Evaluation of Noyce METS – May 23, 2013 i Noyce Mathematics Education Teaching Scholars: Evaluation Report 2012-2013 Prepared by Jennifer Maxfield, M.A. The William and Ida Friday Institute for Educational Innovation May 23, 2013 1890 Main Campus Drive Raleigh, NC 27606 919.513.8500 www.fi.ncsu.edu
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Evaluation of Noyce METS – May 23, 2013 i
Noyce Mathematics Education Teaching Scholars:
Evaluation Report 2012-2013
Prepared by
Jennifer Maxfield, M.A.
The William and Ida Friday Institute
for Educational Innovation
May 23, 2013
1890 Main Campus Drive Raleigh, NC 27606 919.513.8500 www.fi.ncsu.edu
Evaluation of Noyce METS – May 23, 2013 ii
Table of Contents EXECUTIVE SUMMARY ............................................................................................................ 4
I. INTRODUCTION ....................................................................................................................... 9
Program Description ................................................................................................................... 9
Prompt: About how often have you used the following technologies in your mathematics instruction in the past 12
months?
Evaluation of Noyce METS – May 23, 2013 26
Scholars were asked to provide some specific examples of ways in which they have used
technology to help students learn mathematics. Some examples follow:
I maintain a Schoology site for all my classes. With this site I can have students answer
discussion forum questions, access class notes, homework assignments, and communicate
with one another.
Most of my lessons are on PowerPoint, so when students are absent I will email the
lesson to them. We also use write-to-learn, so when students write math summaries I will
review them and write comments in them.
The students use [the] Study Island website for reviewing concepts. They also use iPads
for self-guided explorations of transformations and possibly triangles. My Statistics
students use their own computers often to produce graphs of data and to write
professional reports.
We explore concepts through applets (we use Illuminations a few times a year) and
calculators to compare and contrast graphs, solutions, or hypotheses we have made.
In addition, scholars who were currently/recently teaching were asked to identify how they
learned to use technological products for teaching by selecting learning sources from a list
provided (Table 15). Nearly all (93%) reported taking courses in their pre-service program, and
most (80%) received help from others. The majority indicated they had learned how to use
technological products for teaching by attending professional development workshops (73%),
exploring new technology on their own (67%), and attending conference-based workshops
(60%). Just over half (53%) reported using online resources; however, none of the respondents
indicated taking online courses offered by organizations other than their institution.
Table 15: How Scholars Learned to Use Technological Products for Teaching
Learning Source Percentage of respondents (n=15)
Taking courses in my preservice program 93%
Getting help from others 80%
Attending professional development workshops 73%
Exploring new technology on my own 67%
Attending conference-based workshops 60%
Using online resources (YouTube, Google, software websites) 53%
Taking online courses offered by organizations other than my institution 0%
Prompt: Please identify how you learned to use technological products for teaching
Professional Activities
The Participant Survey asked scholars who were currently/recently teaching to indicate the
professional opportunities in which they had participated in the past 12 months (Table 16).
Scholars tended to select several activities from the list provided; this ranged from a minimum of
two to a maximum of eight, with an average of five. The most common professional activities
were the informal ones, with nearly all scholars (93%) reporting that they had shared content and
pedagogical expertise with other teachers, and nearly three-quarters (73%) reporting
Evaluation of Noyce METS – May 23, 2013 27
participation in discussion about teaching practice and policy. The majority also indicated
participating in professional conferences (73%), local or state organizations (67%), and national
organizations (67%). Other activities were indicated by 13-47% of the scholars, with the
exception of Department Chair, which was not selected by any of the scholars.
Table 16: Scholars’ Participation in Professional Activities
Professional Activity
Percentage of respondents
indicating participation (n=15)
Shared content and pedagogical expertise with other teachers (e.g.,
professional learning team) 93%
Participated in discussion about teaching practice and policy 73%
Attended professional conferences 73%
Local or state organizations (e.g., NC Council of Teachers of Mathematics,
NC Association of Educators, Kenan Fellows) 67%
National organizations (e.g., National Council of Teachers of Mathematics,
National Education Association, Mathematical Association of America) 67%
School-based committee 47%
Presented at professional conferences 33%
School-based organizations (e.g., Student Council, National Honor Society) 27%
Led a session or workshop for other teachers 20%
School district level committee (e.g., textbook adoption committee,
assessment committee) 13%
Department Chair appointment 0%
Other 13%
Prompt: Please indicate the opportunities in which you have participated in the past 12 months.
