TEACHER
SHORTAGE
TASK
FORCE
TEACHER
SHORTAGE
TASK
FORCE
FINAL REPORT
NOVEMBER 2016
TABLE OF
CONTENTS
TABLE OF
CONTENTS
1
FINAL REPORT |
Introduction
Section One: Working Group Actions
Section Two: Spring 2016 Hiring Season
Section ree: Summer Externships & Professional Learning
Section Four: Updated Teacher Placement
Section Five: Projects and Initiatives
Section Six: Next Steps
Appendices:
Task Force member list
Task Force recommendations
HB 3025 implementation guidance
NTEP aspirations
Consulted Studies
TABLE OF
CONTENTS
3
4
11
13
15
25
29
31
35
37
39
43
TABLE OF CONTENTS
INTRODUCTION
INTRODUCTION
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FINAL REPORT |
As the 2015-2016 school year began in Oklahoma with 1,000 teacher vacancies, the state’s evident teacher
shortage needed action as opposed to continued discussion.
To launch such action, Oklahoma State Superintendent of Public Instruction, Joy Hofmeister, commissioned a
Teacher Shortage Task Force in September 2015.
e task force consisted of 91 members from various entities including education institutions, business,
community, tribal organizations and parent groups (see Appendix A for full list).
e initial meeting targeted avenues of action in three areas: legislative, community and internal agency. Task
force members made the commitment at that meeting to which area they desired to dedicate their expertise
and time in working groups.
ese three working groups began meeting monthly in October 2015. It is important to note that statements
were made early and oen that no recommendation or initiative should compromise the quality of teachers
entering the profession. e legislative working group quickly produced eight recommendations requiring
legislative action. e community and internal agency working groups had a combined 19 recommendations
making a total of 27 task force recommendations (see Appendix B for the list of recommendations).
e time commitment was made clear at the rst meeting in September 2015. An extended number of months
allowed for working group meetings, spring-time hiring results, summer externships and a new school year
(2016-2017) personnel reporting update.
Task Force Purpose, Roles, Expectations
Purpose
■ To study feasibility of proposed strategies
■ To explore successful strategies in other states
■ To establish recommendations for legislation, policy and procedure at the state, regional, local and
institution levels
Roles
■ Task Force – all members
■ Working group(s) – member volunteers
Expectations
Time investment = 12 months
■ Task Force meetings quarterly
■ Working group meetings monthly (live and virtual)
■ Focus on results for schools and students
e following sections depict the work over the last year, including an update on the 27 recommendations
made by this task force. In addition, future opportunities for actionable next steps are described.
■ Section One - Working group actions
■ Section Two - Spring 2016 hiring season
■ Section ree - Summer externships and professional learning
■ Section Four -Updated teacher placement
■ Section Five - Projects and Initiatives update
■ Section Six - Next steps
INTRODUCTION
SECTION ONE
SECTION ONE
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WORKING GROUP ACTIONS
LEGISLATIVE WORKING GROUP – EIGHT RECOMMENDATIONS
Meeting dates:
October 30, 2015
November 16, 2015
December 8, 2015
1. Retired Teachers as Mentors:
Amend the statute to allow for retired teachers to serve in the role of mentor. e retired mentor
would not be employed by the district.
2. Scholarships for Certication Exams:
Create a scholarship program and fund in statute to provide for a one-time scholarship for test
takers. Require OEQA to promulgate rules for eligibility based on nancial need.
3. Recognition of Out-of-State Certication:
Remove the requirement for ve years of experience, allowing a certied teacher from another state
to be certied in Oklahoma regardless of teaching experience.
4. Pathway to Certication rough Approved Work Experience:
Allow certain work experience to substitute for the GPA requirement as determined by the State
Department of Education, who will develop a matrix to determine what work experience would qualify.
5. Expanding Opportunities for Adjunct Teachers:
Increase 90 hour limit to 270 hours.
6. Cost and Comparability of Certication Exams:
Explore legislative solutions supporting a more cost eective certication program as well as
consideration of a certication tool used broadly by other states.
7. Pay and Multi-Year Commitment for Student Teachers:
Incentivize soon-to-be graduates of educator preparation programs to teach in schools with specic
demographics (high poverty, high minority) by allowing them to be under regular contract (instead of
temporary) and work as a teacher in their last semester of education preparation, and allow for the
potential of a multi-year contract at the end of their student teaching. Consider additional incentives
such as additional pay or loan forgiveness.
8. Teacher Recruitment Program:
Adopt and fund a Teacher Recruitment program with matching funds from the business and
education community.
SECTION ONE
6 TEACHER SHORTAGE TASK FORCE
Once the 2016 legislative session concluded, seven of the eight recommendations were signed into law as
depicted below. e eighth recommendation will be pursued in the 2017 legislative session.
HB 2371
Eliminates the requirement that a mentor teacher be employed by the school district, and allows a
former classroom teacher to serve in that role at the discretion of the district.
Eective July 1, 2016
R1
SB 1038
Creates a Teacher Certication Scholarship Program under the Oce of Educational Quality and
Accountability (OEQA). Directs the OEQA to establish eligibility criteria. Limits scholarship to one
per teacher candidate. In order to receive a scholarship, the candidate is required to teach for one
year in the state. Establishes a revolving fund for the legislature to appropriate money and allows
the program to be supported with gis and donations.
Eective January 1, 2017
R2
HB 2946
Directs the State Board to issue a teaching certicate to a person who has an out-of-state
certicate without taking additional competency exams, eliminating the requirement that he/
she has ve years of successful teaching experience as a certied teacher in an accredited
school. Also, directs the State Board to promulgate rules for reviewing and evaluating an out-of-
country teaching certicate, and gives the Board authority to award teaching certicates to those
applicants. Directs the Board to issue a teaching certicate to a person who has successfully
completed a competency exam used in a majority of other states or comparable customized exam.
All applicants are still required to have a criminal history record check. e Board is also directed
to accept up to ve years of teaching experience from out-of-country accredited schools and U.S.
Department of Defense schools for purposes of salary increments and retirement.
