RISE4Montana Semi-Annual ReportM i d y e a r R e f l e c t i o n s o n C h a l l e n g e s ,

O p p o r t u n i t i e s a n d P r o g r e s s T o D a t e

M a y 2 0 1 6

RISE4Montana is a joint initiative of the Montana Association of School Business Officials, MEA-MFT, Montana Quality EducationCoalition, Montana Rural Education Association, Montana School Boards Association, School Administrators of Montana,

the Phyllis J. Washington College of Education and Human Sciences and Montana State University’s Department of Education.

Our Core Purpose

To increase the number of available educa-tors interested in working in Montana’s Public Schools while preserving our current standardsof quality.

Our Core Values

• We are committed to developing the full educational potential of each student in our public schools and we recognize and respect the role of highly qualified educators in achieving this important outcome.

• We respect and support the Accreditation Standards adopted by the Montana Board of Public Education.

• We empower students in each community of the state by ensuring successful

recruitment and retention of highly qualified educators by all of Montana’s Public Schools.

• We are committed to continued success of Montana’s Public Schools.

• We do not compromise when it comes to quality for kids.

IntroductionThe partners in RISE4Montana have taken significant steps during the first six months sincewe announced our initiative to increase awareness of and otherwise alleviate the challenges facing Montana’s public schools in successfully recruiting and retaining incredible schooleducators. We have worked together with a sense of urgency, recognizing the key role that teachers and administrative leaders play in developing the full educational potential ofMontana’s school-aged children.

Through our efforts over the last six months, we have:

1. Researched, in collaboration with Education Northwest, the extent of recruitment and retention challenges faced by public schools nationwide so as to better understand the magnitude of the challenges our own schools face;

2. In collaboration with nationally renowned research firm Zogby Analytics, developed, administered and derived statistically valid data from an opinion poll of the teachers and administrative leaders currently serving in Montana’s public schools;

3. Developed meaningful proposals to streamline licensure through recommendations advanced in collaboration with the Office of Public Instruction to the Board of Public Education; and

4. Advocated for solutions before the Legislature’s School Funding Interim Commission.

In this update, you will find highlights and insights regarding the above-referenced efforts, as well as an outline of our intended next steps in recruiting incredible school educators for Montana’s public schools.

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2014 499,800 197,459

2013 623,190 204,180

2012 684,801 217,492

2011 725,518 241,401

2010 719,081 232,707

We Have Confirmed that Recruitment and Retentionis a National ProblemOne of the first steps we took was to identify the extent of recruitment and retention problems across the nation. Through work with Education Northwest and our own extensive tracking of media coverage, we confirmed our suspicions that recruitment and retention is a problem that is national in scope, affecting virtually every state in the Nation to some degree or another. Let’s face it, teaching and administrative leadership are mobile professions and we compete not only among ourselves for the best and brightest teachers and administrative leaders but with the nation at large. Correspondingly, recruitment and retention challenges faced by other states will exacerbate the challenges we face here as other states develop their own initiatives to recruit and retain teachers and administrative leaders.

The dedication of our existing teachers and administrative leaders serving in Montana’s public schools may be the most important asset we have going for us at this time. The selfless devotion to students and communities is not surprising to those of us who work so closely with Montana’s public schools, which we were able to confirm through polling addressed later in this update. And just because this “asset” as such is intangible, that does not mean it is infinite or invulnerable to attack or denigration.

The importance and interwoven nature of career satisfaction as it relates to a supportive and collaborative working environment as well as to the ability to operate in local communities that support their public schools and their public school educators cannot be overstated. The respectaccorded public school educators in Montana is something upon which we have long relied to assist in recruiting and retaining incredible school educators and is also something we have seen reinforced in other polls we have conducted over the years. We need to maintain or even ideally increase these levels of support and respect for public educators if we are to avoid taking the ill-thought fork in the road chosen by some statesthat have chosen to treat public educators like an enemy to be punished and denigrated rather than as a friend to be trusted and appreciated.

National: Teacher preparation enrol lment and completion numbers, 2010-2014

TotalNumber

of Enrollees

TotalNumber

of Completers

Source: Title II Report, includes state and territories. Enrollees include all state-approved teacher preparation programs, traditional, and university-based and non-university based alternative programs.

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We Have Crafted Meaningful Proposals to StreamlineLicensures in Collaborationwith OPIThe organizations partnering in RISE4Montana have worked collaboratively with OPI in streamlining licensure. These efforts have been undertaken in alignment with our objective to increase the number of available educators interested in working in Montana’s public schools while preserving our cur-rent standards of quality.

