Good morning or good afternoon depending on where you are. I want to welcome you to this one-hour webinar on Building a Strong Sustainable Teacher Workforce, which is jointly hosted by the Learning Policy Institute, the Council of Chief State School Officers, and the National Council Conference of State Legislators. As we can see in the headlines across the country, many states are struggling with teacher shortages, particularly in the perennial shortage areas of mathematics, science, special education, and bilingual education. Today's webinar is designed to provide state leaders and others with the most recent national data on teacher supply and demand, and then to feature recent actions taken in two states, South Dakota and Indiana, to address the teacher shortage. We hope we can offer a productive, open conversation about a pressing issue that requires both political parties to work across the aisle to advance evidence-based solutions. I want to thank the Council of Chief State School Officers and the National Conference of State Legislators for co-sponsoring this webinar with LPI. The webinar is designed for a state policymaker audience. However, we also want to remind the audience that this webinar is open to the public and it is being recorded. Both the recording and the slides will be posted online in a few days. We also encourage you to engage in the conversation on social media using the hashtag Solving Teacher Shortages. Our webinar today will feature three panelists. Linda Darling-Hammon, President of the Learning Policy Institute, will present findings from LPI's recent report, A Coming Crisis in Teaching, Teacher Supply, Demand and Shortages in the United States. One of a series of four reports that LPI released in September on the teacher shortage and evidence-based responses to it. We'll then hear from South Dakota Secretary of Education and Council of Chief State School Officers member Melody Schopp, who will share South Dakota's experiences with teacher shortage and the steps the state has taken to respond. She will be followed by Representative Robert Benning, Chairman of the Education Committee for the Indiana House of Representatives, who will share Indiana's actions to address the teacher shortage. We will have at least 10 minutes for questions and answers at the close of the webinar. Before I turn the webinar over to Linda Darling-Hammon for her presentation, let me briefly introduce her. Linda is President and CEO of the Learning Policy Institute and also Charles E. DeComin, Professor Emeritus at Stanford University, where she founded the Stanford Center for Opportunity Policy and Education and served as the faculty sponsor of the Stanford Teacher Education Program, which she helped to redesign. Linda has consulted widely with federal, state, and local policymakers and educators on strategies for improving education policies and practices. I will now turn the webinar over to Linda. Good morning or good afternoon. I'm going to share my screen so that I hope you can see my slides, and there they are. I want to acknowledge my co-authors in this report, Leif Sutcher and Desiree Carver-Thomas, and we took this up because of the anecdotal reports that were coming across our desks from across the country as newspapers began reporting teacher shortages both last year and this past fall. And the evidence this fall seems to be that they're more stark than they were even the year before. One reason for these shortages is that teacher preparation enrollments have dropped by about 35% over the last five years, so there are fewer people coming into the profession. This is not surprising because we had layoffs of teachers during the fiscal recession, and if you were a thoughtful young person thinking about where to choose a career, coming into one where there were a few jobs available made little sense. So we expect some uptick in enrollments, but the decline was very severe and the upticks thus far have been fairly small. As a result, you can see that the supply and demand for teachers has crossed and is going in opposing directions. Demand is increasing as a function of the fact that districts are trying to reduce their class sizes and increase their program offerings to return to where they were before the recession. We have some growth in enrollments and we have continuing turnover of teachers each year. The supply has been declining as I described. That really crossed in about 2013, and there is approximately 100,000 teacher differentials that could be in place by 2018 unless the trends that we've been seeing begin to change. The variability of shortages from state to state is quite substantial. You can see one of the high shortage states like Arizona has a low level of salary competitiveness with non-teacher salaries based on teacher surveys, lower than average working conditions and very high teacher attrition. By contrast, a state like Oregon, which has better competitiveness of salaries and better perceived working conditions by teachers, has low teacher attrition, and these kinds of differentials pertain across the country. Shortages also vary by subject area. The most severe shortages have been in special education, 48 states plus the District of Columbia, Mathematics and Science, both above 40 states, reporting severe shortages to the federal government. As is often the case, this resulted equity concerns. The proportion of teachers who are not fully prepared is about four times higher in high minority schools than it is in low minority schools across the country, and in some states as many as 20% of the teachers right now are uncertified in high minority schools. This kind of exacerbates the leaky bucket that we experience in teaching, where when teachers come in without preparation into a job that is really quite challenging, we typically see lower student outcomes and much higher attrition, two to three times greater than the attrition rates of those who are well-prepared. And attrition is really one of our big problems. It drives teacher demand. In 2015-16, 97% of the demand was because of attrition. And even looking forward into the future with growing enrollments and other factors, it will still be the lion's share of attrition well over 80%. And most of this attrition is actually not retirement. It happens before the retirement age, about two-thirds of those who leave are leaving for reasons other than retirement. And you can see that if we were to be able to reduce attrition from 8% our current US rate to about 4%, which is the rate in places like Singapore, Finland, Ontario, Canada, where they sort of hover between 3% and 4% attrition each year, we would actually solve the teacher shortage in terms of numbers, because we would have enough supply, even with our reduced supply now, to meet the demand. That doesn't mean we would have a balance across all states and subject areas that would likely still be a problem requiring some policy attention, but the scale of the overall problem would be much less. And we can think about one of the goals of solving shortages as being really a 4% solution that is getting to a place where we keep the teachers we have so that we don't have this continual revolving door or leaky bucket, depending on which metaphor you prefer. So all these teaching at higher rates, we know that beginning teachers leave at higher rates, typically about 30% leave within the first five years of teaching many more in rural and urban areas quite often. Math and science teachers who are in short supply anyway are leaving at higher rates. Special education teachers, teachers of English learners, also a shortage area in more than 30 states. Teachers in high poverty, high minority schools leave at much higher rates, and these are also schools that tend to be under resourced and have very high levels of people needs in addition to their academic needs. And teachers of color who actually are overrepresented in those high poverty, high minority schools. So even while we want to create a more diverse teaching workforce, we have a very high attrition rate of those teachers who we have been successful in recruiting but much less successful in retaining. Teachers leave primarily those who leave other than for retirement because of dissatisfactions with teaching. They may also leave for family or personal reasons to pursue another job which is typically linked to some form of dissatisfaction. The dissatisfaction areas that are cited by teachers interestingly in the last round of the schools and staffing survey was headed by accountability pressures to teach to the test or concerns about sanctions and penalties. Administrative support is always an important reason for teachers to stay or leave and working conditions always figure prominently. And as I've noted, there are a variety of other reasons of which retirement is less than a third. Administrative support does really impact teacher turnover and you can see that for teachers who strongly agree that their administration is supportive, the rate of leaving is less than half of that for those who strongly disagree. We also took a look at what would bring leavers back with all these teachers who do leave. Some of them do come back, about a third of those teachers who leave come back and it varies depending on the attractiveness of teaching. You can see that a number of the incentives that teachers cite are financial in nature. The ability to maintain retirement benefits, often that is also due to crossing state lines where state pensions cannot be taken with you. Forgiveness of student loans is very important as young people come in with greater debt to a profession that tends to pay them less than many others, housing incentives. Very important in some places like California where the housing costs are very high. There are also teaching conditions like class sizes and student loans. And then there are things like being able to renew a certificate or to transfer a certificate or credential into another state to have childcare and part-time teaching positions. So districts and states can look for incentives of several kinds if they want to bring teachers back into the profession. As Senator Benning knows, we've been looking at what high-achieving nations do. Indiana has been really studying this question. And what we see in the high-achieving nations that do have very strong, stable teaching forces is that they peg salaries to those of engineers and accountants and pay teachers equivalently across schools. They offer strong preparation, and it's typically for free or at very reduced cost. Often with a stipend or a salary while you're training and extensive training in partner schools