Eective July 1, 2016
R3
R6
HB 3025
Expands list of those who qualify to pursue a standard certicate through an alternative
certication placement program to include those who have successfully completed a terminal
degree and those who have a bachelor’s degree and qualied work experience corresponding to an
area of certication. Requires that candidates have either demonstrated competency or completed
a major in a eld corresponding to an area of certication as determined by the State Board or
as recommended by Career Tech for a vocational-technical certicate. Allows the State Board to
determine the number of hours required for the professional education component for each person
making application, with a minimum of 6 semester hours and maximum of 18 semester hours.
Eective November 1, 2016
R4
HB 3102
Increases the maximum number of clock hours an adjunct teacher may teach from 90 hours to 270
hours per semester, which is the equivalent of a half-day every day for a full semester.
Eective July 1, 2016
R5
Recommendation
signied in blue
by “R#”
Bill
Description
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FINAL REPORT |
HB 2967
Gives district boards of education the authority to enter into contracts with student teachers while
they are still student teachers, provided that they cannot teach the next year until completing all of
the certication requirements. Allows districts to commit to payment of a stipend or signing bonus
to a student teacher upon entering a contract. Such stipend or bonus is conditional on the person
fullling the rst year of the contract and is not considered compensation for retirement or the
minimum salary schedule.
Eective July 1, 2016
R7
is legislative working group met aer legislative session to dra guidance and rule-making for HB 3025.
Meeting dates:
July 14, 2016
August 18, 2016
See Appendix C for guidance on the implementation of HB 3025.
e remainder of the task force recommendations were generated from and discussed for action by the
Community working group and the Internal State Department of Education working group. Recommendations
are signied in blue by number (ex. R9)
COMMUNITY WORKING GROUP
Meeting dates:
October 28, 2015
November 18, 2015
December 10, 2015
January 14, 2016
e focus of the Community working group was an “honoring teachers” campaign while reimaging the
profession. Specic short and long term initiatives fell into the three buckets of recruiting, retaining and
rewarding.
SECTION ONE
8 TEACHER SHORTAGE TASK FORCE
Recruiting
■ (R9) Expansion of the Teach Oklahoma program oered by the Oklahoma State Regents for
Higher Education - e program, encouraging juniors and seniors to consider the teaching profession,
grew from nine classes in 2015-2016 to 14 classes in 2016-2017.
■ (R10) Video campaign – is PR campaign is intended to rebrand the teaching profession, specically
through the OSDE Elevate series which chronicles the positive, innovative and inspiring things
happening in Oklahoma schools. In addition, the OSDE Shaped My Life series poignantly portrays
distinguished Oklahomans reecting on teachers who had a lasting eect on their lives. Lastly, a
strong social media presence is continuing to redene public perceptions of teachers through the 2016
Teacher of the Year Shawn Sheehan’s Teach Like Me videos.
■ (R11) Scaling up career programs – e OSDE will advocate for future teacher programs such as
OKCPS Northwest Classen’s Teacher Preparation Academy. Such programs will emphasize career
opportunities focusing on the teaching profession.
■ (R12) Develop a business portal to connect adjunct teachers and alternatively certied teachers
to district openings – e newly designed Ready4OK.com website will house all state career
preparation information and could potentially provide posted teaching positions and requirements for
teaching in specic content areas.
Retaining
■ (R13) Toolkit for businesses to host teacher externships – An initial partnering has occurred with
specic businesses highlighting OEIP (Oklahoma Education & Industry Partnership) as a model for
teacher externship success – held at Rose State College, July 2016.
■ (R14) Highlight superintendents who teach in their schools – It was made known, particularly in
smaller districts, that superintendents wear many hats, including teaching a class during the school
day. e OSDE will encourage district superintendents to make this commitment of time and support
for both teachers and students, where applicable.
Rewarding
■ (R15) Incentivize municipalities to recognize teachers – e OSDE will spread awareness of
opportunities such as the Rewards of Honor program and other discounts for teachers.
INTERNAL STATE DEPARTMENT OF EDUCATION WORKING GROUP
Meeting dates:
October 29, 2015
November 19, 2015
December 11, 2015
January 15, 2016
e Internal State Department of Education working group focused on certication issues such as reduction
of red tape in certication pathways and cost of certication exams. A consistent reminder voiced in every
discussion was the caution of compromising quality while equipping an eective teacher in every classroom.
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FINAL REPORT |
■ (R16) Move alternative certication to OSDE authority – Specically, the OSDE was asked to use
discretion in determining qualications for alternative certication applicants without relying on educator
preparation programs to provide course work verication (also captured in recommendation #4).
■ (R17) Develop a matrix to exempt minimum GPA for alternative certication by showing credible
work experience – is rule-making authority, including collaboration with educator preparation programs,
OEQA and the State Regents for Higher Education, is a result of the legislative recommendation #4.
■ (R18) Hire student teachers as teachers’ assistants – is recommendation is championed in the
legislative recommendation #8, allowing districts to enter into contracts with student teachers.
■ (R19) Establish a process, beyond the guest teacher program, for teachers from other
countries to become Oklahoma teachers – is recommendation was folded into the legislative
recommendation #6, acknowledging the evaluation of credentials from out-of-country applicants and
accepting ve years of teaching experience from an accredited institution.
■ (R20) Develop a job-posting page on the OSDE website – Based on district and public request, this
recommendation was adjusted to a credential search of Oklahoma educators now viewed on the OSDE
website, http://sde.ok.gov/sde/teacher-certication, titled Oklahoma Educator Search Tool.
■ (R21) Address the cost of three certication exams and reciprocity with other states – Both issues
are addressed in legislative recommendations #2 (certication scholarship) and #3 (acknowledgement
of out-of-state credentials and study of cost comparability).
■ (R22) Allow Oklahoma Private School Accreditation Commission private school experience to count
for para-professional experience – is rule change has been made and can be found under Provisional
teaching certicates - paraprofessional noting accredited private school experience (OAC 210:20-9-102).
