NATIONAL AGENDA (AKA National Task Force Recruitment & Retention)
(45 votes – highest priority)

1. Establish a collaborative National Task Force on Recruitment & Retention

2. Develop internal and external alliances

3. Participate actively in leadership roles in other educational and related organizations

4. Coordinate a clearinghouse for dissemination of model projects and key information

• National Foreign Languages
  
• $

• Disciplines
  
• Powerhouse Groups
  
• $
  

• States
  
• U.S. Dept. of Ed.
  
• Legislators
  
• IHE
  
• LEA
  
• Community
  
• General Teacher Organization
  
• Other

Years 1-2

Lee Wilberschied
Lynn Sandstedt, Gladys Arrington, Helga Ebersberger-Williams, Duarte Silva,
Loretta Williams, Sheri Spaine Long, Frank Mulhern, Carmen Tesser, Paul García, Nancy Hernandez, Deborah Wilburn Robins, Audrey Cournia, Janice Gullickson, Debbie Parks, Cathy Daugherty, Duarte Silva, Gordon S. Hale, James Davis, Jim Torbert, Ed Lowry, Deborah Espitia, Martie Semmer, Wade Kniseley, Twila Wood


NTF and Local Representatives; Tom Buckingham

1. Mentoring

• Develop specific models for mentoring new teachers applicable to a variety of settings

2. Financial Incentives

• Support the design of legislation which improves teacher compensation

3. Professional Incentives

• Support development of conditions which provide:
  
• Opportunities to participate in a variety of professional development activities
  
• Participation in the decision making process as it affects them/their program
  
• Sufficient resources, facilities, and time to carry out their mission
  
• Resources and incentives for periodic study abroad, graduate study, and pursuit of National Board Certification

• Survey Models
  Web-based distribution or brochure

• JNCL and member association advocacy efforts

• Flyer distributed to administrators through associations and Web ("how to Recruit and retain Foreign Language Teachers")
  
• Support legislation and allocation of government resources to Foreign Language Teachers
  
• Disseminate information by Web, flyers, and newsletters to teachers and supervisors as to what is or will be available.

Collaborative, Laura Bruckmann, Duarte Silva, Melissa Schmidt, Ann Sunderland, Debbie Parks, MarRa Trevino, COLFT (Suwako Watanabe) Theresa Austin, Lynn Sandstedt

Ann Tollefson

Ann Tollefson, AATJ, Jayne Abrate, Eileen M. Angelini

• Individuals with language skills but no pedagogical training—Heritage Language Speakers, non-traditional candidates from other fields, short-term foreign nationals, immigrant population, members of the military, and retirees
  
• Individuals with pedagogical training but with weak/limited foreign language skills, i.e., certified teachers from other disciplines who want additional certification endorsements
  

And hope to:

1. Establish "best practices" model programs at the national level by:

• Addressing language component’s-minimum requirements
  
• Reviewing school culture component
  
• Evaluating methods component

2. Disseminate "best practices" model widely through:

• World Wide Web/technology/electronic job fairs
  
• State Departments of Education
  
• AATs
  
• National, regional, and local foreign language organizations

3. Maintain on-going connections with New Visions Teacher Development initiative.

• $
  
• Time
• Technology to initiate discussion and to gather some responses

• Human Resources
  
• Personnel

Summer 2001

Following pilot of Summer 2001

ACTFL-sponsored task force to

• Develop position paper and checklist for employers—not to exceed 1-page front and back
  
• For Educational contacts, i.e., State Depts. Of Ed., administrators, FL personnel, higher education people, public and private school representatives

INCENTIVE
(25 votes – 4th highest priority)
1. Recommendations to schools, universities, and industries on incentive possibilities, such as:

• Higher salaries
  
• Loan forgiveness
  
• Sign-on bonuses
  
• Smaller class sizes
  
• Teacher Aides
  
• Tuition remission for graduate study
  
• Ongoing staff development
  
• Support/mentoring
  
• Travel money for conferences
  
• Technology (in class and at home)
  
• 9 month work schedule
  
• Child care
  
• On-site medical/banking,dry cleaning/groceries
  
• Schedule flexibility (e.g., year round schools)
  
• Job share
  
• NDEA
  
• Housing allowance
  
• Job security
  
• Release time
  
• Tutoring to pass praxis/national boards
  
• Teaching fellows (tuition paid for "x" number of years service
  
• Professional development schools
  
• Grow your own teacher
  
• National Award for Model Teacher program
  

2. Clearinghouse at State level/ACTFL links of district incentives

3. Identify funding sources (e.g. philanthropists, fellowships, grants, etc.)

• State Dept. of Education and ACTFL

• Corporations (e.g. Dodge, Ford Foundations)
  
• Communities
  (Partnerships)