Evaluation of Noyce METS – May 23, 2013 28
III-d. Teaching Experience
Characteristics of Teaching Positions
The Demographic Follow-Up Survey collected information from 21 of the 24 scholars who had
completed teaching licensure requirements as of spring 2012. Of those surveyed, 17 (or 81%)
taught full-time during the 2012-2013 academic year. Table 17 presents the characteristics of
their current (or most recent) teaching assignments. All but one of the scholars was teaching in
North Carolina. Almost all the scholars were teaching grades 9 (93%) and 10 (93%), and the
majority were also teaching grades 11 (80%) and 12 (73%). The most popular courses were
Algebra 2 and Geometry, each taught by about half (53%) of the scholars. When asked whether
their school district/system has at least one school whose teacher attrition rate has been 15% or
more over the last three school years, half responded affirmatively and the other half were
unsure. Moreover, 81% indicated that their school district/system has at least one school in
which 50% or more of the enrolled students are eligible for participation in the free and reduced
price lunch program, while the remaining 19% were unsure whether this is the case in their
district. Under half (44%) of the scholars reported having a Noyce Mentor Teacher who was also
teaching mathematics in their school.
Table 17: Characteristics of Current Teaching Assignment
Characteristics
Respondents (n=15-16)
Number Percentage
Location (n=16)
North Carolina 15 94%
Out of state 1 6%
Grade levels currently teaching (n=15)
9th
grade 14 93%
10th
grade 14 93%
11th
grade 12 80%
12th
grade 11 73%
Courses currently teaching (n=15)
Introduction to Mathematics 1 7%
Common Core Math I 2 13%
Algebra 1 3 20%
Algebra 2 8 53%
Geometry 8 53%
Advanced Functions and Modeling 4 27%
Statistics 1 7%
Pre-Calculus 3 20%
Evaluation of Noyce METS – May 23, 2013 29
Table 17: Characteristics of Current Teaching Assignment, continued
Characteristics
Respondents (n=16)
Number Percentage
School district/system has at least one school whose teacher attrition rate has been 15% or more over the last
3 school years
Yes 8 50%
Not sure 8 50%
School district/system has at least one school in which 50% or more of the enrolled students are eligible for
participation in the free and reduced price lunch program?
Yes 13 81%
Not sure 3 19%
Scholar has a Noyce Mentor Teacher
Yes 7 44%
No 9 56%
Professionalism
The Participant Survey asked scholars who were currently/recently teaching to rate the extent to
which they agree or disagree with the statement, “I feel like a professional in my role as a
teacher” (Table 18). All but one of the scholars (i.e., 93%) indicated that they agreed or strongly
agreed.
Table 18: Scholars’ Feelings of Being a Professional
“I feel like a professional in my role as a teacher” Percentage of respondents (n=15)
Strongly Disagree 7%
Disagree 0%
Neutral 0%
Agree 60%
Strongly Agree 33%
Scholars were asked to explain their response in an open-ended follow-up question. Among
those who agreed that they feel like a professional, some mentioned that they take their
responsibilities seriously, while others mentioned feeling respected or highly regarded at their
school. Example quotes follow:
I take the responsibilities of my job very seriously; to accept the responsibility of being a
teacher entails acknowledging it takes a professional to do my job. I am in charge of
educating many parents' children and I don't take that charge lightly.
I feel that I am a professional in my role as an educator because I have been very highly
regarded at my school. Taking up leadership roles in committees, dynamically
influencing what is taught and how content is taught in Algebra 1 with the new common
core standards.
I try to act professionally in my job, and I think my students respect that.
Evaluation of Noyce METS – May 23, 2013 30
On the other hand, a couple of scholars cited challenges with maintaining a healthy work/life
balance, being young, having to focus on testing, and experiencing a lack of trust from
administration as factors that have detracted from them feeling like a professional. The following
quotes illustrate these sentiments:
I feel like I do not always have enough time to prepare as a 'professional'. There is always
a struggle of work/home balance.