■ (R23) Teacher Apprentice Program (TAP) similar to the Kentucky model -Elements of TAP are
evident in the removal of barriers to certication and discounts and services oered to individuals
seeking the teaching profession.
e remaining four task force recommendations that make up the total of 27 are listed below. Initial exploration
of these recommendations are being addressed.
■ (R24) Conduct cost analysis on high quality and aordable health insurance – e OSDE is com-
mitted to work with legislators to establish a plan that would provide lower cost health insurance
while maintaining quality of coverage and benets.
■ (R25) Work with the OSDE Red Tape Task Force to pursue cost savings - e OSDE will continue
to encourage districts to implement statutory allowances to share services and work with districts to
seek eciencies where applicable (ex. 70 O.S. § 5-106A allowing multiple school district contracting).
■ (R26) Support legislation to amend the retired teacher pay cap – e cap on retired teacher pay
was a discussion across all of the working groups. e OSDE is committed to nding a solution to
allow for our best retired teachers to access a meaningful pathway back to the classroom.
■ (R27) Consider addressing certication overlapping – e OSDE will continue to work with the
OEQA to analyze the benets of certication adjustment to the certication areas with consideration of
a preK-6th certication and 7th – 12th certication. is adjustment would address current overlapping
of early childhood, elementary and secondary areas.
SECTION ONE
SECTION TWO
SECTION TWO
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FINAL REPORT |
SPRING 2016 HIRING SEASON
e task force agreed to seek the results of the typical spring hiring process, specically to examine the results
of established recruitment and retention eorts as well as newly implemented eorts.
Due to severe budget cuts, spring 2016 proved to be an
atypical glimpse of Oklahoma teachers deciding to remain
in the classroom and pre-service teachers being hired.
Even the state’s colleges of education reported aggressive
recruitment eorts from other states at job fair events.
In March 2016, Superintendent Hofmeister stated, “is is
a brutal time for schools. Eorts that districts are making
to cope with these cuts today will further impact the next
school year, as they are forced to signicantly deplete
their cash-fund balances.
“e Oklahoma State Department of Education has worked
hard to minimize the cuts’ impact on instruction, but we
are no longer able to soen the blow. Many rural districts
indicate they will immediately initiate a four-day school
week for the remainder of the school year. Educators are
facing heartbreaking decisions that ultimately will aect
students in the classroom. Our schoolchildren are the ones
who will pay the steepest price.”
From a 2016 teacher shortage survey conducted by the
OSSBA (Oklahoma State Schools Boards Association),
alarming numbers of vacancies due to teaching positions
eliminated were detailed.
“e combined impact of budget cuts, too few prospective
teachers and teachers opting for other careers or out-of-
state teaching jobs is even worse than a year ago when
schools had about 1,000 vacancies aer eliminating
600 teaching jobs. is year’s vacancies do not include
positions lled by teachers holding the more than 300
emergency teaching certicates state education ocials
approved in May, June and July.”
e OSDE collected personnel data in its October 2016
reporting process. ose data, showing teaching positions lled for 2016-2017, will be depicted in section four.
Exhibit 1: Oklahoma’s Teacher Shortage
Source: OSSBA, 2016
SECTION TWO
SECTION THREE
SECTION THREE
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SUMMER EXTERNSHIPS
e OSDE leadership has committed to partnering with businesses to launch summer externships for current
teachers. e initial intent is to expose teachers to specic STEM (Science, Technology, Engineering and
Mathematics) areas so that those teachers are better equipped to connect students to future college and
career pursuits.
Members of the Community working group come from various STEM-related professions. ose members
candidly voiced their lack of awareness and ability on how to connect their work with teachers’ promotion of
possible opportunities for Oklahoma students. It seems critical for the future of individual students and the
state’s workforce to collaborate with businesses to make the connections visible through summer externships
for teachers.
One such externship that took place in July 2016 was hosted by the Oklahoma Education and Industry
Partnership (OEIP) and held at Rose State College. In the invitation-only program, 100 teachers received 24
hours of professional development aer three days of sessions with industry experts, eld trips and workshops.
All participants received a science equipment gi certicate and became eligible to win a $750 grant.
Funded primarily by contributions from industry organizations, the STEM experience for teachers was part of
OEIP and the state’s ongoing eorts to create a career pathways culture that seeks to close the workforce gap
between high school graduates and high-paying STEM careers.
During this year’s program, participants visited Boeing, Chesapeake Energy, Ben E. Keith Co., Macklanburg-
Duncan, Dell, the Oklahoma Blood Institute, the Oklahoma Medical Research Foundation and the Oklahoma
State Bureau of Investigation/University of Central Oklahoma Forensics Science Center. Teachers attended
workshops from OERB, Ag in the Classroom, Newspapers in Education and a presentation by the Oklahoma
Department of Career and Technology Education on career planning tools for students.
SECTION THREE
SECTION FOUR
SECTION FOUR
15
FINAL REPORT |
UPDATED TEACHER PLACEMENT
is section provides data from the OSDE’s personnel reporting system showing teachers employed for the
2016-2017 school year. Specic attention is given to new teachers and their demographic placement. Additional
information shows qualications, gender, ethnicity and emergency certication status.
CENTRAL
41%
NORTHEAST
32%
NORTHWEST
9%
SOUTHEAST
9%
SOUTHWEST
9%
DISTRIBUTION OF NEW
TEACHER BY REGION
Exhibit 2:
Source: OSDE, 2016
e total number of teachers employed in 2016-
2017 is 40,372 with the total number of new
teachers at 2,087. e top two regions with the
most new teachers are the Central and Northeast
regions with 843 and 671 respectively.
5.9%
5.1%
5.3%
3.5%
5.0%
0%
1%
2%
3%
4%
5%
6%
7%
CENTRAL NORTHEAST NORTHWEST SOUTHEAST SOUTHWEST
PERCENTAGE OF NEW
TEACHERS/TOTAL TEACHERS
BY REGION
Exhibit 3:
Source: OSDE, 2016
As shown in this chart, the ratio of new teachers
to total teachers shows the Central region with the
highest ratio (5.9%) and the Southeast region with the
lowest ratio (3.5%). e red line is the state average at
5.2% ratio of new teachers to total teacher population.