so the teachers feel clinically ready to go into the classroom, followed by mentoring by trained mentors, 15 to 20 hours a week for collaborative planning, lots of collegial learning opportunities, many opportunities to develop and share expertise across classrooms and schools. And we know that these are factors that matter a great deal in recruiting and retaining teachers. Compensation matters especially for recruitment, although it can also matter to some extent for retention. Preparation, those who are prepared stay longer and are more effective sooner. Mentoring and induction makes a shh. That's my phone giving me some notice about the schedule. A mentoring and induction process really makes a difference in keeping teachers in, of course, teaching conditions. And where are we in the country on those things? Well, in terms of compensation, U.S. teachers make about 20% less than other college graduates even after you take into account the difference in their annual work schedule and the differential increases by mid-career. We've lost ground on salaries since the 1990s. Average salaries range significantly across the country since 2013. You can see that Montana was at a very low low of $27,000 for an enemy teacher. And Arkansas, which is going to figure in our story later, had really made efforts to improve salaries, so they were near the top of the rankings. However, in more than 30 states, a mid-career teacher who has a family of four is actually eligible for several forms for example, their children would be likely on free and reduced price lunch. And that's obviously not reaching the level of a middle-class career that highly educated people will want to come into and stay in. As we've noted, preparation and mentoring matter, but funding for both has declined. Huge debt load for all young people going to college and that's true for teachers. Only about two-thirds of teachers now are receiving comprehensive preparation before they enter, which means that the attrition rates are driven higher and fewer are receiving mentoring and principal support than was true even a few years ago before the recession when about 75% were receiving that support by 2012. It had dropped to 59%. Teaching conditions are challenging for U.S. teachers who have more teaching hours and less planning time than others anywhere in the world. We're tied with Chile for the most teaching hours per week and per year and very near the bottom in planning time, which makes the work of teaching more stressful. And work environments became less collaborative over the last decade. Only 15% of teachers reported collaborative environments and resources for teaching of course have declined because of the recession. 36 states are spending less on education now than they were in 2007. That means that class sizes are larger, supplies of materials are more scarce, particularly in low-income, low-wealth school districts, and all of the resources that help teaching are less available. Meanwhile, we've had growth in child poverty, homelessness, and trauma, which in many communities makes teaching even more challenging. This teacher who moved to Arkansas from Oklahoma explained how those resources matter. She said it wasn't the school's fault. If it was, it wouldn't have been so difficult for me to leave. It's just that Arkansas has more resources. They just make teaching easier. She got a 25% salary increase, reading and math facilitators and allowance for classroom materials. A note that I had pointed out that Arkansas has made investments in teaching and is having many fewer teacher shortages than its neighbor, Oklahoma. Teaching attractiveness does vary across the states, and we ranked the states on their compensation turnover rates, teachers' views of the teaching conditions, and the level of qualifications. You can find an interactive map on our website, LearningPolicyInstitute.org, and click on your state and see how it ranks in terms of teaching attractiveness and teacher equity. These states were ranked among the more attractive, as you can see across the country. The states in the lighter color were rated as the less attractive states, and they do tend to be the states with higher levels of teacher shortages. We have four kinds of policy recommendations that I'm going to briefly review and we can talk about more in our conversations later, and you can find them in our report. Obviously, compensation makes a difference. Thinking about how to make salaries equitable across districts is also important as making them more competitive with other occupations. Particularly important for math and science and careers like that, where the alternatives are very widely available and that are paying. But sometimes when salaries are not easy to raise or the needs are more targeted, you can also think about financial incentives like underwriting teachers' mortgages, providing guarantees, down payment assistance. In some places, like San Francisco, they're even building housing for teachers and providing things like childcare incentives. Building the supply of people who will stay. Forgivable loans and scholarships have been very successful in the past, both federally and at the state level, where highly qualified young people either going into undergraduate or graduate level programs are given support, usually a full tuition payment, in return for teaching in the state for three to five years, usually in high-need fields and in high-need locations. There are also high retention preparation pathways, important for rural districts as well as urban districts. Grow-your-own programs are funded by some states, where young people from communities who want to teach, there may even be teacher cadet programs or future teacher programs that get them interested in high school, receive scholarship aid to come back to their community and to then spend at least some minimum number of years, it's usually four or five. And because people often like to teach where they grew up or went to school, these program pathways are very important. Teacher residencies are another means. There are urban and rural teacher residencies across the country, where people who have already finished their undergraduate programs, they may have gone off for another career, come in, they're placed under the wing of an expert urban or rural teacher. They get credential coursework from a partnering university that's tightly linked to their clinical experience. At the end of the year, they get a master's degree and they get the opportunity for mentoring and they get a job and they pledge to stay in that district. So these kinds of approaches can plug the leaky bucket and allow a state and districts to move forward with a stable teaching force. Obviously, if we want to improve retention, being sure that beginners get high quality mentoring is very important. And then training administrators so that they can create the kind of collegial work environments with shared input and decision-making that teachers crave is also important. And finally, about 25% of teachers do move across the country and many of them stop teaching when they get to a new state because their license is difficult to transfer or they can't bring their pension. So states can do a lot to attract teachers by improving reciprocity and thinking about pension portability. Some states have solved this problem before in the 1990s. Connecticut and North Carolina both had shortages, which they eliminated within a few years and both dramatically increased achievement. Connecticut became the highest scoring state in the nation. On national assessments reduced its achievement gap. North Carolina became the first southern state to break the glass ceiling and become a state scoring in the top half of the nation and had the biggest reduction in the achievement gap. And they used very similar strategies, increasing and equalizing salaries, offering those service scholarships and loans. Both of them raised standards for teachers while they raised salaries. So they got people who were better prepared, knew more about their content, knew more about how to teach it, how to teach literacy, how to teach special needs students and as a consequence that also reinforced retention. Both put in place mentoring with trained mentors and very widely available professional development and probably among the most important things they both did was to train principals, to create strong teaching environments and to support the quality of teaching. And to close, I just want to suggest we can solve this again. Kirsten Roggett, a 20-year veteran in Minneapolis, put it well. She said, for the past decade I've worked at a school where 97% of the children qualify for free and reduced price lunch.  I stay because my principal is wonderful, supports us, does what's best for children and because I trust her. I stay because my colleagues are gifted teachers and good company and because I continually learn from them. I think at the end of the day, that's what most teachers want in their career and with some focus we can provide it. You can download this report from our website and a fact sheet about what states can do to address the teacher shortage from the web address right here. And I'm going to pass the ball. Thank you, Linda. A quick reminder to the audience, if you'd like to ask questions or engage in discussion, you can do so by using the Q&A box at the right side of your screen or through Twitter using the hashtag Solving Teacher Shortages. Now we're going to hear from South Dakota's Secretary of Education, Melody Shop. Secretary Shop is a lifelong educator with 23 years of classroom teacher prior to coming to the South Dakota Department of Education in 2000. She served as a school board member for nine years in Lemon, South Dakota following her departure from teaching. Secretary Shop worked in a number of different roles in the department, including Deputy Secretary. She was appointed as Cabinet Secretary for Education in 2011, where she is especially focused on assuring that students are well-prepared for careers and post-secondary education after leaving the K-12 system. Secretary Shop works closely with the South Dakota Higher Education System. I will now turn the webinar over to Secretary Shop. Good morning, and thank you very much. I'm pleased to be here today, and I'm going to tell the South Dakota story that I think it speaks to many of the things that Linda Darling-Hammond spoke to this morning along with some of the things that were specific to South Dakota. Like all of you, we continue to hear about the teacher shortage in our state, and this was exaggerated by the fact that we were dead last in teacher