Because I am so young, and look so young, sometimes I feel as though (some) of the
parents look at me in disbelief that I am a highly qualified teacher. As the years go on,
and I have been working at the school for more than a year and a half, I am sure this will
decrease.
I am treated with respect from my supervisors and district, but I feel like my role has
become nothing more than a preparer of end-of-course testers.
The only people who make me feel professional are Noyce conference personnel. There
seems to be a lack of trust from administration to teachers at my school (not to me
personally, but we all tend to suffer for the sins of a few). The system as a whole does not
operate like other professions (I work a 60-hour week instead of 40 without extra
compensation, sometimes don't get a lunch break because there's no built-in time for me
to tutor students who need extra differentiated one-on-one time, I don't get a raise for
being a leader in the school with extra responsibilities, am given more work with less
time…, etc.). I feel as though a professional is trusted to do their job, and when shown to
do things well, is applauded instead of given more work. I constantly feel as though I
keep getting more work because I work hard, and yet receive no benefit for my
work…MY PERSONAL TIME IS NEVER VALUED. I understand many professionals
are given duties that require some weird exception days. However, cutting into my
personal time is a norm, and I don't think that's a professional expectation for your
workers.
In another open-ended question, scholars were asked to explain what being a professional
educator means to them. Two key themes emerged from scholars’ responses. First, being a
professional means striving for continuous improvement through ongoing professional
development (formal and informal). Second, a professional educator is knowledgeable, skilled,
and effective at helping students to succeed. In addition, a couple of scholars noted that
professional educators take their responsibilities seriously and respect and support their
colleagues and students. Some examples are provided below:
I think it means that I take the education and well-being of my students very seriously,
and I also respect the other teachers in my school and try to support them in their goals as
well. I try to learn new ways to teach better, and I am constantly trying to improve.
Someone who is well-versed in the area of teaching. They know how to teach all students
including diverse learners.
An accomplished teacher with consistently good results on standard tests. A leader at the
school and someone that is always looking to improve by taking advantage of
professional development.
Evaluation of Noyce METS – May 23, 2013 31
Collegiality
The Participant Survey presented scholars who were currently/recently teaching with a series of
statements designed to gauge their perceptions of collegiality at their schools (Table 19). All of
the scholars agreed or strongly agreed that they have regularly shared ideas and materials related
to mathematics teaching with their colleagues. Likewise, nearly all (93%) agreed or strongly
agreed that they have had time during the regular school week to work with colleagues on
mathematics curriculum and teaching. Despite these positive indications of collaborative
working environments, results also suggest that teachers do not regularly observe each other
teaching. Furthermore, opinions were mixed about whether most math teachers have contributed
to curricular decision making; although two-thirds (67%) agreed or strongly agreed, a notable
minority (27%) disagreed or strongly disagreed, and the remaining 7% were neutral. Results also
show relatively lower endorsement, although still supported by the majority, of statements about
school leadership consistently supporting teachers (67%) and their schools having an atmosphere
of trust and mutual respect (60%).
Table 19: Scholars’ Perceptions of Collegiality
Statement
Percentage of Respondents (n=15)
Disagree or
Strongly Disagree Neutral
Agree or Strongly
Agree
My colleagues and I regularly have shared
ideas and materials related to mathematics
teaching.
0% 0% 100%
I have had time during the regular school
week to work with my colleagues on
mathematics curriculum and teaching.
0% 7% 93%
The school leadership consistently supports
teachers. 13% 20% 67%
There is an atmosphere of trust and mutual
respect within this school. 13% 27% 60%
Most mathematics teachers in this school
have contributed actively to making
decisions about the mathematics curriculum.
27% 7% 67%
Mathematics teachers in this school regularly
have observed each other teaching classes as
part of sharing and improving instructional
strategies.
53% 47% 0%
Prompt: Please rate the extent to which you agree or disagree with the following statements.
Successes, Challenges, and Surprises
Scholars who were currently/recently teaching were asked a series of open-ended questions
about their teaching experience. First, they were asked what have been the major successes and
rewards. Scholars most commonly responded that their major success is seeing their students
grow and succeed. Several scholars considered it to be a major success when they were able to
inspire and motivate students to care about learning and to appreciate math more. In addition,
several have found it rewarding to build caring and supportive relationships with students. A
couple of examples are provided below:
Evaluation of Noyce METS – May 23, 2013 32
I feel like I've had a good impact on student learning and have built solid relationships
with my students that helped them mature.
