The state should inform district hiring needs with key teacher supply and demand data. The bar for this goal was raised in 2017.
Teacher Production Data: Kentucky provides supply and demand data on its Kentucky Center for Education and Workforce Statistics (KCEWS) website. An interactive map allows users to view statistics for each district broken down by individual subject area. The following supply data points are presented: total supply, supply due to migration, supply due to being new, and supply due to re-entrance. The following demand data points are presented: total demand, demand due to attrition, demand due to migration, and demand due to retirement.
Program Acceptance Numbers: While Kentucky does collect data on teacher production by programs, there is no indication that it then provides these programs with guidelines surrounding the number of teacher candidates that should be accepted per subject area.
Provide clear guidance regarding program acceptance numbers.
Kentucky should continue to collect data on teacher production by programs and also provide programs with guidelines surrounding the number of teacher candidates that should be accepted per subject area. By establishing clear parameters for its approved programs that govern how many teachers in each major certification area should be produced, Kentucky will be on track to reduce the chronic surplus of teachers in some certification areas and increase the number of teachers in chronic shortage areas.
Kentucky was helpful in providing NCTQ with the facts necessary for this analysis. The state added that its interactive website will be accessible to anyone, but it is designed for school districts and educator preparation providers. The report currently lists supply and demand by district based on data collected between 2010 and 2016 and will be updated annually with new data. Projections for future teacher supply and demand are based on these data and on the mobility rates of the county and workforce region in which each district is located. The Education Professional Standards Board (EPSB) has worked with the Kentucky Center for Education and Workforce Statistics (KCEWS) for this report, and KCEWS presented the report to the EPSB at the June 19, 2017, meeting.
Kentucky also noted that it collects data and gives it to the statewide data warehouse. Via the warehouse, each school district is able to see through online charting basic workforce and workplace data.
1B: Teacher Shortages and Surpluses
It is an inefficient use of resources for individual districts to build their own data systems for tracking teachers. States need to take the lead and provide districts with state-level data that can be used not only for the purpose of measuring teacher effectiveness, but also to gauge the supply and demand of teachers in the state. Furthermore, multiple years of data are necessary to identify staffing trends.
Many preparation programs graduate people who are certified to teach but do not get jobs in the classroom. Often times, this is because these teachers pursue certifications in areas that already have a surplus of teachers (e.g., elementary education), while districts struggle to find applicants to hire in other areas (e.g., special education, science). Given this misalignment between the teachers that teacher preparation programs produce and the hiring needs of school districts, the state should step in to establish a cohesive data reporting system. By creating reports that publicly delineate the number of teachers produced by each teacher preparation program (and therefore by certification area), the state will be better able to identify instances where the production of teachers does not match districts' needs.
Furthermore, the state should consider whether teacher preparation programs are supplying districts with the teachers they need when approving or re-approving programs. Teacher preparation programs exist primarily to prepare teachers for public school positions (approximately 88 percent of teachers work in public schools). If teacher preparation programs produce far more teachers than the state needs in some certification areas and far too few in others, the programs are failing to meeting their state's demand. Moreover, student teaching placements (which tend to be near candidates' teacher prep programs) are highly predictive of where candidates will get their first teaching jobs, therefore also allowing states the ability to predict which open positions are likely to be filled. Given that the preparation program's function is to supply the nearby area (and more generally, the state) with public school teachers, it is incumbent upon the state to make sure the program fulfills that responsibility— particularly through the collection and application of data on teacher production numbers and district demand— and to intervene when necessary by capping the number of teachers in certain certification areas that a program can produce.