salaries, 51st in the nation and nothing to be proud of for sure. And as was explained, we found our shortages were both geographic and content-specific. And when I say geographic, this was even more troubling in some of our very, very remote poverty-stricken reservation schools. And, you know, there was a lot of anecdotal information, like I'm sure that all of you heard each year, but it became louder and louder about over the last, you know, four to five years. And this was not anymore just limited to those content-specific things like math or science or special ed, or just in those areas we were seeing or hearing that we had shortages from across the state. So our governor, who, again, I have to give a lot of credit to, has been a very, very thoughtful leader, asked that we would put together a task force to really study that issue to assure that we were addressing it thoroughly and really spoke to many of the things that Linda brought up in the forum presentation. So in 2015, he created a blue ribbon task force, and I can tell you there was a lot of rolling of eyes across the state because there had been task force many years that had gone on and really nothing ever came out of them. But this is very specific to really evaluate the current funding formula to analyze and collect data and to engage with stakeholders and get public input. And I really, of all the things that we did, this was such a critical first step. And then the final charge was that they were to make recommendations as passed through the legislature. The task force represented people from the executive and legislative branches, teachers, administrators, school board members, parents, businesses, tax, excuse me, taxpayers as well. But prior to that blue ribbon task force, the chairs of our education committees went out and did round table meetings in many communities and engaged with over a couple thousand people at each community setting to gather input about what they saw as an issue. The report came out after that task force and I'm just going to highlight some really high level data points that they found that we based the recommendations on. Number one, we were not only lagging in salaries by being 51st in the nation compared to other professions, but we continued to lose our teachers to bordering states. So we weren't getting teachers in, but when teachers saw that we had the salaries in the states that were touching us in Wyoming or North Dakota or Minnesota, they were jumping the borders. Number two, we learned that teacher turnover was not exclusive to salaries. But in South Dakota, because we were 51st, it was a significant factor. Number three, we did do the data analysis and we found that the incoming pipeline that we had was not going to meet the projected needs of our districts looking to have five years. This is what we did in the past year. We first addressed the salary issue and that had to be done. And so the legislation that moved forward suggested that we had a tax increase in our sales tax devoted to increasing teacher pay. Now, we are very conservative red state and we had a lot of people who said this was never going to be done. But I do have to say that what happened with this, with the leadership from a very conservative Republican governor taking the charge, we had a coalition of every single education group. We got our business community together. The retailers came on board as well as other groups and came forward to support this. It did pass narrowly by one vote in each house and we adopted a new formula that raised our target salary by $8,000. Now, that did not mean every teacher got that. Some got more, some got less, but that's the average target that we were looking for to get us out of 51st. But I think it's what was stated previously that in addition to that, there were some really critical pieces that we did in addition to just increasing teacher salaries. Because the task force determined that we would continue to have shortages in our state. If we continue to do school the way it's always been done. We had that practice that we've had for years of having one teacher for each classroom which we all grew up with and we believed it was right. But a companion bill, along with the increase in taxes for teacher pay, put into place some additional funding that supported a little bit more of the untraditional method to support teachers by giving out shared service grants where you would share services amongst districts and whether that was teachers or resources. We expanded extensively our online learning opportunities to provide opportunities for classrooms to have whatever class they have so that you were not limited geographically or in any other way by having high quality teachers within the classroom with a facilitation happening at that home base. We also put into the budget grants for innovation and customized learning that would support that idea of the way that school could look moving forward. And additionally we found that if we really want to support our teaching force we needed to support those new teachers coming into the field. So there was funding put forward and I'm proud to say for a statewide mentoring program. It not only included mentoring for the first and second year teachers but also included a new teacher academy in the summer to bring together the mentors and the mentees to discuss those first year struggles that they had and really provide them a cohort of people to gather together. Additionally we passed legislation that dealt with direct reciprocity among states so that we would have that support as teachers come into the state to make it less onerous to become a South Dakota teacher. We also put financial incentives together for teachers that go above and beyond by incentivizing national board certification. One of the other things that we also found that was stated in Linda's presentation was the need for providing scholarships and we did it in two different ways. There was a bill that passed to support a grow your own program for paraprofessionals and some of our are really difficult to fill areas and that was in our reservation schools and it provided opportunities for them to complete a bachelor's degree to become a teacher again to stay within that area where sometimes we have a very difficult time in attracting teachers. We also put additional funding into a scholarship program that we currently have for individuals who have claimed teaching preparation as their program to pay for their second and... or excuse me, for their third and fourth year of their program again promising to stay within the state for up to five years and this was in the high content needs that we had across the state, math, science, special education, music, et cetera. With all those things though, again, I think the thing I wanted to emphasize from what was successful in South Dakota in this really comprehensive package, it wasn't just salary, it wasn't just these other pieces but it was looking at more comprehensively but I think the most important piece I would like to point out is that in the whole process it was the importance and the value of the coalition building that we did prior to implementing any sort of policy change. And so with that, I would definitely be open for questions later and I'd like to thank you for this opportunity and I would turn it back to Patrick. Thank you, Secretary Schopp. A quick reminder again if you want to ask any questions or engage in discussion to use the question and answer box in the right part of the screen or to engage in social media through the hashtag Solving Teacher Shortages. We will now hear from Representative Bob Benning who chairs the Education Committee for the Indiana House of Representatives. Representative Benning has served as a Republican member of the Indiana State Legislature since 1992, a career that spans nearly a quarter of a century. Throughout his tenure he has advocated for education reform in Indiana where most recently he is leading Indiana to find the next generation of assessments for the state. Outside of the legislature Representative Benning is a leader in the National Conference of State Legislatures where he serves as an early learning fellow, the Vice Chair of the NCSL Committee on Education and the International Study Committee. We will now turn the webinar over to Representative Benning. Good morning or good afternoon, I guess, wherever you're located. Thank you very much for the opportunity to present on Indiana. We began our study of the Teacher Shortage in 2015. We started to notice that we were having problems in terms of finding teachers that specifically in specific contenders. Could you advance that first slide, please? We have shortages based on content and shortages based on geographic region in Indiana. We know that content was an area specific, as Linda Darling said, generally to science, math, special ed, English language learners, but we are also starting to find more, less candidates in elementary education. Indiana still exports teachers with a degree in elementary education. We actually have 43 schools of education in Indiana. We have a population of 6.7 million. As we did our state of international education with NCSL, we looked at best practices of other countries. Canada, for instance, with a population of about 34 million, only has 50 schools of education. So we definitely had and always had a history of educating a significant number of educators, more than we actually supply was well above demand. But we have started to notice, like I said, in content area and geographic region, one of the geographic problems is probably common to many states across the country as the people are moving to your urban centers and moving to the cities in terms of, for a number of reasons, sometimes it's jobs, quality of life. But with that happening, we're finding a lot more problems in terms of getting teachers in rural or less populated areas for that reason. Next slide, please. One of the things that we took as we looked to try to figure out how we could address this issue, one of the primary things we did is we passed the next generation Hoosier Educator Scholarship, which was House Bill 1002. What we were trying to do is we actually, again, we're taking a page out of this international study that we had looked at, and we were trying to figure out a way to get the brightest and best to go into education. As you look at, as we did our study of international and across the world, most of our industrialized competitors are recruiting their teacher prep students from students entering college that are the top half of students entering college. In the United States, we tend