I have been able to reach some students and change their ideas about mathematics. I have
also been able to deepen students’ understanding and inspire them to be better students.
These things are the most rewarding parts of my job.
Second, scholars were asked what have been the major challenges and frustrations of their
teaching experience. The following themes emerged from their comments: students’ apathy and
lack of motivation or desire to learn, problems with student behavior and classroom
management, administrative duties like meetings and paperwork that detract from teaching, and
not having enough time despite long work hours. In addition, a couple scholars mentioned the
challenge of working with students who come into their class with very low skills in
mathematics. Some illustrative quotes follow:
Student apathy has been the biggest frustration for me, followed by my time
management. I don't seem to have enough time in the day to do all of the things that I
want in the classroom. Couple that with students who don't really care about their grades,
and I am really pushed to the limit, trying to figure out new interesting ways to deliver
the material to the students.
Managing classroom behavior has been a challenge and a frustration. I feel like I have
built up a lot more patience than I had before and have learned to forgive easier than I
could before. Some students are incredibly disrespectful, and it's taken a while to get used
to the fact that there will be students like that in my classroom.
The unrealistic expectations of university professors and advisors of how students
"should" be taught are not possible in the majority of class settings - whether due to a
large amount of material to cover, complete lack of motivation by students, or because
students simply don't have the basic math skills necessary to do much of anything.
Third, scholars were asked what have been the major surprises of their teaching experience. For
the most part, their responses mirror the challenges they have experienced. Several shared that
they were surprised by the amount of extra duties outside of teaching (meetings, trainings,
initiatives, parents, observations, evaluations, etc.) and the amount of time required. A few were
surprised at how poor their students’ math skills were. Some examples are provided below:
I have been a little surprised with the politics and overarching stress that comes along
with teaching, outside of the classroom. From observations, evaluations, meetings, and
statistics, it has sometimes become overwhelming with all of the other things involved in
teaching other than just teaching.
How low most students are and how unwilling they are to do most, if any, work.
While most surprises were negative, a few scholars shared pleasant surprises:
My students doing so well at the end of last year. I almost didn't believe it. And being
nominated for teacher of the year.
Evaluation of Noyce METS – May 23, 2013 33
Students surprise me all the time, whether it is a pleasant surprise (coming up with a
brand new way to solve a problem, or doing an over-the-top great job on a project) or
unpleasant surprise (throwing glue sticks at my ceiling or lack of previous knowledge).
Job Satisfaction
The Participant Survey asked scholars who were currently/recently teaching to indicate how
satisfied they were overall with their current (or most recent) teaching experience (Table 20).
Responses were split between two-thirds who reported being somewhat satisfied and one-third
who were very satisfied.
Table 20: Scholars’ Satisfaction with Teaching Experience
Satisfaction Level Percentage of respondents (n=15)
Not at all satisfied 0%
Somewhat satisfied 67%
Very satisfied 33%
Prompt: Overall, how satisfied are you with your current (or most recent) teaching experience?
In a follow-up question, scholars were asked to explain their response. There were many unique
explanations, but one key theme emerged; several scholars reported that, despite the challenges,
they are generally satisfied because they enjoy their school and the students and faculty with
whom they work. This sentiment is illustrated in the following quote:
Although teaching is far from easy, I am very happy with the school I work at, the
students I teach, and the teachers I work with.
In addition, scholars were asked what additional supports, if any, would have made their
teaching experience more satisfying for them. Responses were unique, with no clear themes
emerging. Some examples are provided below:
More observations of other teachers at my school. I would love to see the different
methods and how other teachers interact with the same group of students. I think I would
learn a lot from that.
Consistency from administrators and other teachers.
I need to know more about the tests we are giving the students and how to help them be
successful in a course they are not prepared to take.
I think an afternoon workshop on all the little annoying things you have to do as a teacher
would have been helpful (signing paperwork, logging in to a million different services,
how to keep all this information organized, etc.).