If these proposed changes are accepted by the Montana Board of PublicEducation as expected, a career in public education in Montana will beavailable to any quality teacher or administrator from around the Nation,as long as they have a documented track record of success as a licensededucator in another state.

1. If a candidate for licensure is nationally board certified then the candidate is eligible for full licensure in Montana in the field endorsed

2. If a candidate for licensure has five years of successful licensed practice as a teacher or administrator in any other state in the U.S., documented by a recommendation from a state accredited P-12 employer in that state then the candidate is eligible for full licensure in the field endorsed

3. If a candidate for licensure has completed accredited professional educator preparation programs outside of Montana and holds an endorsement in specific disability areas of autism, hearing impaired or visual impaired they may qualify for an endorsement in Montana in these areas

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Our Next Steps Will Be Drivenby Research

As exciting as our efforts to date have been, we have only begun on our journey to ensure that Montana’s educators are valued and respected and that Montana’s Public Schools reach our intended future for 2020:

Montana’s Public Schools are a national magnet for

the recruitment and retention of quality educators.

We look forward to continued collaborations and efforts with our respective membersin building this inspiring vision into a reality.

Polling Those Who Know These Challenges the BestMost recently, we conducted research regarding the opinions of current teachers and administrative leaders serving in Montana’s public schools. We decided that gettingdetailed information from those with personal experience dedicating their careers to Montana’s public schools would be the best first step in determining how to addressthe recruitment and retention challenges of which we have heard from Montana’s public schools.

The value of the information we have obtained through this process cannot beoverstated, providing statistically valid information regarding the extent of recruitment and retention issues as well as identifying the key motivators leading current educators to commit to a career in public education.

The insights of these Montana leaders will form the foundation from which we willdevelop solutions in the coming months and years. Detailed findings and relatedcharts can be found on the remaining pages of this update.

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Key Insights from Polling Zogby Analytics conducted a hybrid survey (online and live telephone interview) of 602 teachers and 200 school administrators inMontana to determine their opinions and attitudes related to their jobs, careers and overall educational climate. The margin oferror on the poll of teachers is +/-4.1% while the margin of error on the poll of administrators was a bit higher at +/-7.1% due to the smaller population sampled. Some questions were directed to both teachers and administrators, while some questions specifically targeted one of these two groups. The following are some key findings from the survey.

0

10

20

30

40

50 Recruitment: Percentage of Distr ictsReport ing Applicable Average Numberof Applicants for Openings

47%

23%20%

9%

3% 1%Between

1-5Applicants

Between6-10

Applicants

More than 15

Applicants

Between11-15

Applicants

Unsure Zero

The Shortage in Montanais RealThe shortage in recruitment and retention of quality educators in Montana is real, with Montana’s public schools increasingly relyingon emergency authorizations (32% of those surveyed), provisionally certified staff (62% of those sur-veyed), interns (49% of thosesurveyed) and teachers teaching outside of their endorsement areas (36% of those surveyed).

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0

10

20

30

40

50

60

70

80

Recruitment: Percentage of Distr icts Report ing Diff iculty Fi l l ing Posit ions in Specif ied Areas

68.32%

Special Education

P-12

56.44%54.46%

52.48%49.50%

45.54% 43.56% 41.00%40.59%

36.63% 36.63% 36.63% 36.63%35.64%

34.65% 34.31%

Industrial Trades and Technology

MusicK-12

WorldLanguages

K-12

SchoolCounseling

K-12

Agriculture MathMiddle Grades

(4-8)

Familyand

ConsumerSciences

ComputerScience

K-12

Businessand

Information Technology

LibraryK-12

TrafficEducation

Science(Broadfield)

ArtK-12

Physics Chemistry

The endorsement areas for which it is most difficult to find certified teachers are Special Education P-12 (69% of surveyed administrators consider it difficult to find certified teachers), Industrial Trades and Technology Education (57%), Music K-12 (55%), World LanguagesK-12 (53%) and School Counseling K-12 (50%) It is important to note, however, that a sizable minority of school districts appear to be experiencing difficulty in finding certified teachers and administrative leaders in all subjects and at all levels.

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Montana’s public schoolsand candidates for teachingand administrator vacanciesrely heavily on online portals,particularly OPI’s career center, to fill positions for teachers and administrative leaders.