to have more of our students come from the bottom half. So, Indiana, we wanted to look at it two different ways. We wanted to try to encourage the brightest and best as well as provide additional support to them above and beyond some of the other supports we did. So, it is a targeted. You must have the 20% of the students, must be in the highest 20% of the graduating class, and they rest to receive a score in the top 20% on the SAT or ACT examination. We are giving them, for that, you'll get a scholarship of $7,500 per year for 200 graduates who aspire to be teachers. Just to give you some idea that's stackable, so $7,500 is on top of any other aid that they would have. Indiana has one of the most generous student support programs in the country. You have a program called 21st Century Scholarship Program where the state basically will, if you are eligible and its needs base would end up being qualified, you would have access to a public university at essentially no cost, and this would be stackable on top of that. In return, we're asking for those recipients to teach in Indiana schools. It doesn't have to be a specific geographic location. It's just in any Indiana school that they choose to teach and that they would have to teach for five years to be able to be recipient of that next page. Advance, please. I think Secretary had mentioned trying to be collaborative and something that we've talked a lot about at NCSL as well as we, as you look at moving forward any type of legislation to improve the teaching profession to deal with shortages. This list on this PowerPoint shows a list of all of the supporters of the House and Moldak 1002. So we had state board of education, teachers union, then for children in the business community, Catholic community, non-public educators, AFT, Indiana Small and Rural Business, Ball State University, Indiana Purdue University, all the non-public. So we have 31 non-public universities, Department of Education, even some of the associations like Indiana Speech, Language, Hearing Association. We tried to be very inclusive in terms of the way and brought all of these people together in terms of broad support of House and Moldak 1002. Advance, please. The next slide, we talk about further teacher shortage legislation. We have done a couple other things in Indiana. Some of those actually reflecting back again on international study and some things Linda had talked about. One is House and Moldak 1005, which dealt with career pathways and teacher mentorship. We had moved away from mentoring teachers and we went ahead and decided that we needed to put more emphasis and more money into that. And the other thing we put in place is Career Pathways, which is a program that was corrected or something similar to that was program was developed by Public Impact out of North Carolina, a think tank. We have actually started using Indianapolis Public Schools as the largest urban district in the country that actually has negotiated career pathways into their collective bargaining agreement. And what that actually affords is a career within education rather than moving into administration. And they have four schools today that are career pathways or opportunity culture schools. And teacher leaders in those schools are making up to $16,000 per year above the base rate for the leadership roles. And Public Impact has done a lot of research across the country. There's a number of communities that are embracing ideas like this. And this is one of the things that we found that International Study is that in teaching career, we need to provide more opportunities for upper mobility inside the teaching profession so that they don't go into necessarily go into administration. If you're a great teacher, we'd rather keep you in the classroom so that you don't necessarily always move both directions. So the other good thing about career pathways or models like that, we're looking at they're sustainable and requiring no additional funding. House Bill 1004 also we looked at this past session. It did not pass but there was a significant amount of discussion on providing pay flexibility for hard to fill positions. We know that we have graduated a very, very small number of physics teachers and STEM teachers in our state system and trying to make sure that we have the flexibility to pay science, math, those harder to fill positions giving them a little bit more opportunity in terms of compensation. We've also had language which we did move in terms of licensure, reciprocity. We know that that's a problem that we need to make sure that there's more movement available across state lines. One of the things that Linda mentioned a little bit and we've had discussions on, we did not move it but we continue to have discussions on it is most tension plans across the country for teachers have tended to be defined benefit instead of defined contribution as you start looking at millennials and looking at the number of careers they have and if you want to have the flexibility of moving across state lines defined contribution plans may make more sense in terms of providing more flexibility and opportunities for teachers to move and move in different areas, especially if you are a teacher coming in a later career teacher it might make more sense to have a defined contribution plan rather than a defined benefit. We also are focusing on leadership development I think that is one thing that we hear frequently from a number of our educators and superintendents is that there's a huge need for leadership development and having high quality leaders. It is very difficult to retain a highly effective educator if they don't feel that they have a supportive and effective administrator. I think Linda's last slide where she had the reference to, from the teacher of Minneapolis kind of just basically supports that teachers want to make sure that they have administrators that are supportive if you have low quality administrators that provide, definitely creates problems. We are looking at, as we move forward trying to figure out more ways to provide time for collaboration it's part of the international study as shown as Linda referred we spend more time in the classroom, less time in terms of collaboration we're trying to figure out how we can do more vertical and horizontal collaboration among educators I think it would help in terms of student proficiency because they could use that in times for remediation or talk about how they could help students. It also helps align our class a little bit more. One of the one of the other issues we're looking at is administrative efficiencies. Indiana is probably not a lot different than many states. I know that Illinois has more school districts than we do. We have 292. What we're finding is that we have, I meet monthly with a group of superintendents that are urban as well as rural and just on Monday when we had our meeting we were talking about base salaries and in Indiana one of the smaller rural districts starting salary for teachers was 27,000 but you move to Indianapolis or Marion County they're starting salaries of 42,000. When you have school districts that get below a population of 500 students it becomes very ineffective and you spend a lot of money paying for the support of the administrative over cost of having a superintendent assistant, business manager, etc. We I think need to, if we want to drive more money down into the classroom we need to look at better ways to more efficiently look at systems. One thing that Linda didn't mention but that Mark Tucker has mentioned in their national studies is the United States spends almost more than any other country on K-12 education however the way we spend the money is significantly different because it's not getting down to the classroom. The last time I'll talk about is I do work for a non-public university in Indiana, Marion University we are the fifth largest licensure of teachers and we are actually taking another page of this international study and kind of basically supporting some more of what Linda has said and we are creating a model a residency model where we will be using a pipeline model which I think Linda also mentioned where we will be working with partnering districts to create this pipeline cadet teaching program within the district and then we will create this residency so students from our program will graduate with a master's degree after a one-year residency and they likely will be aligned we have a medical school very closely to what you would with an preceptor in a medical school program so they will get compensated as a resident but not at the same level as you would if you were a full-time teacher but you would actually get compensated but we have to be very intent in terms of making sure that we find those preceptors that will are highly effective teachers who would be master teachers who would be will make an adjunct professors for instance in the university to make sure that we have the rubrics that would support that one note as well that I think this will help address is that in the United States our turnover is almost twice that of our international competitors especially within the first five years of people leaving the teacher prep program so if we could find a better way to bring them the system feel have them feel like they are more supported and more prepared to learn or to teach we are hopeful that that will have a significant impact on reducing the turnover as well and with that I'm happy to answer any questions appreciate the time thank you thank you very much represent Benning I can hear the virtual round of applause for all three of our panelists today thank you very much I want to remind everybody that the following the webinar the Learning Policy Institute the Chiefs and the National Conference of State Legislatures will all post the slides and the recording so it's available as a resource to you we have about ten minutes for questions and answers people have already started to put some up there so please feel free to join in let me start with a question that came in very early in the webinar and this is for you secretary shop to just elaborate a little bit more on your grow your own program because the question was how can we best develop teachers in remote areas for rural schools that are far away from universities and this question is from Judy so that's for you secretary shop yes thank you the program that we are currently implementing on in some of our reservation schools is a mix of online as well as the cohort model and so when we talk about remote areas this is probably 150 miles from the nearest university setting we also have a tribal university