Evaluation of Noyce METS – May 23, 2013 34
III-e. Retention
The goals of the Noyce METS program are not only to recruit and prepare high quality
mathematics teachers, but also to help keep them in the teaching profession. Results from last
year’s evaluation show that, as of spring 2012, Noyce METS had achieved a high retention rate,
with 92% of its scholars teaching or on track to teach. In other words, of the 26 scholars funded
through Noyce METS, only two had decided to leave the teaching profession at the time of last
year’s evaluation. However, this year saw an additional five scholars leave the profession,
bringing the retention rate down to 73% (note that this rate includes one scholar who works as a
substitute teacher; if you include only those who are full-time teachers, the retention rate is
69%).
A detailed representation of current scholar statuses is presented in Figure 2 and Table 21. Two
scholars exited early in the pipeline. One left the Noyce METS program before finishing the
mathematics education program coursework. The other finished the program coursework, but
decided against applying for licensure. At this point, neither of these scholars intends to pursue
teaching as a career; both decided to default on their teaching obligation, and as a consequence,
will have to repay the scholarship. As part of last year’s evaluation, interviews were conducted
with these two “early exiters” to gain insight into the factors that led them to default. Both came
to their decisions based on their early experience in the classroom volunteering and student
teaching. They cited classroom management issues and lack of administrative support as pivotal
factors in their decision to leave the profession. See last year’s evaluation report for additional
details.
Over the course of the past year, additional scholars have fallen out of the planned pipeline. Two
scholars graduated from the mathematics education program and obtained teaching licenses, but
have yet to enter teaching. Currently, one is pursuing a PhD in mathematics, and the other is
pursuing a non-teaching career. Nevertheless, both of these scholars have expressed intentions to
fulfill their Noyce teaching obligations within the six years they are given to do so. Therefore,
they have not yet officially defaulted, and are hoped to be “temporary exiters” who will indeed
become teachers in the near future.
Finally, three other scholars decided to leave the teaching profession after fulfilling their Noyce
teaching obligations. In order to gain insight into their reasons for leaving the profession,
interviews were conducted with two of these three “experienced exiters” as part of this year’s
evaluation (see results below).
The remaining 19 scholars (or 73%) have succeeded through the planned pipeline: that is, they
graduated from the mathematics education program, obtained their teaching licenses, entered
teaching, and are still teaching today.
Evaluation of Noyce METS – May 23, 2013 35
Figure 2: Summary of Current Scholar Status
Table 21: Summary of Current Scholar Status
Status n % of total
Left program before finishing coursework (“early exiter”) 1 4%
Finished coursework, but did not obtain licensure (“early exiter”) 1 4%
Finished coursework, and obtained licensure, but yet to teach (“temporary exiter”) 2 8%
Finished coursework, obtained licensure, and entered teaching, but left the
profession (“experienced exiter”) 3 12%
Total exiters 7 27%
Total current teachers: Finished coursework, obtained licensure, entered teaching,
and are still teaching 19 73%
Scholars funded through Noyce
METS
(n=26)
Left program before finishing coursework
(n=1, 4% of total)
Finished coursework
(n=25, 96% of total)
Did not obtain licensure
(n=1, 4% of those who finished
coursework, 4% of total)
Obtained licensure
(n=24, 96% of those who finished
coursework, 92% of total)
Yet to teach
(n=2, 8% of those who obtained
licensure, 8% of total)
Entered teaching
(n=22, 92% of those who obtained
licensure, 85% of total)
Left the profession
(n=3, 14% of those who entered
teaching, 12% of total)
Still teaching
(n=19, 85% of those who entered
teaching, 73% of total)
Evaluation of Noyce METS – May 23, 2013 36
Interviews with two of the three experienced exiters shed light on some of the factors that led
them to leave the teaching profession. For both exiters, their frustrations with their school’s
administration were pivotal in their decision to leave. As illustrated in the following interview
excerpts, both became disillusioned with the teaching profession due to a lack of strong
leadership on the part of their administration. They both expressed frustration with the way in
which administration handled problems, describing the lack of, or inconsistent, enforcement of
standards. Furthermore, both felt as though they did not have the support of their administration,
especially at critical moments when they needed it.
