerald Hayward, Co-DirectorCSU Institute for Education Reform Policy Analysis for California Education

    Niko la Filby, Regional Laboratory Coordinator Harvey Hunt, Co-DirectorWest Ed Center for the Future of Teaching and Learning

    Margaret Gaston, Co-Director Bob Polkinghorn, Assistant Vice PresidentThe Center for the Future of Teaching and Learning School/University Partnership

    University of California, Office of PresidentDavid Haselkorn, PresidentRecruiting New Teachers, Inc.

    Task Force MembersCo-Chair Co-ChairJosh Edelman, Teacher and Director Karl Pister, Vice PresidentRISE Mentor Program Educational OutreachMenlo Atherton High School, Menlo Park, CA University of California, Office of President

    Carl Cohn, SuperintendentLong Beach Unified School District

    George Datz, Director of Special ProjectsCalifornia School Employees Association

    Leslie DeMersseman, PresidentCalifornia School Boards Association

    Carolyn L. Ellner, Ph.D.Commission on Teacher Credentialing

    Glen Harvey, Chief Executive OfficerWest Ed

    Stan Hitomi, TeacherMonte Vista High School, Danville, CA

    Elaine Johnson, Assistant to the PresidentCalifornia Federation of Teachers

    Carol Katzman, CommissionerCalifornia Commission on Teacher Credentialing

    Karen Kent, Past DirectorCA Professional Development Reform Initiative

    Linda Bond, Director of Governmental RelationsCalifornia Commission on Teacher Credentialing

    Davis Campbell, Executive DirectorCalifornia School Boards Association

    Linda Darling-HammondCharles E. Ducommon Professor of EducationStanford University School of Education

    Leslie Fausset, Chief Deputy SuperintendentCalifornia Department of Education

    Dave Gordon, SuperintendentElk Grove Unified School District

    Kimi Kinoshita, TeacherMistletoe School, Redding, CA

    Jeannette La Fors, Teacher, San Francisco, CA

    Bob Pearlman, PresidentAutodesk Foundation

    Diane Siri, SuperintendentSanta Cruz County Office of Education

    Jerry Swanitz, TeacherSanta Ynez High School, Santa Ynez, CA

    Beth Threatt, ManagerInstructional Professional DevelopmentCalifornia Teachers Association

    Bob Trigg, MemberState Board of Education

    Arthurlene G. Towner, DeanSchool of Education and Allied StudiesCalifornia State University, Hayward



    Judith Warren Little, ProfessorGraduate School of EducationUniversity of California

    Richard SimpsonAssistant to the Speaker, State Capitol

    Jon Snyder, DirectorGraduate School of EducationUniversity of California, Santa Barbara

    Bill WhiteneckEducation Consultant

    Bill WilsonCSU Office of the Chancellor


    In the middle of the 1990s, Californians awoke to a disturbing fact: our schools were not

    succeeding in educating our children. Results from the 1994 National Assessment of

    Educational Progress showed what many had suspected: California students ranked at the bottom

    of the nation in reading achievement.' What had once been considered among the best

    educational systems in the nation had significantly eroded:

    California's response has been a determined march to improve the state's schools. At the

    heart of this effort has been the development of standards for what students should know and be

    able to do. The state now has well-articulated student learning goals, by grade, in the core subject

    areas of mathematics, reading and language arts, science, and social studies/history. State policy-

    makers have sent a clear message to educators and parents alike: all children must achieve at

    higher levels.

    The goal of high standards for all students is a deceptively radical one. On the surface, it is a

    rhetorical phrase with which most would have long agreed. Yet, if taken seriously, it represents a

    rejection of a basic tenet of American schooling: some students will achieve at high levels, most

    will succeed moderately, and others inevitably will be low achievers. The California standards, in

    contrast, call not for just the best and the brightestor the most advantagedto succeed; all

    students are expected to reach high levels of performance.

    To support the implementation of the standards, California has taken a series of policy

    actions. The state assessment systemSTARhas been augmented to include items to assess

    students' progress relative to standards. Instructional materials will be updated with new

    appropriations. A new accountability system supports and, if necessary, will place sanctions on

    schools whose students do not perform up to standard. Beginning in the 2003-04 school year, all

    students will have to pass a new high school exit exam to graduate from high school. These

    actions come on top of a massive investment in class size reduction, which itself was aimed at

    improving student learning in the early grades.

    Yet standardsand the curricular, assessment and accountability systems designed to

    support themwill have little impact if teachers are not prepared to enact powerful instructional

    strategies necessary for all students to reach the standards. The bottom line is that standards-

    based reform asks more not only of students but also of all the adults