State Average
SECTION FOUR
16 TEACHER SHORTAGE TASK FORCE
e above charts show the academic degrees and gender of new teachers in the 2016-
2017. Eighty nine percent of new teachers hold a bachelor’s degree and nearly 10% hold a
master’s degree with 1% holding a doctorate degree or other. Females represent 76% or a
count of 1590, and males represent 24% with a count of 497.
13.5%
13.6%
14.1%
10.8%
16.0%
0%
2%
4%
6%
8%
10%
12%
14%
16%
18%
CENTRAL NORTHEAST NORTHWEST SOUTHEAST SOUTHWEST
PERCENTAGE OF OUT-OF-STATE
NEW TEACHERS/TOTAL
TEACHERS BY REGION
Exhibit 4:
Source: OSDE, 2016
State Average
is chart depicts the
percent of out-of-state new
teachers to the total teacher
population. Out of the 2,087
new teachers employed in
the 2016-2017 school year,
283 are from out-of-state.
e Southwest region has
the highest rate at 16.04%
and the Southeast region
has the lowest rate at 10.8%.
e state average is 13.6%.
BACHELOR | 1865 | 89.4%
MASTER | 203 | 9.7%
DOCTOR | 16 | 0.8%
OTHER | 3 | 0.1%
DEGREE OF NEW TEACHERS
Exhibit 5:
Source: OSDE, 2016
MALE | 497 | 24%
FEMALE | 1590 | 76%
GENDER OF NEW
TEACHERS
Exhibit 6:
Source: OSDE, 2016
17
FINAL REPORT |
0.2%
0.7%
2.1%
3.9%
5.1%
6.4%
81.6%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90%
NATIVE HAWAIIAN
ASIAN
MULTIPLE (2 OR MORE RACES)
HISPANIC
AMERICAN INDIAN/ALASKAN NATIVE
BLACK/AFRICAN AMERICAN
CAUCASIAN AND OTHERS
RACE OF NEW TEACHERS
Exhibit 4:
Source: OSDE, 2016
Among all new teachers for 2016-2017, the top three race/ethnicities are Caucasian
(81.6%), Black/African American (6.4%) and American Indian/Alaskan Native (5.1%).
SECTION FOUR
18 TEACHER SHORTAGE TASK FORCE
PROVISIONAL
451, 21%
ALTERNATIVE
267, 12%
EMERGENCY
454, 21%
STANDARD
985, 46%
PERCENTAGE OF
CERTIFICATE TYPES
Exhibit 8:
Source: OSDE, 2016
e total certicates held
by the 2,087 new teachers
of 2016-2017 is 2,157. e
standard certicates held are
at 46% (985) with emergency
certicates at 21% (454).
17.9%
13.6%
16.1%
27.2%
19.4%
40.0%
48.5%
44.2%
44.9%
47.2%
13.3%
13.1%
9.5%
11.3%
13.5%
28.7%
24.8%
30.2%
16.6%
19.9%
SOUTHWEST
SOUTHEAST
NORTHWEST
NORTHEAST
CENTRAL
PROVISIONAL STANDARD ALTERNATIVE EMERGENCY
PERCENTAGE OF CERTIFICATE TYPE BY REGION
Exhibit 9:
Source: OSDE, 2016
e top two regions with the highest percentage of emergency certicates for all teachers
are the Northwest region (30.2%) and the Southwest region (28.7%).
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FINAL REPORT |
Source: OSDE, 2016
169
187
32
28
35
410
309
88
100
78
117
78
19
27
26
173
114
60
51
56
0
100
200
300
400
500
600
700
800
900
CENTRAL NORTHEAST NORTHWEST SOUTHEAST SOUTHWEST
PROVISIONAL STANDARD ALTERNATIVE EMERGENCY
CERTIFICATE COUNT IN NEW TEACHERS BY REGION
Exhibit 10:
e top two regions with the highest count of emergency certicates held by new
teachers are the Central region (173) and the Northeast (114).
NEW TEACHER COUNT
Exhibit 11:
0 535
e top 10 counties with the highest count of new teachers include Oklahoma, Tulsa,
Cleveland, Canadian, Comanche, Gareld, Muskogee, Pottawatomie, Rogers and Kay.
Source: OSDE, 2016
SECTION FOUR
20 TEACHER SHORTAGE TASK FORCE
0.00000 0.09492
NEW TEACHER/TOTAL TEACHER
Exhibit 12:
Source: OSDE, 2016
is chart shows the top 10 counties with the highest ratio of new teachers to total
teachers (Kay, Cimarron, Gareld, Texas, Woods, Seminole, Oklahoma, Comanche,
Jeerson and Tulsa).
e count of emergency certicates to new teachers by county is depicted above in the chart and table.
C
NE
SW
C
NW
NW
C
SE
NE
SE
OKLAHOMA
TULSA
COMANCHE
CLEVELAND
GARFIELD
TEXAS
CANADIAN
MCCURTAIN
MUSKOGEE
SEMINOLE
129
66
34
21
17
17
14
10
10
9
REGION COUNTY
EMERGENCY
CERTIFICATES
EMERGENCY CERTIFICATES
Exhibit 13:
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CLASS ASSIGNMENTS OF NEW TEACHERS WITH
EMERGENCY CERTIFICATES
Exhibit 14:
e above chart shows the 429 new teachers with 431 emergency certicates assigned to
teach 992 classes and identies the count per grade.
3.4%
6.3%
5.1%
4.8%
4.4%
5.5%
5.6%
7.2%
8.1%
8.3%
10.6%
10.7%
10.8%
9.2%
0%
2%
4%
6%
8%
10%
12%
34
62
51
48
44
55
56
71
80
82
105
106
107
91
PERCENTAGE OF STUDENTS TAUGHT BY NEW
TEACHERS WITH EMERGENCY CERTIFICATES
Exhibit 15:
A total of 38,105 students are taught by new teachers with emergency certicates.