who is a partner along with this which is somewhat closer and so the cohort model is working where not only do we have this cohort going to the university but we also have college professors are coming out to the reservation setting and providing instruction on weekends when possible so it's a pretty unique sort of way in which we are trying to provide that opportunity and again these are individuals who have at least an associate's degree and those are the models that's the model that we are using there that seems to work quite well thank you very much secretary shop it's a very interesting program it's a very challenging issue of getting teachers out into remote rural areas there was another question from Michael noting that Professor Darwin Hammond had mentioned the importance of induction or support for teachers at the beginning of their career and wondering whether either Indiana or South Dakota have worked with teacher preparation programs around the issue of induction support Representative Benning do you do anything in Indiana related to support for new teachers well we have created or working on developing a stronger mentor program as I said at Mary University we are beginning the program have a residency program which is you know even a stronger it would be a one-year induction type program I recently was on a phone call because we're partnering with working together with Xavier University who is looking at something similar in New Orleans and they're actually going to be moving to a residency model and I heard this morning that Louisiana State Board of Education actually has mandated that all their teacher prep programs have to move to a one-year residency before their students will move forward so the induction is hopefully much stronger now mandating everyone do it at once it's going to be I would think somewhat of a difficult task but it's something that Indiana is looking at we're having an international study like Indiana and it's one of the things that we're looking at trying to figure out policy levers to get our teacher prep programs number one looking at trying to increase the rigor and number two to try how do we motivate them to do a better job of induction and support beyond that first year as well so those are things that we will continue to look at part of it we believe can be done based on funding models for instance the 21st century I mean 21st not 21st century but next generation who's your educators scholarship we could redirect that money only to those institutions who start following what we think are best practices to make sure that we're getting the best and retaining the best in the classroom thank you very much Representative Benning Dr. Darling Ham and I was going to ask you a couple questions there's two relevant questions one from David it seems like we're talking about the supply of new teachers always coming from young people just out of university what about career changers who represent a grade and largely untapped potential and then a related question from Sharon given teacher shortages and hard to fill content areas like science and math has there been consideration given to try to incentivize people who work in those fields professionally to earn a teaching certificate and take their knowledge into the classroom Dr. Ham yes and there's been a lot of movement in some states to create program models that are not just undergraduate pathways which assume people will decide to be a teacher in their first career so there are a lot of graduate level programs residency models are one such approach which are targeted primarily at people who have already graduated in San Francisco for example almost all their math and science teachers are coming through the residency many of them are career changers from math and science fields technology fields engineering and in one year they can get clinical experience under the wing of a great teacher get all of their coursework you know finished get their credential and be teaching a year later having had support for living costs and tuition and making that commitment then graduate level programs of various kinds are also meeting the need for those mid-career changers there are a lot of places in the country that have created pathways directly from some corporations for example Boeing and other folks in the airspace industry created a pathway for early retirees who wanted to go into teaching worked with universities to create a pathway directly in with streamlined coursework and clinical support so I think it's a great thing to do bringing people in who have that maturity and knowledge base of how the work is actually applied in the world is very important and there are a growing number of models that make it possible and productive for people to come in and learn the part that they don't know which is how do you work with kids and with kids of a wide range of needs and bringing their content knowledge together with the teaching knowledge Thank you Dr. Darlene Hammond I'm going to direct the next question back to the secretary there's a question that says what can we do to convince government officials and policy makers as well as the public to pass viable solutions that actually benefit all teachers and students and this is from Steve Moreno so you had spoken a little bit at the beginning about building the political will Secretary I believe the most important thing that we did because there's been many efforts over the last few years I've been doing this sort of lobbying effort on the behalf of education for over a decade but the thing that was different this time was basing it on data and so we did a lot of data analysis and it wasn't just anecdotal we really laid the need out in front and attached it to how we want to we're not just investing in teachers we're investing in our students in the future of South Dakota and building that coalition and bringing along every single group as Rep. Benin showed all those groups that came together or the same groups that came together studied the issue the governor got out behind this and said we really need to do this for the state for the future of that and really making sure that it wasn't something that just one or two groups or it wasn't just the education field complaining about not having enough resources but it was really looking at it systemically with the data and the information behind that to support it and I truly believe that that is what made the difference this time than all the other efforts that we've ever made before thank you secretary shop Rep. Benin there's a question specific to Indiana when you created these career pathways for teachers how is that sustainable and doesn't it require a lot of extra funding actually in the way the career pathways models work it is sustainable within existing funding one of the things that Linda talked briefly about class sizes and things like that is we looked at our international study of education and one of the things that Mark Tucker who's with National Center for Education Economy talks about you've got different ideological backgrounds from the left and from the right one school choice from the right the other one on the left they'd be a class size what the reality is that the data shows that unless you get down into fairly small class sizes that there's not really significant difference depends on the obviously the age of the students as well as their you know the makeup but as we looked at the rest of the world they had much larger class sizes and one of the ways that career pathways or opportunity culture works is that they use a highly effective educator a master teacher would be the one that would for instance be the one that would have an opportunity to have make more money that it's very selective in terms of how these teachers move up in their career but what ends up happening in the school district that students in public schools they're using urban teacher residents so these are students who have already graduated from college who are in the residency part of their education and they are actually the paraprofessionals so to speak in the classroom so they pay them significantly less the classroom is a little larger but you have a master teacher highly effective educator that is overall in charge of the classroom the research public impact is done especially Charlotte Macklinberg shows that student performance is moving forward more they are actually getting more than years worth of growth from almost all of the demographic sectors in the class and the teachers like I said in Charlotte Macklinberg make up to $25,000 more per year sustainable models so IPS is just starting it and they've negotiated into their contract with the teachers union so it is sustainable one of the things that it does cost upfront and we're looking at having some grant money to help because these are all models that are brought to the school district by educators so educators are coming saying hey this is kind of a new model I would like to try and so we have had philanthropy in Indianapolis public schools help support them putting together these models and now like I said IPS has put them into place and funding a significant differentiated to pay for those teacher leaders inside of this traditional union model thank you very much representative Benning unfortunately we've reached the 10 o'clock hour or 1 o'clock on the east coast so we don't have time for additional questions if there are questions that have popped up here that we haven't gotten to yet we'll try to get back to you on then and remember that the sponsors and their presenters and their organizations have their contact information up on the screen so thank you all for joining the webinar which is hosted by the Learning Policy Institute the council of chief state school officers and the national conference of state legislators on building a strong sustainable teacher workforce we hope it has been helpful to state leaders and others who participated today to work to respond to teacher shortages in your own states reminder that we will be posting the recording and slides from today's webinar on the LearningPolicyInstitute.org website in a day or two as well as will be council chief state school officers and the national conference of state legislators we will email attendees when they're available thank you again and have a great rest of your Wednesday


Hi, I'm Brigadier General Fred Mayacco, Deputy Commanding General, 21st Theatre Sustainment Command from Kaiserslautern, Germany. And I'm Lieutenant Colonel Jason Perdue, 21st Special Troops Battalion Commander. Just want to wish each and every one of you a happy holidays. And Go Army!


