Issue link: http://educator.cta.org/i/417576
F a c u l t y e n s u r e d c a n d i d a t e s a r e p r e p a r e d f o r t h e C o m m o n C o r e a n d t h e N e x t G e n e r a t i o n S c i e n c e S t a n d a r d s , s a y s Kristina LaGue, C a l i f o r n i a F a c u l t y A s s o c i a t i o n , s h o w n w o r k i n g w i t h s t u d e n t Ta y c i S t a l l i n g s . " We a r e v e r y p r o u d o f t h e m . " years. Ten percent of teachers in high-poverty schools transfer to other schools annually. In 2007, former CSU Sacramento professor Ken Futernick identified the top three conditions that determine teacher retention. Futernick, currently a WestEd researcher, found that decision-making authority, close professional relationships and a sense of "team" among school staff create "stayers" in the profession. The most serious consequence of high turnover is the loss of continuity, experience and expertise in high-poverty schools. The cost for California's teacher attrition is estimated by the Alliance for Excellent Education to be $178.4 million annually. Resurgence in the CSU system After years of dwindling numbers in CSU Bakersfield's credential program there was a recent 8 percent jump in enrollees, says Kristina LaGue, depart- ment chair of teacher education. "We're finally seeing a turnaround. We have been actively recruiting — espe- cially in math and science. We received word that Bakersfield City School District is hiring more than 100 multiple-subject, single-subject and special educator positions. Word has gotten out: More students are entering the cre- dential program." The resurgence in CSU Bakersfield's teacher preparation program reflects what's happening within the entire CSU system, according to Beverly Young, assistant vice chancellor for academic affairs for the California State University Chancellor's Office. CSU provides 50 percent of new teachers in the state and 10 percent nationally. "We're starting to see an increase in teacher preparation enrollment," says Young. "But after a series of bad budget years, which resulted in teacher layoffs and no new jobs — well, it's a slow road back. Becoming a teacher is a long pipeline, and it will take some time to get back to full enrollment and credential production." Young says rebuilding will be a challenge because the CSU system is still not back to full funding levels. "Our campuses will need to reallocate dollars back into education programs so we have the capacity to serve students. And we need to get the message out to future teachers — whether they are in high schools, community colleges or undergraduates — that teaching is once again a viable option in terms of finding a good job. It's very exciting." A l s o exc i t i n g i s t h a t s e ve n C S U c a m p u s e s we re recently awarded a total of $53,757,322 by the U.S. Education Department to help recruit, train and sup- port more than 11,000 teachers — primarily in science, technology, engineering and math (STEM) fields — over the next five years. With the grants, CSU campuses at Bakersfield, Chico, Dominguez Hills, Fresno, Los Angeles, Monterey Bay and San Luis Obispo will work with high-need school districts to strengthen teacher preparation programs, ensuring that new teachers have the skills to succeed as teachers. These awards are the culmination of this year's Teacher Quality Partnership (TQP) grant competition that President Obama announced in May at the White House Science Fair. Teacher diversity slightly up I n c re a s i n g te a c h e r d ive rs i t y i s a ke y p a r t o f CTA' s Strategic Plan, because studies show it improves stu- dent achievement. "Unfortunately, we have a cultural mismatch between the students and teachers, who may lack understanding of students' daily life experiences and reality," says Sims, who is the affirmative action representative for her chapter. While teacher diversity is increasing slightly, there is quite a gap between teachers and minority students; 73 percent of students are nonwhite, but only 29 percent of teachers are nonwhite in California. However, a recent CTC report shows 42 percent of those enrolled in teacher preparation programs were nonwhite in 2013, compared with 39 per- cent in 2009. Sims believes minorities aren't lured to teaching in greater numbers because they have more job choices, and other jobs pay better. Also, fewer minorities attend college. "States and school districts have not done enough to address the lack of diversity among the teacher workforce," Feature 26 www.cta.org