0

20

40

60

80

100

0

20

40

60

80

100

SomewhatImportant

VeryImportant

Administrators - Sources of Information on Job Openings

OPIWebsite

School DistrictWebsite

Online informationfrom Montana teacher

and administratorjob listing website

Information andencouragement

from friends

32% 37% 39% 39%

52% 45% 44% 42%

OPIWebsite

Information andencouragement

from friends

School DistrictWebsite

27%

46%

39%

42%

32%

40%

SomewhatImportant

VeryImportant

Teachers - Sources of Information on Job Openings

Finding Open Positions

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Administrators - Key Factors Important to Choice of Current Posit ion

Teachers - Key Factors Important to Choice of Current Posit ion

0

20

40

60

80

100

HealthCare

Benefits

61%

SomewhatImportant

VeryImportant

JobAvailability

RetirementBenefits

SchoolReputation

Collegiality Proximityto Friends

Salary

28%

56%

36%

56%

35%

49%

38%

46%

45%

46%

30%

37%

54%

SomewhatImportant

VeryImportant

0

20

40

60

80

100

HealthCare

Benefits

JobAvailability

RetirementBenefits

SchoolReputation

CollegialityProximityto Friends

Salary SmallClass Size

29% 33% 37% 31% 50% 43% 44% 34%

63% 53% 52% 46% 41% 34% 31% 29%

Competitive deficits in compensa-tion are part of the recruitment and retention problem, particularly in rural and isolated districts and particularly when it comes to health insurance and retirement benefits, both of which were valued above salary as primary factors for choosing a position. Additionally, although currentteachers and administrators didnot emphasize salary and benefits as the primary motivators for their own career choices, they did express belief that improvements in salary and benefits will be key to retaining teachers and administrative leaders.

Going forward the opinions of educa-tors in this regard are well supported and in alignment with previous court decisions, notably Judge Sherlock’s opinion from December 2008, where he noted the following in finding 122 of his Order: “In Finding of Fact 86, this Court noted the continuingproblems with the recruitment and retention of teachers in isolated districts. While the State has made progress in this regard, it would be helpful if more could be done to ease these problems. As noted, increasing salaries for rural and isolated districts would have a noticeable impact on recruitment and retention problems.”

Choosing a Position

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0

20

40

60

80

100

Administrators - Perceptions of Factors Important to Retention

SomewhatImportant

VeryImportant

14%

SupportiveLeadership

19% 25% 27% 29% 34% 38% 38% 41% 45% 44% 43%36% 44%

86% 81% 76% 71% 66% 65% 61% 61% 56% 55% 54% 52%60% 50%

Quality Health Care

Coverage

HigherSalaries

More Help for Students Who Have Problems that Inter-fere with Learning

Clean and Safe Building

Conditions

RetirementBenefits

Family Involvement in Students’ Education

Accessto

HighQuality

Curriculumand

Teaching Resources

Timefor

Teachers to

Collaborate

CollegialWork

Environ-ment

RelevantProfessionalDevelopment

Internetand

Telecomm

In-School Teaching Mentors/Coaches, Dedicated

New Teacher Support

Communityand

LivingConditions

Teachers - Perceptions of Factors Important to Retention

0

20

40

60

80

100

SomewhatImportant

VeryImportant

14%

SupportiveLeadership

18% 19% 20% 28% 31% 31% 32% 35% 36% 39% 34%32% 42% 49%

85% 81% 80% 78% 70% 65% 65% 64% 62% 58% 57% 57%63% 51% 46%

Quality Health Care

Coverage

HigherSalaries

More Help for Students Who Have Problems that Inter-fere with Learning

Clean and Safe Building

Conditions

RetirementBenefits

Family Involvement in Students’ Education

Accessto

HighQuality

Curriculumand

Teaching Resources

Timefor

Teachers to

Collaborate

CollegialWork

Environ-ment

RelevantProfessionalDevelopment

Internetand

Telecomm

In-School Teaching Mentors/Coaches, Dedicated

New Teacher Support

GreaterDecision-makingRole for

Teachers

Communityand

LivingConditions

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Montana’s public school teachers and administrators are motivated most by a sense of purpose and the importance of their work.For example, the two mostimportant reasons cited forbecoming a teacher or adminis-trator among those surveyed were “opportunity to make a difference in the lives of students” (described as ‘very important’ by 89% of bothadministrators and teachers),and “having a sense of purposeor meaning in my work” (87%of administrators and 89% of teachers).