Hey, it's Anfa and today I want to play some Xonotic Xonotic This is the single-player campaign, which is a series of bot matches And various maps and this is the 24th one, which is pretty tough And I'm trying to beat it for a few days right now, and I can't so Let's just jump in and try to defeat us I haven't played this game today. I played yesterday I should ramp up my monitor brightness because I Can hardly see stuff this weapon has so little Width now we need to Target someone directly to make any damage Okay, I'm gonna I'm gonna change the brightness because I can hardly see anything. Oh, okay. I Turned off my monitor right now. Let's ramp up the brightness. Shall we? And the second one too I usually run everything on low brightness because it hurts my eyes and I don't like it when you have When you have stuff that is very dark on the screen and you have very bright lights In front of you you need to compensate Okay Let's get back These are so-called godlike bots so they aim like crazy they're too good And I figured out that I'm actually the best against them with mortar Which is a grenade launcher and the grenades. It's funny because the grenades are faster than the rockets from the Rocket launcher, which is called Yep, these are my two first frags And two second frags Whoa, you also need to take care about your health and make sure you're stacked Because otherwise you're gonna die. Oh, yeah Nope, I want a mortar. Oh, I don't have ammo for mortar Here it is. Oh, yes.  If I don't get any health. Oh Whoa, okay. Bye Thanks for getting out of the way I want that health. Yep There's someone. Yep. The good thing is that we're right. It has two modes like every weapon in here has two modes Die, please. Oh, I'm low on health very low. Oh Okay, let's spam them with electrode. Oh I'm second. I'm not the worst Oh, I feel like I'm warming up. Okay, let's go for the rocket launcher, which is called. Oh Yeah, whoo, that dude almost wrecked me. Oh And he did I'm Three frags behind. Oh, no, he took my Rocket launcher. This weapon is called blaster. It was called laser for the majority of the history of this game And it it has 20 damage So can kill you in five hits if you're if you're good on health like if you have 100 and It also propels you a lot into the space. So it's very cool for throwing people into oblivion I'm looking for a mortar because it's my favorite weapon. I guess It's very quiet very quick and it can bounce off walls and explosives. So it has. Oh, no, the guy goes for the strength. Nope All right, he didn't get it someone else get it Like Where are you? This weapon is called hugger and it spans smaller rockets quite fast. No, dude It's three frags left. I'm gonna lose this match Oh Okay, what do I have? No, I hate machine gun it it's like It's it's good when you have one enemy But it has zero splash damage. So obviously Okay That's my first attempt. Let's go in and do a second one. All right once again, let's see how I'll make Now I have the brightness up already Yep, first blood is mine Second blood to All right, let's go for a hugger Whoa, that guy spammed right now like spound right next to me and just I don't know what he happened All right, let's go for mortar Oh, I barely can see anything in these dark places No, the funny thing is this game engine is called dark places. It's a heavily modified quake one engine You can't really tell that it's quake one engine or that it was quake one engine and at one point in time Okay, let's send some guys to the other side Hopefully not let them do the same for us. Oh Hitting wall not nice Come on No, I like hitting two people at one time with one bullet. This is why I hate little just oh Okay, I'm first on the score list, but I Have four frags and someone else has also four. Okay. I have five, but Yep, I have the lead But this lead can quickly dissolve All right, I'm gonna maybe go for strength Probably some are gonna come right now and spam me Okay, I have it Maybe this is the worst weapon for Anything. Oh my goodness, but I'm doing 60 damage of one hit. So maybe even it can do Come on Please kill some stuff Okay, maybe a rocket launcher. Oh my forgot that I'm propelling myself way too high. Okay, it's decaying I want I won't manage to make anyone shut. Oh Okay, let's go for the rocket launcher not get famed with Stuff. Oh my goodness. How many people are there? Yep, I'm on a rage Or so the announcer says I don't know if I agree Oh Whoa, nice one direct hit Three of you well, this is why I like splash damage on my weapons because you can get Two frags When you would normally hit you just get one I never learned like doing rocket launcher and sniper rifle combo and this is what people do a lot in this game I think like the top players Just run around with necks, which is the sniper rifle I'm gonna go get it Here it is and they hit someone with this and then they Switch to rocket launcher and they they finish him off with that It does a lot of damage, but it's really hard to hit. You know, it requires Amazing skills to be consistent with this weapon and I'm not Like I can do some nice hits and some that are even impressive I would say But not very consistently. So I'm not not the best with this weapon. Oh no, someone took mortar I need to do something else. Oh dear Not good Okay Uh, no not going that way. There's a guy with Strength and necks and I don't want this to hit this in the face Get face plant with this I want mortar, please Again, it's taken one. I'm gonna I don't know. Well Wow, I still have the lead That's amazing I thought that I'm gonna lose it already Maybe I'll go for okay I have a chance of winning this match Wow, I rarely kill someone with shotgun on this map because they are so fast that you know like Finishing anybody off is like way beyond my comprehension of this weapon Uh Well, miss.  Let's see. Can I hit someone with this? Uh, no, okay. I'm second All right, I'm gonna lose this again Uh, I think just like okay. Wow, they didn't take the rocket launcher Come on For health. Okay 12 now, but still that's insanely low Okay, I have no ammo Uh Dang it Come on I'm four frags out way from victory And I lose Okay, let's get one more try And we'll wrap it up at 15 minutes Oh probably 17 Okay, that's the first and final try a third and final try.  I don't know Wow, that guy just took one hit and died That's pretty rare. Where are you? Hello? Yep Oh, that was nice You just run into my rocket Straight into it. I didn't aim at that you Uh, please I have no ammo Okay, hugger would be some ammo, but it's not oh dear someone's coming for the strength not good I fragged some dude All right, I have electro It has a nice. Wow double kill. Nice It has a nice combo.  No Okay, I'm out of ammo Wow, I actually finished off two guys with this Oh rare. Whoa. All right Uh, I'm not I don't have the lead, but I'm tight in for it.    Oh, okay. I'm all alone health. Wow. I have the lead By four frags. That's significant. That actually can Can finish very well I'm going straight for the mortar because it's It's my weapon of choice. Oh, dude. The guy has strength.  Oh my it's gonna finish me off Okay, I have five points of lead I'm just five frags away from victory So I can't mess this up today Let's win this match. Let's win it for good I Hit him and he's still lives Lives And still lives. Come on. Just die already. All right How much can you take? Oh No, oh my They aim like crazy. It's ridiculous Oh, please shall I get some frags finally? Oh, yeah Just one two, please Finally, I'm the one who's found the three frags left notification notice Okay, this gun isn't my favorite one But I still managed somehow and I'm alive. I guess not long I I expect to die soon Oh Okay, that might be the final one I killed myself. So I'm one frag back Dang Not nice Oh You can be the finished one. You can be my final frag, dude Why don't you take that? Why don't you take that chance? You know how yep I won All right, so I finally won this match and there's one more It's called bonus Surprise welcome to the rocket hell only the devastator will be available here.  