2.1%
5.6%
4.8%
4.6%
4.2%
5.6%
7.4%
9.7%
11.1%
10.4%
12.6%
10.1%
7.7%
4.1%
0%
2%
4%
6%
8%
10%
12%
14%
Source: OSDE, 2016
Source: OSDE, 2016
SECTION FOUR
22 TEACHER SHORTAGE TASK FORCE
22.53%
20.30%
10.99%
9.50%
8.94%
8.01%
4.66%
4.10%
3.72%
3.17%
2.79%
0.93%
0.37%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Elementary Education
Sciences and Math
Early Childhood Education
Health Education
Other
English and Language Arts
Social Studies
Arts and Music
Foreign Languages
Career and Technical Education
Computer Science
Business
Humanities
Exhibit 16:
PERCENTAGE
OF EMERGENCY
CERTIFICATES IN
SHORTAGE AREAS
Elementary Education | 121
Early Childhood Education | 59
Sciences and Math | 109
Health Education | 51
Other | 48
English and Language Arts | 43
Social Studies | 25
Arts and Music | 22
Foreign Languages | 20
Career and Technical Ed | 17
Computer Science | 15
Business | 5
Humanities | 2
A fair number of emergency certicate
holders teach in multiple shortage areas,
which explains why the total is 537 and
not the 454 unique emergency certicates
analyzed previously. Among all 14 areas
that new teachers with emergency
certicates teach in FY 2016-2017,
elementary education (22.5%), Sciences
and Math (20.3%) and Early Childhood
Education (11.0%) are the top three
areas. ese areas are consistent with
the trend observed from the last nine
years of emergency certicates area data
(FY2007/2008 – FY2015/2016).
Source: OSDE, 2016
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Early Childhood Education | 59
Based on the data collected, it is accurate to conclude that qualications of incoming
teachers are varied and require varying levels of attention in the form of professional
learning. e distribution by region of new teachers and non-traditionally prepared
teachers alerts the OSDE to pockets of need for professional learning and support
eorts.
Race and gender information continues to inform the OSDE that greater eorts to
recruit and retain a diverse teaching pool are needed. As the student population
becomes more diverse, so should the teaching population. e ability to inspire young
people to teach begins with a relatable role model who charts a visible path for
students to see themselves in such a noble profession.
Grade level and content area data are especially informative as a high volume of new
teachers holding emergency certicates are teaching in 9th-12th grades. e match
of content expertise to subject areas in high school is recognized; however, the decit
of pedagogical knowledge, classroom management and parental involvement will be
areas of focus from the OSDE.
SECTION FOUR
SECTION FIVE
SECTION FIVE
25
FINAL REPORT |
PROJECTS AND INITIATIVES
e projects detailed below are grouped into areas of recruiting, retaining and rewarding as these are the
focus areas of the task force mission.
Recruiting
■ Promotion of Teach Oklahoma to increase the participation - e OSDE will continue to share
awareness of the powerful impact this course oers. In addition, the OSDE will support current
programs; currently, site visits are scheduled to two of the 14 programs oered this year.
■ NTEP (Network for Transforming Educator Preparation) – is grant-funded initiative brings
the OSDE, OEQA and representatives from educator preparation programs together to address
data-sharing needs, certication improvement and educator preparation program approval. e
Oklahoma NTEP team consists of six members from the above mentioned organizations. e
two funded projects are (1) data tracking to show the impact teachers have on their students for
educator preparation program quality and (2) quality course oering from educator preparation
professors to an identied group of emergency certied teachers meeting alternative certication
requirements (see Appendix D for NTEP Aspirations).
■ Troops to Teachers – Recruiting eorts have been enhanced by a new director emphasizing web
presence in addition to onsite visits.
■ Special Education scholarships – e OSDE has devised an application process for eligible
applicants to receive monetary assistance to pay for certication exams.
■ Individual academic planning – As part of the OSDE’s vision for Oklahoma students to have
individualized academic and career counseling, future teachers can be identied and encouraged.
Retaining
■ Leveraging the ESSA Title IIA funds - e ESSA (Every Student Succeeds Act) state set-aside
funds for programs that target professional development, teacher evaluation systems, teacher-
leader framework and leader training are being considered for utilization in the form of statewide
outreach.
■ Eective Teacher reporting - e ESSA section, Supporting Excellent Educators, of the
consolidated plan will provide dashboard reporting of eective teachers including Oklahoma’s
Equitable Access to Excellent Educators plan strategies.
■ Continued outreach to teachers through EngageOK summer conference - e OSDE will
remain committed to oering professional learning to meet the ever-changing needs of educators.
■ Recognition of professional learning standards – e OSDE will seek to recognize evidence-
based standards such as the Learning Forward standards that align with ongoing, job-embedded
resources and support for teachers.
Hires
Registered for program
Leads not registered
53 |
175 |
96 |
2016-2017 School Year
SECTION FIVE
26 TEACHER SHORTAGE TASK FORCE
■ Continued commitment to leadership training - e OSDE intends to make leadership training
a priority with the Lead To Succeed program that empowers principals and assistant principals to
make systemic change at their school sites. Currently two cohorts are completing training with
a focus on school improvement, which directly relates to leadership traits to retain eective
teachers.
■ An emphasis placed on educator professional growth – As a result of HB 2957, educators will
experience a rened teacher and leader evaluation system rich in targeted professional learning.
■ Support for EL teachers – A newly awarded grant to UCO, in partnership with the OSDE, will
provide professional development to teachers of EL (English learners).
■ P21-Partnership for 21st Century Learning resources - Oklahoma is a state partner with
P21, which provides high-quality resources to teachers. ese resources align to four strands of
emphasis: Critical inking, Creativity, Collaboration and Communication.
Rewarding
■ Teacher Pay Raise - e task force claimed support for a teacher pay raise such as Superinten-
dent Hofmeister’s #OKHigh5 initiative. As the legislative session concluded, no legislatively man-
dated teacher pay raise plan emerged. State question 779 (proposed penny sales tax) was placed
on the November 2016 ballot and did not pass, making a pursuit for competitive compensation a
priority for both rewarding and retaining Oklahoma teachers.