I was frustrated with leadership, not only at my school now, but at the school prior to that
too. I felt we were lacking in strong leadership, and it made it difficult to do our job. It
was disappointing to me…I felt they were far more concerned about the politics with how
they looked rather than the quality of education that was coming through…Standards
were supposedly set, but they never enforced them for teachers and students, lowering the
bar for them and making excuses for the students. Sometimes that’s necessary, but it
shouldn’t be the norm, it should be the fall back case. I had to defend myself more than
once to my administration, and the kid was always in the right. I told my second
principal, “You hired me as a professional to do my job. If you think I’m not doing it, let
me know, and if I am, you should trust me to be a professional and treat me as such. If
I’m not being a professional, then I don’t need to be there.” I felt that [my principal]
wasn’t handling that well personally.
It really was one isolated event…I stepped in [to stop a fight], and one [of the students]
came rushing back at me, got in my face cussing at me…Basically, it turned out he’s a
[kid with Behavioral Emotional Disturbance], and nothing happened to him. I think he
received one lunch detention for the incident, and it [was only] three weeks later [after]
me pressuring them and my Department Head sticking up for me…A week later a female
teacher friend of mine got cussed out, and that kid got suspended for five days. Just the
inequality of that. I understand they try to approach different kids in different ways, but I
just thought they’re letting some of these kids get away with whatever they
want...Because of my stature, [the assistant principal] thought I can handle it, even
though I’m sitting there stewing and essentially scared to go to my job because,
apparently, if they aren’t going to do anything, a student could hit me…The lack of
support was enough… My administration didn’t support me because they didn’t have the
school system support…At that point, I just kind of lost interest.
Other key factors impacting their decisions included needing a better work/life balance for one
and being offered his/her old job back for the other:
One on a personal level, a lot of stuff is going on in my life, and I found it very difficult
to juggle that and teaching. Because of my personality, it takes a lot of my time, and I put
a lot of energy into it and a lot of stress. I worried about things I probably shouldn’t have,
but I did. The personal part was family, and I had to choose family over teaching.
I knew [my old company] was looking. One of my coworkers [told them that I] might be
interested in coming back, so they told me to come in and talk. So I met with them and
they were like, “We want you back.”
Evaluation of Noyce METS – May 23, 2013 37
Both exiters emphasized that there was nothing about their experience in Noyce METS that
drove them to want to leave the teaching profession. On the contrary, both viewed their Noyce
experiences positively and were grateful for the supports that were extended to them once they
entered teaching:
No, I think the Noyce thing was great. It helped me a lot knowing that I had not only the
people in charge of it, if I needed anything, but also the other ones that did it. Another
teacher that went through Noyce worked with me at [my school]. We went in together
and kind of supported each other a lot. Everything with that was great. It just boiled down
to that [one incident].
I don’t feel any of the Noyce things led me to leave; if anything, they supported me. They
were on my list of why I should stay, not why I should leave…If anything, [Noyce] was
the reason I stayed as long as I did. I apologized to my mentor; I felt like I had let people
down. They had done so much for me, I wanted to return that, but it just wasn’t there.
The exiters were asked whether the decision to leave teaching was easy or difficult for them.
Both indicated that it was a difficult decision, citing a sense of obligation and a persisting desire
to teach or work with students in some capacity, as factors that made it difficult:
It was [difficult]…It was about a two-month time period that I actually thought about it,
and the whole time I waffled back and forth…I told them I wanted to finish the school
year if nothing else because I felt obligated to the kids…I liked the people I taught
with...I do really enjoy working with the kids. Those two things [made my decision
difficult]. When I turned in my resignation, I dropped the idea that I’d be willing to stay
on and help with the swim team. That kind of made it easier so I could still work with the
kids… I feel bad leaving. I’m not ruling out the option of going back. I needed to step
away for a while. The positiv[ity] of what I was doing was just outweighed a great deal
by the county crap.
Very difficult. I still want to teach in a way, another avenue. The part of me that led me to
teach is still there; that part of me hasn’t changed. I had so many great teachers along the
way and support through the mentorship, not only Noyce, but at the schools. I didn’t want
to let anybody down. It was a commitment I made and I felt strongly about it. It was
definitely a difficult decision.