Administrators - Factors Important in Selection of Education as a Career

Teachers - Factors Important in Selection of Education as a Career

0

20

40

60

80

100

0

20

40

60

80

100

Opportunity to make a difference in the lives of students

Having a sense of purpose or meaning

in my work

Stable pay and benefits

Being active at work - not being confined

to a desk

11%

89%

10%

89%

27%

68%

32%

59%

SomewhatImportant

VeryImportant

SomewhatImportant

VeryImportant

Opportunity to make a difference in the lives of students

Having a sense of purpose or meaning

in my work

Stable pay and benefits

Ability to servea community that

I care about

7%

89%

12%

87%

20%

76%

36%

55%

CareerMotivation

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Montana’s public school teachers and administrative leaders love living in the community where their school is located. As an illustration, the statement “I like to be part of the community and try to do so” got 83% ‘strongly agree’ and 16% ‘somewhat agree’ response from administrative leaders. Additionally, all fiveaffirmative community-related statements that were offeredgot a very high level of agreement among teachers surveyed,ranging from 86% to 97%(combined ‘strongly agree’ and ‘somewhat agree’ responses).

Administrators - Satisfact ion with Community

Teachers - Satisfact ion with Community

0

20

40

60

80

100

I like to be part of the commu-nity and try to

do so

I know a lot of people in the

community and they know me

Participating in community

events is enjoyable

Overall, the community

supports my leadership and

vision

Living in my community is a very rewarding

experience

16%

83%

20%

74%

28%

72%

28%

68%

37%

58%

0

20

40

60

80

100

I like to be part of the commu-nity and try to

do so

Participating in community

events is enjoyable

I know a lot of people in the

community and they know me

Living in my community is a very rewarding

experience

Overall, the community

supports my leadership and

vision

29%

68%

35%

61%

29%

61%

38%

54%

47%

39%

SomewhatAgree

Strongly Agree

SomewhatAgree

Strongly Agree

CommunitySatisfaction

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Montana teachers (95%) and school administrators (98%)appear to be very satisfiedwith their career as educational leaders, defying national trendsto the contrary. They would,if offered the chance to restart their careers, choose publiceducation again (administratorsat 89%; teachers at 86%). Correspondingly, a highpercentage of teachers (78%)and administrators (89%) would, given their experiences over the course of their own careers, encourage graduating high school students to also pursue a career in education.

Administrators - Career Satisfact ion

Teachers - Career Satisfact ion

0

20

40

60

80

100

I am satisfied with my career in

education

I am satisfied with my position as a teacher in the public schools

If I had a chance to start my career over,

I would choose to become a licensed

educator again

I would encourage graduating high school

students to pursue a career in education

32%

63%

31%

63%

24%

62%

44%

34%

I am satisfiedwith my

position as a leader in the public schools

0

20

40

60

80

100

I amsatisfiedwith my career in education

If I had the chance to start my

career over, I would

choose to become a licensed

principal or superinten-dent again

I feel successful in super-

vising and evaluating teachers

I would encourage graduating high school

students to pursue a career in education

I am satisfied with myopportu-nities to

network with colleagues in similar positions

I am satisfied with thesupport I receive from my

supervisors/leadership

I amsatisfied with the

professional development opportunities I have had

SomewhatSatisfied

Strongly Satisfied

SomewhatSatisfied

Strongly Satisfied

74% 68% 68% 63% 57% 54% 54% 52%

24% 31% 21% 34% 32% 41% 34% 39%

CareerSatisfaction

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0

20

40

60

80

100

Teachers - Current Posit ion Satisfact ion

83%

Retirement benefits

Roles teachers

have at my school

School facilities

Work-life balance

High qualityprofessionaldevelopment opportunities

Health benefits

Teacher workload

Local parent and community

support

Professional learning

communities

Salary Studentconduct

State-level policy and policy

making

Perception of teaching

and teachers

throughout the state

Federal- level policy and policy

making

Studentassess-

ment

Community under-

standing of the

day-to-day complex-

ities of teaching

80%73% 72% 71% 66%

64% 64% 63% 61%57% 56%

50%48%

34%30%

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W e a r e u n i t e d b y

o u r s h a r e d i n t e r e s t s i n

t h e b e s t i n t e r e s t s

o f s t u d e n t s .

SAMSchool

Administrators of Montana

MEA-MFT

MQECMontana Quality

EducationCoalition

MREAMontana Rural

Education Association

MTSBAMontana School

Boards Association

MASBOMontana

Associationof School

Business Officials

RISE4Montana is a joint initiative of the associations and Montana universities listed above.

RISE4Montana Semi-Annual Report

M i d y e a r R e f l e c t i o n so n C h a l l e n g e s ,

O p p o r t u n i t i e s a n d P r o g r e s s T o D a t e

M a y 2 0 1 6

MTSBA863 Great Northern BlvdSuite 301Helena, MT 59601