Projects and initiatives that overlap all three areas of recruiting, retaining and rewarding include
■ Reimaging the profession campaigns – A campaign was launched by the 2016 Teacher of the
Year, Shawn Sheehan, to change public perception of teaching. An extension of that eort is now
in place with newly named 2017 Teacher of the Year, Jon Hazell, who addresses the expectations
that Oklahoma kids deserve eective and valued teachers.
■ Educator Shortage study – e OSDE now has a grant-funded data analyst position at the OSDE
to fulll the requirement of publishing an Educator Supply and Demand study every three years.
e next expected publication will be in 2018.
■ Shortage Predictor model – In partnership with SC3 (South Central Comprehensive Center), the
OSDE is exploring a Teacher Shortage Predictor model for improved study of Oklahoma’s teacher
shortage status.
■ Teacher Voice – One of the 13 advisory councils that Superintendent Hofmeister hosts is a
Teacher Advisory Council. ose members represent a means to extend the capacity of the
teacher shortage task force and agency eorts of recruiting, retaining and rewarding teachers.
27
FINAL REPORT | SECTION FIVE
SECTION SIX
SECTION SIX
29
FINAL REPORT |
NEXT STEPS
e work of the Teacher Shortage Task Force proves to be thoughtful and productive; yet, the shortage still
exists, particularly that of qualied teachers for every classroom in Oklahoma.
ree proposed working groups for continued focus are listed below and will be discussed with task force
members for their commitment.
1. Business Collaboration
■ Preparation of toolkits for use in hosting teachers
■ Incentivized programs to recruit and retain teachers and leaders
2. Legislative Collaboration
■ Building relationships with new legislators
■ Competitive teacher pay plan
3. Educator Collaboration
■ Reimaging the profession campaign
■ Educator preparation regulations response
■ Loan forgiveness programs
SECTION SIX
APPENDIX A
APPENDIX A
31
FINAL REPORT |
TEACHER SHORTAGE TASK FORCE MEMBERS
Phyllis Hudecki (1)
Phil Wood (2)
Steve Hendrickson (1)
Pete Delaney (2)
Steve Hahn
John Reid
Chuck Mills (2)
Bill Hickman (2)
Russ Florence (2)
Angela Monson (2)
Steven Prescott
Jennifer Monies
David Blatt
Nancy Anthony
Phil Lakin
Sara Roberts (1, 2)
Randee Charney (1)
Gary Jones (1)
Sen. John Ford (1)
Sen. Jason Smalley (1, 3)
Rep. Ann Coody (1)
Rep. Michael Rogers
Rep. Jason Nelson (1)
Rep. Jadine Nollan (1)
Rep. Earl Sears
Rep. Donnie Condit (1)
Rep. Ed. Cannaday (1)
Andrea Kearney (1)
Jennifer Lepard
Brian Paschal (1, 3)
Drew Dugan (1, 2)
Debra Welch (1, 2)
Col. Nate Slate
Goldie ompson (1, 2, 3)
Melissa Michie (3)
OBEC
Terracon Geotechnical Consultants
Boeing
OGE
ATT
Business Roundtable
Mills Machinery
Hickman Law Firm
Schnake Turnbo Frank PR
University of Oklahoma Health Sciences
OMRF
Oklahoma Education Workforce Initiative
Oklahoma Policy Council
OKC Community Foundation
Tulsa Community Foundation
Inasmuch Foundation
Schusterman Foundation
State Auditor and Inspector
State Senate
State Senate
State House
State House
State House
State House
State House
State House
State House
Sr. Fiscal Policy Analyst, State House
State Chamber of Oklahoma
Tulsa Chamber
OKC Chamber
Lawton Chamber
Northrop Grumman
State Regents for Higher Education
State Regents for Higher Education
Name
WORKING GROUP NOTED BY
(
1
)
LEGISLATIVE,
(
2
)
COMMUNITY,
(
3
)
INTERNAL
Aliation
APPENDIX A
32 TEACHER SHORTAGE TASK FORCE
Jake Yunker
Sherry Labyer (1, 2, 3)
Sheridan McCaree (3)
Pam Deering (3)
Ryan Owens (1)
Sandra Park (1)
Shawn Hime (1)
Debbie Landry (1, 3)
Tom Spencer
Susan McCalmont (2)
Wade Blevins
Lynne Chateld (2)
Joan Korenblit
Russell Perry
Raul Font
Kym Koch ompson (2)
Alex Cameron (2)
Tracey Zeeck (2)
Brian Winkeler (2)
Debbie Anglin (2)
Lori Johnson (2)
Katherine Bishop (1, 2, 3)
Ginger Tinney (1, 3)
Julie Coshow (2)
Mary Best
Phil Gover (2, 3)
Derald Glover (1)
Robert Romines (1)
Craig McVay (1, 2, 3)
Randy Decker (2)
April Grace (1)
Bradley Eddy (3)
Shannon Freeman (3)
Dana House (1)
Clay McDonald (1, 2, 3)
Leslie Frazier (2)
Governor’s oce
OEQA
RUSO
CCOSA
CCOSA
USSA
OSSBA
OACTE
Teacher Retirement System
Creative Oklahoma
Cherokee Nation
Chickasaw Nation
Respect Diversity Foundation
Black Chronicle
Latino Community Development Agency
Koch Communications
Anchor/Reporter, News9
Bumbershoot PR
Robot House Creative
Anglin PR
Anglin PR
OEA
POE
POE
AFT
Teach For America
Superintendent, Fort Gibson
Superintendent, Moore
Superintendent, El Reno
Chief HR Ocer, Edmond Public Schools
Assistant Superintendent HR, Putnam City
Director of Certied Talent, Tulsa
Director of Recruitment, OKC
Principal, Rattan
Principal, Piedmont
Principal, Coweta
Name
WORKING GROUP NOTED BY
(
1
)
LEGISLATIVE,
(
2
)
COMMUNITY,
(
3
)
INTERNAL
Aliation
33
FINAL REPORT |
Curtis Green (1, 2)
Ben Harris (1, 2)
Scot Trower (3)
Erin Barnes (2)
Amber England
Bill Price (1, 2, 3)
Cathy Franks
Linda Reid (1, 3)
Shawn Sheehan (1, 2)
Kimberly Paxson (1)
Ryan Walters (1)
Sharon Morgan (1)
Jennier Calloway (3)
Eugene Earsom (2)
Melanie Pealor (2, 3)
Cheryl Jackson (1)
Claudia Swisher (1, 3)
Jim Machell (2)
Wendy Pharr (1, 2)
Joanie Gieger (1, 3)
Nancy Hector (3)
Stephoni Case (3)
Eleanor Goetzinger (3)
Joy Hofmeister
Robyn Miller (1, 2, 3)
Cindy Koss (3)
Carolyn ompson (1, 2, 3)
Heather Griswold (2)
Je Smith (1, 3)
Jason Perez (1, 2, 3)
David Kinney (2)
Brad Clark (1, 2, 3)
Desa Dawson (3)
Lori Murphy (1)
Lynn Jones (3)