Now

Now

Now

Leroy Hopkins
James Kilpatrick
Lynn Sandstedt
Gladys Arrington

ACTFL

US Dept. of Ed
State Dept. of Ed.
Businesses (local and national)

PUBLIC RELATIONS
(17 votes – 5th highest priority)

1. Identify whom to target and where to display message according to PR goals:

• Elevate prestige of Foreign Language teaching
  
• Influence attitudes toward and value of Foreign Language study
  
• Disseminate information (e.g., alternative routes to certification , existence of future educators of American clubs)

2. Investigate possibilities for collaboration with organizations for money and joint campaigns

3. Organize the publicity campaigns using prominent and non-prominent figures, peoples, gimmicks, and slogans in conjunction with other New Visions initiatives.

• Task force (advertising personnel, publicity agents, demographers, ACTFL members)
  
• TV, radio, computer, brochures, placemats, posters, buttons, guest speakers, awards, feature film, magazine ads, tee shirts, hats, stickers (PokJmon, Madeleine, Rainbow Fish), video on Career Day,

• Americorps, Future Educators of America, Teach America
  Corporations, unions, clubs, sports, other disciplines
  

• Use of PR tools we already have

Year 1

Year 1

Years 2 – 3

Year 3 – 4

See Resources column

Melissa Schmidt
Lee Wilberschied
James Kilpatrick
Maria J. Trevi¡o(TFLA)
James Davis
Tom Hayes

Marty Abbott, Sharon Rapp, Bob Ballinger, Brenda Benzin, Kyle Gorden, James Kilpatrick

REDEFINITION OF THE POOL
(12 Votes – 6th highest priority)

1. All P-12 Foreign Language programs, including FLES, Fl immersion, bilingual education (dual language), M.S. & H.S.
2. Heritage speakers
3. Native speakers from abroad
4. Diverse population, including diversity of culture, race, ethnicity, gender, socio-economic classes, urban/suburban/rural students etc.
5. Both "early start" students as well as "late start" students
6. Other careers/professions: engineers, business people, corporate world, lawyers, military, etc. and College professors
7. Proficient Foreign Language speakers
8. Retired teachers
9. People with experience abroad – students and non-students
10. Apprentices at the H.S. and College levels
11. Teachers from other teaching fields
12. Additional education personnel, e.g., parent-volunteers, para-professionals, principals, etc.
13. College students (H.S. also) passionate or interested in teaching
14. K-12 Career days, FTAs, other curricular and extra-curricular activities
15. Bilingual Education university students
16. Various Teach-for-American Clubs and Americorps

K-16+ COLLABORATION
(10 votes – lowest priority)

1. Develop linkage between returning study abroad and international students and local elementary-middle-high schools as part of a course or volunteer work or "re-entry" program

1.1. Mini cultural and linguistic lessons/language tutoring
1.2. Publicize via conference presentations, NAFSA listserv, newsletters, regional meetings

2. Link H.S. Foreign Language students to elementary/middle schools

2.1. Mini cultural and linguistic lessons
2.2. Supplement FLES

3. Link retired and veteran teachers to new teachers so that they might meet regularly to:

3.1. Provide information
3.2. Observe
3.3. Advise
3.4. Mentor

4. Link with Future Teachers of America and other future educator organizations

• Publicity (Printing, Conferences)
  
• Development of Model (Workshop coasts)
  
• Study abroad offices
  
• School administrators and teachers
  
• International student offices

• Publicity
  
• Development of
• Model
  
• School administrators and teachers

• Local and regional organizations to identify retired teachers and veteran teachers

Now, and ongoing

Now, and ongoing

Now, and ongoing

College Language Teachers, Students returning from abroad, study abroad/international offices, school principals, school teachers, superintendents, college of Holy Cross as resource
Laura Bruckmann, Jim Sweigert, Leroy Hopkins, Susan Colville Hall, Brain Whalen, Gladys Arrington

Foreign Language students, Faculty, administration, Nancy Hernandez, Janice Gullickson, Nancy Gadbois, Twila Wood, Brian Whale

Foreign Language organizations, Veteran and retired teachers, Melissa Schmidt, Martie Semmer, Cathy Wilson

ALTERNATIVE ACTIONS

1. Need to tie to professional development to support/develop alternatively certified teachers

2. Specific focus must drive efforts to recruit minority candidates in order for them to model, mentor, and engage minority Foreign Language students

3. Attempt to work on the retention of not only Foreign Language teachers, but also Foreign language programs, especially in languages that stand to cease under market forces

4. Develop program that links with universities abroad

5. Develop a program that takes native speakers and prepares them the year prior to coming to the United States with teacher training so when they arrive, they are closer to being ready

6. Include issues of race and gender in our definition of Diversity

Jane Baskerville