Neither of the exiters believed there was anything Noyce could have done to help maintain their
interest in the teaching profession because, according to both, the factors that drove them to
leave the profession were outside of anyone’s control:
I can’t imagine unless they could set up scenarios, but you can never tell what’s going to
happen on a daily basis…I don’t think they can bring in kids to fake being jerks…I don’t
think you could have told me certain things would have happened. I loved the teaching. I
had a blast doing it. It was just the events outside of my control.
For me particularly, I don’t think so. The part that drove me to it, the final nail in the
coffin, was out of anybody’s control.
Evaluation of Noyce METS – May 23, 2013 38
In terms of how Noyce could help future applicants determine whether the program would be a
good fit for them, both of the exiters suggested increasing the opportunities for scholars to
experience the classroom early on--even before applying, if possible--and exposing them to a
variety of different environments.
I really think getting us into the schools early in the teaching process [is]
good…Maintaining [that part] of the program and just getting Noyce scholars in front of
the class as much as possible even before student teaching would be great. And they did
that; they did mini lessons. Knowing that sooner than later is key, just having that
exposure as much as we can in different environments, maybe different schools as well to
get a variety, to see what’s out there.
The only thing I can think of maybe is just more classroom opportunities to observe and
visit. I know there are enough Noyce people out there now, if they could somehow get
[prospective scholars] out there with teachers to see how it is… to observe or tutor or do
a mini lesson with them there. I think the more exposure you get to that, the easier it
makes it jumping in…That’s hard to do during the application process, but if somehow
they could get people into classrooms before they even apply, that might give them a
better idea…
Survey responses from scholars who are currently teaching also provide some useful insights
regarding retention. Although the Participant Survey did not directly ask scholars about their
intentions to leave or stay in the profession, scholar’s responses to open-ended questions about
job satisfaction and the challenges they have faced help to shed light on some factors that could
drive scholars to leave the profession in the future. These factors include inconsistent
expectations, students’ apathy and lack of motivation, students’ misbehavior, long hours,
inflexibility, and low pay, among others. The following quotes illustrate these themes:
I am somewhat satisfied in that most days I enjoy my job. When I can close my door and
just do my job in the classroom. I am not very satisfied because I still believe I cannot
teach for the rest of my life. There is too much inconsistency at my school. I feel like I
can do what I want, which is good when I work so hard to teach well for my students and
no one says no, but that also means that no one says no to the teachers that are really just
earning money while they babysit. If I don't think about those teachers that make more
money but do a lot less for their students, then I would say almost very satisfied, but I
cannot.
I'm not sold on teaching. I am sold on helping teenagers get through life and being there
for them. However, trying to sell them the idea of mathematics is stressful.
My first semester was very rough and I was ready to quit. I still am working about 10
hours a day plus about 8 more hours each weekend and was not prepared for the
inflexibility of the job. My second semester is going better because I only have one prep
and I do not have the behavior issues I had my first semester. However, the hours are still
very long, the lack of student motivation is frustrating, and the pay is (of course) way
below what I was previously making.
Evaluation of Noyce METS – May 23, 2013 39
In addition, the following quotes illustrate the important role that Noyce--and in particular, the
teaching obligation, the quality preparation, and the programmatic supports--has played in
helping to maintain scholars’ motivation to teach.
Very early in my full-time teaching position, I became overwhelmed and started
questioning whether I was going to be able to fulfill my Noyce requirement of 2 years of
service, much less have a career in education. Due to being sick and losing my
confidence in the classroom, I thought I was going to have to quit. However, with the
help of my friends and family, particularly those who had teaching experience, I realized
I was not alone in feeling like this and was able to turn the corner and am having a
successful semester. Again, the most important service Noyce provides is a community of
caring individuals because that is the greatest resource for any young teacher.
During my teacher training, it allowed me to focus on becoming a better teacher. Now
that I have graduated, and am having difficulty finding a full-time teaching job, my
Noyce contract is extra incentive to not give up and try a new career path.
At the same time, with fewer Noyce supports available after the second year of teaching, it is
possible that some scholars will question whether they want to remain in teaching beyond that
point, as suggested by the following quote:
The support I receive, in the classroom and financially, has been beyond what I expected
I was going to get. This program has kept me in the profession when so many are
quitting. I feel that Noyce and my masters make me a better teacher, and thus, I feel as
though as I should be valued more in the school system. If I could ensure that these
supports would continue, I would feel more valued and would most likely stay in the
profession. However, with my Noyce support ending soon, I am pondering quitting
teaching to pursue a PhD to teach at a post-secondary institution.