Tricia Hansen
Assistant Principal, Broken Arrow
Epic Charter School
Epic Charter School
Epic Charter School
Stand for Children
State Board of Education
State Board of Education
National Network State Teachers of the Year
2016 Oklahoma Teacher of the Year
2016 Finalist Teacher of the Year
2016 Finalist Teacher of the Year
2016 Finalist Teacher of the Year
2016 Finalist Teacher of the Year
Retired Educator
Retired Educator
Retired Educator
Retired Educator
UCO – Dean
NSU – Special Education Chair
Okla. Christian University – Early Childhood
USAO
SNU
Special Education Advocate
State Superintendent of Public Instruction
Deputy Superintendent, SDE
Deputy Superintendent, SDE
Chief of Government Aairs, SDE
Chief of Public Aairs, SDE
Executive Director, Teacher Certication, SDE
Executive Director, TLE, SDE
General Counsel, SDE
General Counsel, State Board of Education
Director of World Languages, SDE
Assistant General Counsel, SDE
Executive Director, Accreditation, SDE
Special Education Instruction, SDE
Name
WORKING GROUP NOTED BY
(
1
)
LEGISLATIVE,
(
2
)
COMMUNITY,
(
3
)
INTERNAL
Aliation
APPENDIX A
APPENDIX B
APPENDIX B
35
FINAL REPORT |
TEACHER SHORTAGE TASK FORCE RECOMMENDATIONS
1. Amend language to include retired teachers as mentors as used in the Teacher Residency Program
2. Pursue legislation for certication test scholarships
3. Exempt OGET, OSAT and OPTE for certied experience as it relates to reciprocity
4. Approve work experience for alternative certication eligibility
5. Increase the 90-hour limit to 270 hours for adjunct teachers
6. Explore cost and comparability of certication exams
7. Consider multi-year contracts for teachers in high-needs areas – teacher evaluation attached to contract
8. Implement Teacher Recruitment program
9. Partner with State Regents for Higher Education to bring awareness to Teach Oklahoma and loan
forgiveness programs
10. Establish Honoring Teachers video campaign
11. Scale up programs such as Northwest Classen Academy
12. Develop a business portal on the OSDE website to connect adjunct teachers and alternatively certied
teachers to district openings
13. Develop a toolkit for businesses to host externships
14. Highlight superintendents who teach a class – challenge district superintendents to teach
15. Incentivize municipalities to recognize teachers – services, discounts
16. Move alternative certication to OSDE authority
17. Develop a matrix to exempt minimum GPA for alternative certication by showing credible work experience
18. Hire student teachers as teachers’ assistants
19. Establish a process, beyond the guest teacher program, for teachers from other countries to become
Oklahoma teachers
20. Develop a job-posting page on the OSDE website
21. Address the cost of three certication exams and reciprocity with other states
22. Allow OPSAC (Oklahoma Private School Accreditation Commission) private school experience to count for
para-professional experience
23. Establish a Teacher Apprentice Program (TAP), a Kentucky model, allowing gradual avenue to certication
24. Conduct cost analysis on high-quality and aordable health insurance
25. Work with OSDE Red Tape Task Force to pursue cost savings (ex. group purchasing models for districts)
26. Support legislation to amend the retired teacher pay cap
27. Consider addressing certication overlapping (preK-6th certication and 7th -12th certication)
APPENDIX B
APPENDIX C
APPENDIX C
37
FINAL REPORT |
GUIDANCE FOR ALTERNATIVE CERTIFICATION ELIGIBILITY
ELIGIBILITY FOR THE ALTERNATIVE PLACEMENT PROGRAM
Required Education
To be eligible for Alternative Placement certication, applicants must hold one of the following:
■ Baccalaureate degree with a retention GPA of 2.5 or higher from an institution whose accreditation is
recognized by Oklahoma State Regents for Higher Education (OSRHE)
■ Baccalaureate degree from an institution whose accreditation is recognized by OSRHE, plus two years
of qualied work experience in a eld corresponding to the area(s) of certication you intend to seek
■ “Qualied work experience” means experience that can be documented through standard
employment verication procedures, and that is relevant to a certication area or area of
specialization as determined by the State Board of Education (OSBE), the Oce of Educational
Quality and Accountability (OEQA), the Department of Career and Technology Education (ODCTE)
and/or OSRHE.
■ Terminal degree in any eld from an institution accredited by a national or regional accrediting agency
recognized by the U.S. Department of Education
■ Examples of terminal degrees include doctorates of philosophy or education (PhD, EdD); professional
doctorates (MD, DO, JD, DVM, etc.); and master’s of ne arts (MFA) or library science (MLIS). Other
types of terminal degrees must be veried by OSRHE.
Competency in a Certication Area
In addition to the education component, applicants must demonstrate competency in a eld that corresponds
to the area(s) of specialization for the elementary-secondary (grades preK-12), secondary (grades 5-12) or
vocational-technical certicates they are seeking. For a list of eligible certication areas, please consult the
Oklahoma Alternative Placement Program Evaluation Application. Competency may be demonstrated through
veriable documentation of one or more of the following:
■ An academic major in a eld that corresponds to a certication area (or 30+ relevant credit hours on
higher education transcript).