Okay We're 20 minutes in let's Let's try it Oh dear Oh dear Oh that that escalated quickly I have ping and nobody else does that's not fair Are we all running or I don't know Okay, so this is the rocket arena what you would call an unreal tournament Oh my goodness. There's a ton of people here I like that recently you can see how much damage it deal to everybody When you have hit hit and it just draws little Oh, that was my shadow. I thought that someone invisible Okay, so that's a good devastator practice map actually match Okay, I'm Not doing bad like not doing awesome, but not doing bad You know the funny thing is that devastator is very slow actually like maybe in You know quake Reality it's fast, but in sonotic in zoonotic. It's very slow You shoot this rocket and flies and flies and flies. That's why I prefer mortar more of What what What Someone someone already has 17 frags What I'm devastated by this news dude. What am I supposed to do? I can just run around and try not to Die. No, okay two frags left great I have like more than twice Twice less points two times less points and the leader Exactly two times less. Okay All right, I'm devastated by this devastator arena match Okay, that's it. This is sonotic. Sorry. It's zoonotic. It's version. Let me say let me see It's version all 0.8 point two Yeah Yeah, I like this game. That's a big piece of my I don't I can say childhood, but yeah childhood also my My life All right, thanks for watching. I hope you liked this Let me know in the comments and I will see you in the next one. Bye


Gonzales is back. As you can see, right everybody, what is going on? Welcome back to another video. I almost feel as if I'm running out there on the field for the Chiefs back in the day to go and score a touchdown guys. This is my Tony Gonzalez playing Jersey from the Chiefs, number 88, absolute legend. Today we're not going to be reacting to Mr. Gonzalez. We're actually going to be reacting to another Chiefs player by the name of Chris Jones, defensive tackle for the Chiefs. He's number 36 on the top 100 NFL's greatest players of 2019 and I'm about to give my unbiased, unfiltered reaction to him as a rugby player. So sit back, relax and I'll see you in a second. Okay, before we do, my amazing subscriber also sent me a Chiefs Kingdom flag and look, I mean you guys, honestly, you don't need to try and convince me anymore. I am a definite fan of the Chiefs. In fact, when I play Madden, the Chiefs are my go-to team. My home's to Kelsey. My home's to Hill. My home's to Russia himself. You never know what's going to happen, but they're definitely my Madden team. Jaguars are my in real life team and I think the Chiefs are my Madden team. All right guys, let's get into this. Chris Jones. Chris Jones, I mean that's the guy who brings energy every single day first off. Is that Pro Bowl or is that? No, that's the Chiefs. What did he get last year? He wasn't on the list. No, no, not on the list. Cheers guys. I'll be there. So he's a nice guy. All right, I'll be back tomorrow. I'll get cool, man. Brace an extra chain so you can eat too, but I'm going to take yours. Interception, return for a touchdown that stays out to me. Oh, bang off the left and he's in. Chris Jones. Look at this. He still had to finish. He still had to step the quarterback. Well, if you say so, SacNation.com. And if it's not claimed, would I like to buy this domain? Sure. $69.99 to buy SacNation.com. That actually sounds like an amazing deal. I might consider getting that and then sell it back to Chris Jones. I've had a lot of sex or had a lot of sex. 11 consecutive games with a sack.  Let's get back to the sacks down the bottom. Sex. Chris Jones. Where are you? He must have had at least 11. 15.5. He came in at third on the list for the season. 16 games, 11 started. One interception for 20 yards and one touchdown, which we just saw. Two force fumbles and 35 solo tackles with five assisted tackles for a total of 40. I just need to check one other thing. Aaron Donald is a defensive tackle or an offensive tackle? I love watching you whoops. Hey, whoops there. Just when you were ready to get that back up, I threw one around you and it would fall on your face.  They're like, well, there's no way to go about it, Chris. Only J.J. Wright and Aaron Donald liked the most sacks in Chris Jones last season. He's the guy that's gonna really just take over this league. You know, Aaron Donald clutching constantly, a lot of praise on which they should, but he's guys, it's right in that conversation. Sack Nation. SackNation.com. You can get it for $69.95. All right. 36. Done. Chris Jones in the next one. Devonte Adams. I've actually seen him a hell of a lot on this countdown, giving his opinions on people. And now we're going to hear people's opinions of him. But there is one thing I have to do first. Wish me luck. Yeah. Do I look like Jordy Nelson? Maybe I do. Maybe I don't. Let me know in the comment section below. If you have enjoyed this video, guys, hit that like button. If you want to subscribe, please do. I'll see you soon.


The People's Democratic Party is embroiled in an eternal squabble over the fate of its chairman Uche Secundus. There are members who want him to resign and of course others who want him to stay. With the division all too evident, Plus TV Africa's Jacinta Obuco brings us the views of two politicians, one of whom is the national executive of the PDP. The national chairman of the People's Democratic Party PDP is fighting the battle of his life. The party's cacos at the House of Representatives have advised him to resign in order to save the party from collapsing. According to a communique signed by Honorable Kinsley Chinda from Rivers State, We urge the chairman to consider making the necessary personal sacrifice worthy of the leader and the party's current and future interests, with a firm assurance of honorable regards and appreciation by the party leadership now and the years to come. This he will do by honorably resigning his position as party chairman immediately to allow the party an early start. But a politician and former media advisor to the governor of Rivers State, Puna Buenco Taria, argues that the call for Secondary Removal is more personal than it is about leadership issues. It's simple because they believe that this man is not his tell-all. It's about the October-November what they are about. So why not let it be? They do not bring in that vibrant man that you believe that will take the party that will ensure between of the PDP community to the trade. We have just about you have more than a year to go. The Assisted National Publicity Secretary of the PDP on the other hand points out that interest and crisis cannot be wished away in politics. To the electorate, to the people outside, what is happening in both PDP and APC are normal things that are expected prior to a contest, which is 2023. On the argument that Uche's condos isn't vibrant enough to lead a party through the 2023 general election, this is what Odeemi has to say. It did not engage us enough. It did not give us the necessary recognition as national officers. We were not given any role, even though the constitution states that we are to deputize for the principal officers. But what we are saying is a good administrator, we still know how to engage people and that I just see them as I do. The governor selected on the platform of the PDP, the party's lawmakers, members of its Board of Trustees, the National Executive Committee and the National Working Committee are all weighing between seconders and the reverse state governor, Nesum Wike, who is considered more strategic to the party's future ahead of the 2023 elections. Jacinta Obuquo for PLOS TV Africa. Hello, hope you enjoyed the news. Please do subscribe to our YouTube channel and don't forget to hit the notification button so you get notified about fresh news updates.