Evaluation of Noyce METS – May 23, 2013 40
IV. RECOMMENDATIONS
This section discusses recommendations drawn from evaluation findings.
Discuss the negative aspects of the teaching profession and help scholars develop strategies
and coping skills. Scholars’ responses to open-ended questions about the challenges,
frustrations, and surprises they have faced suggest some areas on which Noyce METS may want
to focus additional discussion. Scholars reported that some of their greatest challenges and
frustrations have dealt with student apathy and lack of motivation, student misbehavior and
classroom management, low skill levels of students coming into their classes, lack of trust and
support from administration, extra duties that detract from teaching, lack of time to fulfill duties
despite long work hours, and difficulty maintaining a health work/life balance. In order to help
prepare scholars for facing these challenges and to help minimize frustrations, Noyce METS
could devote more time to exposing scholars to the negative aspects of teaching through
observations, discussions, and/or role-playing scenarios. In addition to equipping scholars with
strategies for dealing with difficult situations, Noyce METS could also help scholars develop
coping skills to strengthen their resilience against circumstances that are difficult or slow to
change. Moreover, Noyce METS could help scholars develop skills in managing the potentially
conflicting demands of work life and home life.
Provide even more opportunities for scholars to get classroom experience early on, especially
in a variety of environments. Several scholars reported that their early experiences in the
classroom were crucial to their preparation. When asked what Noyce METS could do to help
prepare scholars for teaching, some scholars suggested providing even more opportunities for
scholars to spend time in a variety of different classroom environments. Furthermore, because
classroom experience helps scholars determine whether the teaching profession is right for them,
it is important for scholars to get this experience early on. In fact, one scholar recommended
extending this opportunity to prospective scholars even before they apply, if possible. Therefore,
Noyce METS should continue its partnership with a local high school and encourage both
scholars and applicants to get classroom experience as early as possible. In addition, Noyce
METS could establish additional opportunities by reaching out to scholars who are currently in
the field.
Consider extending some supports beyond the scholars’ second year of teaching. In addition to
the financial and other supports provided to scholars during their schooling, Noyce METS also
provides some supports (e.g., flex funds, mentors) to scholars during their first two years of
teaching. Scholars in the field reported appreciating these program supports, with some noting
that the supports have helped them to stay in the profession. On the one hand, this is an
encouraging finding, but on the other hand, one implication is that some scholars might question
whether they want to remain in teaching once the Noyce supports have come to an end. Although
it is understood that the program cannot support scholars indefinitely given limited resources, the
program might want to consider extending some supports beyond the second year and reducing
the amount of support more gradually.
Evaluation of Noyce METS – May 23, 2013 41
Consider whether Noyce METS could play a role in influencing broader changes at the
education policy and system levels in order to improve the nature of the teaching profession. The overall conclusion that can be drawn from scholar feedback about their teaching experiences
is that the nature of the teaching profession is difficult. Scholars reported that Noyce METS did
an excellent job of preparing them for the challenges; however, even the best preparation alone
cannot guarantee job satisfaction. That is one reason why Noyce METS supplements preparation
with programmatic supports that extend to scholars during their first two years of teaching.
Indeed, these supports have contributed to scholars’ job satisfaction, and according to a couple,
have been a factor in their retention. However, for those that have left the profession, the
negative conditions they experienced overshadowed their motivations to teach. The factors that
drove them to leave, while unique, also reflect the broader challenges facing the profession. As it
stands, these challenges seem outside the range of influence held by Noyce METS. According to
exiters, there is nothing Noyce could have done to help maintain their interest in the teaching
profession because the factors that drove them to leave were outside of anyone’s control. These
findings suggest that, in order for Noyce METS to increase its impact on scholar retention, the
program may need to expand its influence. In other words, program staff may want to consider
whether there are any roles that Noyce METS could play in improving the broader conditions
that are driving highly qualified teachers to leave the profession. For instance, as a starting point,
perhaps Noyce scholars and staff could help organize action groups around the lessons learned