■ An academic minor (or 15+ relevant credit hours) in a eld that corresponds to a certication area,
plus at least one year of qualied work experience or relevant volunteer experience (volunteer
experience may be conrmed by veriable references).
■ At least three years of qualied work experience and/or relevant volunteer experience, plus a
written recommendation from an employer or volunteer coordinator.
■ Publication of a relevant article in a peer-reviewed academic or trade journal.
■ Other documentable means of demonstrating competency, subject to the approval of the State
Department of Education.
PROFESSIONAL EDUCATION REQUIREMENTS FOR PROGRAM PARTICIPANTS
Participants in the Alternative Placement program must complete six to 18 college credit hours of
professional education, or 90 to 270 clock hours of professional development approved by an Oklahoma
school district, depending on prior education and experience. Professional education requirements must be
completed within three years aer entering the Alternative Placement program.
NOTE: All participants will be required to complete a course addressing classroom management and a course
addressing general or subject-specic pedagogical principles, or approved equivalents.
APPENDIX C
APPENDIX D
APPENDIX D
39
FINAL REPORT |
NETWORK FOR TRANSFORMING EDUCATOR
PREPARATION (NTEP) ASPIRATIONS
Oklahoma Network to Transform Educator Preparation (NTEP)
Oklahoma NTEP team:
Dr. Robyn Miller, Oklahoma State Department of Education
Ms. Renee Launey-Rodolf, Oklahoma Educational Quality and Accountability
Dr. Jim Machell, University of Central Oklahoma
Dr. Lawrence Baines, University of Oklahoma
Dr. Jennifer Job, Oklahoma State University
Dr. Ellen Dollarhide, Oklahoma State Department of Education
NTEP is an initiative sponsored by the Council of Chief State School Ocers (CCSSO). e purpose of NTEP is
to assist states in identifying steps to improve the workforce upon entry into the teaching profession. ere are
three main policy focus areas: Licensure, Program Approval and Data Systems as well as an additional area of
focus - stakeholder engagement.
Licensure
How does Oklahoma plan to address changes needed?
■ Strengthen reciprocity to remove barriers and increase teacher workforce diversity.
■ Establish teacher leadership opportunities to provide incentives and promote a positive impact on the
profession.
How does this contribute to continuously improving the profession?
■ Leveraging reciprocity for multiple pathways and providing meaningful incentives builds a workforce
that can attend to the diverse needs of the profession.
Program Approval
How does Oklahoma plan to address the changes needed?
■ Ensure that all approved educator preparation programs satisfy evidence-based accreditation standards
which support educator quality and continuous improvement.
■ Ensure that all approved educator preparation programs prepare an Oklahoma teacher who
demonstrates caring, mastery of content and pedagogy, leadership, creativity and perseverance. e
Oklahoma teacher is engaging, culturally responsive, data literate and assessment-savvy.
■ Ensure that all approved administrator preparation programs prepare an Oklahoma principal who
cultivates a positive learning environment and fosters innovation and collaboration. e Oklahoma
principal is accessible, articulate and actively works for school improvement through astute
management of people, time and resources.
How does this contribute to continuously improving the profession?
■ Adopting common denitions of what makes an Oklahoma teacher and an Oklahoma principal provides
consensus on what it takes to enter the profession.
■ Ensuring high-quality preparation programs solidies that educators entering the workforce have the
necessary knowledge, skills and disposition.
APPENDIX D
40 TEACHER SHORTAGE TASK FORCE
Data Systems
How does Oklahoma plan to address the changes needed?
■ Design, implement and maintain a robust state data system which provides information on strengths
and areas of growth for continuous improvement of educator preparation programs.
How does this contribute to continuously improving the profession?
■ e ability to meaningfully collect and report data to a variety of stakeholder audiences will improve
informed decision-making.
Stakeholder Engagement
How does Oklahoma plan to address the changes needed?
■ Foster a shared commitment among all stakeholders (preK-12, state agencies, higher education,
state legislators, parents and communities) for advancing requisite policy changes for continuous
improvement of educator preparation programs.
How does this contribute to continuously improving the profession?
■ Open communication and meaningful dialogue across stakeholder groups will increase understanding
of this work.
41
FINAL REPORT | APPENDIX D
CONSULTED STUDIES
CONSULTED STUDIES
43
FINAL REPORT |
Gates Foundation. (2013). Feedback for better teaching: nine principles for using measures of eective teaching.
Hendricks, M.D. (2015). An empirical analysis of teacher salaries and labor market outcomes in Oklahoma. e
University of Tulsa.
Ingersoll, R.M. & Smith, T.M. (2003). Keeping good teachers. Educational Leadership, 60 (8), 30-33.
Iowa Department of Education. (2013). Guidance on the Iowa teacher leadership and compensation system.
National Education Policy Center. (2015). Reversing the de-professionalization of teaching. www.tinyurl.com/z8k215r
Newton, S. (2015). Where have all the teachers gone? www.hungtonpost.com
Reichardt, R. (2003). Using teacher supply and demand analysis in policymaking. Institute of Education Sciences.
Startz, D. (2015). Student teaching: can we leverage the recent teacher shortage to students’ advantage? www.brookings.edu
TeachStrong. (2016) Identify and recruit more teacher candidates. TeachStrong Policy Proposal, principle 1.
Turnbull, B. (2015). Renewing the principal pipeline. e Journal of the National Association of State Boards of Education.
University of North Carolina. (2015). Recommendations from the UNC Board of Governors Subcommittee on Teacher and
School Leader Quality.
U.S. Department of Education. (2015). Teacher leadership changing school systems. www.sites.ed.gov/progress/2015/08
Woodrow Wilson Foundation. (2015). Answering the call for equitable access to eective teachers. Princeton, NJ. e
Woodrow Wilson National Fellowship Foundation
Wong, A. (2016). What if America’s teachers made more money? www.theatlantic.com
Yae, D. (2016). Tackling the teacher shortage. www.districtadministration.com
Zeichner, K. (2016). Promoting innovation and maintaining high standards in teacher education through ESSA.
www.brookings.edu
CONSULTED STUDIES
