2014 Survey Report: Part One

by Dr. John Meyer

Nearly 1,500 Wisconsin Ev. Lutheran Synod (WELS) teachers responded to the August 2014 continuing education email survey—representing early childhood, elementary, and high school teachers proportionately across all 12 WELS districts (figure 1 and figure 2). Though 74% of WELS teachers reported they planned to take a course and 35% planned to work toward a degree or certificate (2012 survey), less than half carried out their plans (figure 3). They cited lack of time and money as the major reasons (figure 4). This first article examines the survey findings related to lack of money.

Finding One: WELS schools are inconsistent when it comes to continuing education funding.

WELS teachers reported no trend or pattern in the ways schools allocate funds for teacher continuing education (figure 5). The most commonly reported level of annual funding was $250 – $499, but that only represented 23% of the teachers. While 10.5% reported receiving no funding, 6.5% reported receiving $1,000 or more per year. The latter is a low percentage considering that the 2013 synod convention resolved that all congregations/schools should provide at least $1,000 annually per teacher for continuing education (Proceedings, 2013, p. 69).

Finding Two: Women and early childhood teachers report low levels of continuing education funding.

Male WELS K – 12 teachers reported receiving more continuing education funding than women. For example, women (56%) were more likely to report receiving $0 – $499 than men (42%), and less likely than men to report receiving $500 or more (21% compared to 47%). Though the numbers are slightly skewed by low continuing education support for early childhood teachers (figure 8), the funding disparity between men and women persists once early childhood teachers are removed from the data (figure 7 and figure 8). Lower funding for K – 12 women and early childhood teachers is problematic because 60% of WELS teachers are women, and 75% of early childhood teachers report having an elementary degree with little early childhood training (2012 survey).

Finding Three: Many WELS teachers are unaware of their schools’ funding levels.

Nearly 18% of WELS teachers reported that they do not know how much funding their school provides. This was the second most common funding level response.  Importantly, women (22%) were twice as likely as men (11%) to say they don’t know what their school provides. Not knowing the amount of school continuing education funding implies a lack of communication on the part of the school, a lack of interest on the part of the teacher, or both.

Finding Four: Teachers who report high levels of continuing education funding are more engaged in all types of continuing education.

Not surprisingly, the more continuing education funding WELS teachers receive, the less money becomes a barrier (figure 9). Of more interest is that teachers who reported receiving $1,000 or more in funding participated in more events (figure 10) and at higher levels across all types of continuing education except workshops—regardless of whether the type was free or inexpensive (figure 11).  Especially telling is the twenty percentage point difference in teachers’ conference (75% to 95%) and school inservice (65% to 85%) participation between those who receive $0 and those who receive $1000+.

What does it all mean?

A school’s level of funding for continuing education of all its teachers is a barometer of its professional culture. As indicated in the 2014 survey results, teachers whose schools provide a commitment to continuing education funding display a greater zeal for learning than those whose schools do not, and their schools are more likely to emphasize professional learning through inservices and teachers’ conference attendance.

A school’s culture of professional learning and its success go hand-in-hand. When teachers learn, so do their students (Darling-Hammond, et al., 2009; Kruse & Seashore Louis, 2009; Leithwood, et al., 2004). While developing a culture of professional learning is essential, it’s not possible in the absence of adequate levels of continuing education funding.

Too often, WELS schools and teachers claim to have a culture of professional learning, but lack the evidence to support such claims. Synod resolutions to fund continuing education go unheeded. Meager continuing education funds are often disproportionately divided—given to those who express interest, but not required for all. When budgets get tight, continuing education funds are the first to get slashed as non-essential funding. Such actions speak louder than lip service toward professionalism, and the 2014 survey responses of many WELS teachers indicate that they are getting the message loud and clear: continuing education is not important.

It’s time for WELS schools to do a gut check. A school’s reaction to the 2013 synod convention continuing education funding resolution says a lot about its professional culture. Does your Lutheran school have the intestinal fortitude to fund continuing education at a level that communicates a commitment to professional learning?

Dr. John Meyer (DMLC ’87) is the director of graduate studies and continuing education at Martin Luther College, New Ulm MN.

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Download all 11 Funding Figures as a .PDF

References

Darling-Hammond, L., Wei, R. C., Andree, A., Richardson, N., & Orphanos, S. (2009). Professional learning in the learning profession: A status report on teacher development in the U.S. and abroad. Stanford, CA: National Staff Development Council.

Kruse, S. D., & Seashore Louis, K. (2009). Building Strong School Cultures: A Guide to Leading Change. Thousand Oaks, CA: Corwin Press.

Leithwood, K., Seashore-Louis, K., Anderson, S., & Wahlstrom, K. (2004). How leadership influences student learning: Executive Summary. The Wallace Foundation.

Wisconsin Ev. Lutheran Synod. (2013). Proceedings. Milwaukee WI: Northwestern Publishing House.