Jürgen Klopp believes Liverpool deserve to go through to the quarter-finals of the UEFA Champions League, UEFA Champions League despite the narrow 1-0 loss to Inter at the endfield on Tuesday. The defeat on the night wasn't enough for the visitors to progress with a 2-1 aggregate scoreline, sending Jürgen Klopp's men into the final leg. Pete Krabiets always says, the art of football is to lose the right games. I still hate it, but if there was any kind of game we could have lost and could have afforded to lose, it was tonight because the main target obviously of this competition is to get through, but you are right. It's not that I'm here like over the moon, I'm really happy that we went through because obviously when we saw the draw in the first place it was like okay, that's a tough one. So we went through and I think over the two legs we deserved it, so that's fine that we had some problems in the game tonight with different reasons. One is the quality of the opponent, they are a really good football team. And they set up, we know that in the league a little bit from Leeds under Bielsa just with much more quality and that makes it really tricky to play against them, but we still had our chances and didn't score.


My name is Dr. Julia Kazmaier. Please ask me any questions that you have at any time. Oh, it's misspelled my name, of course it has. Okay, so first I wanna talk a little bit about what crime data we are using today. As I mentioned before, the British Crime Survey, it was at this time called the British Crime Survey 2007 and 2008 since the Crime Survey for England and Wales, but the unrestricted access teaching data set available from the UK data service. I'm also using criminal justice statistics and sexual offenses in England and Wales. For also, I got this data set through the UK data service as well. I'm using a subset of this data set. And I'll also be using some UK population estimates that I got through the Office for National Statistics, again, I'll be using only a subset of that. And I will be using some national statistics that I accessed through the police and border forces, seizure of drugs in England and Wales. They put out data tables every year about different kinds of drug seizures. And I'll be using some of those statistics, again, just a subset, rather than use the entire data sets I've used subsets. And I have manipulated them in a couple of different ways to make them applicable to the questions that we're looking at today. All of these data sets are fully available online, no restrictions, you can just go to these sites and get it, the full references, including the links to the websites where you can get the full data sets for these things are available in the folder for day one. But now the real question, what is the tidyverse? It is, it describes itself as an opinionated collection of our data science packages for data exploration, manipulation and visualization. And it's key features are that it uses a structure called a tibble. It uses tidyR and dplyr for data manipulation and ggplot2 for visualization. We will get into all of this, so don't worry if that sounds like a bunch of gobbledygook. Let's start off with the grammar. What is a tidyverse grammar? It's a set of functions that accept and return tibbles, tibbles being the structure used within the tidyverse. You can string functions together with what is known as a pipe. It is written percentage sign greater than percentage sign. You can, rather than type that out, I mean, it's only three keys, but you do need to hit the shift each time. So there's a shortcut, which is control, shift and M. So that'll pop you down a pipe right away, make it a little bit easier. The goal of tidyverse grammar is readability and order. And I'll show you an example of what that means. So let's compare the following. A non-tidyverse set of functions looks like this. That looks really terrible, but it is essentially the same as this, which is to say you take a data frame called my data frame and you pass it to a function called group by, which groups it by user ID, date, category ID, and it passes that to summarize count. So you can see, looking at these two things, they accomplish exactly the same, but it's much easier to read the tidyverse version. At least I think it is. I assume you also think it is. Tell me if you don't. So let's look a little bit at tidyverse structure in function. Tidy is about shape, which describes the structure or organization of a data set. It is not about the quality of that data set. Any given data can be tidy or not. And again, that is not about the quality of the data. It is about the structure, the shape, the function, the organization of that data. Any given data can be made tidy or not by restructuring that data. And tidyverse functions work best when data is in tidy tibbles. So what exactly are we talking about with these tibbles? But we'll come to that. Data may, oh, that's a grammatical error. Data may be, wait, well, let me start over. Data may need restructuring before effectively using tidyverse functions on it. So because tidyverse functions work best when data is in tidy tibbles, if your data is not in a tidy tibble, it will need a little bit of restructuring before you can expect the functions to work well. Well, that one missing word really threw me for a loop. Let's talk about what shape tidy data is in. Each observation has its own row. Each variable has its own column. And each value has its own cell. And that might seem obvious, of course, if we're talking about, you know, grids and tables. Surely that all data should be tidy, right? Well, let's look a little bit critically. Here we have a small, incredibly small table, possibly too small to be worth talking about, but this is just an illustrative example. Does each observation have its own row? Again, with a typo, I really should have gone over this once more. Does each variable have its own column? And does each value have its own cell? Feel free to write me in the chat, or you can turn on your microphone if you're happy to for your voice to be recorded. And tell me, is this tidy or not? And if it is not, which of these features of tidy data it does it not meet? Give people just a moment to think about that, maybe to write in answers or suggestions. I will, of course, tell you the answer so you can just wait, but it is good to challenge yourself to come up with the answer before I give it to you. As before, the deafening silence is ringing out in the chat. So I suppose I'll just, ah, yes, we have a suggestion. The date, yes. If, I mean, in this particular instance, these are all the same date, but you're right. If we split it into a column for day, a column for month and a column for year, that would be useful if we wanted to group things by day, a month or a year, for example. Yeah, so you have picked up on the date. There is another issue with this data that I will show you now. And it is that the each row was not its own observation. If you look back on this, you'll see that each row is a country, but that there are two observations, one for incidents and one for resolutions. So if we swap that out for this, we see that country, each country now has more than one row because the actual sort of value of each type of observation, now each one has its own row. Essentially, this taken a wide data set and made it longer by replicating the country, but by splitting out the incidents and resolutions by type. Yeah, Julia Demigliel Velasquez has pointed out each incident could have its own row. Yeah. Right, so let's move on.  You're like, well, you know, this is less easy to read for people, but it is easier to read for the tidy verse. And so how we as individuals as people use data in tables is not exactly the way the tidy verse works best with data. And so that's a little bit of a shift in mindset. But let's let's carry on a little bit more about tibbles and how they're different than classic data frames. When you print a tibble, it specifies the type of each column. This is not something that's true of classic data frames. It only shows you 10 rows unless it is told otherwise, whereas classic data frames will just print them all. And it fits the columns to the display, whereas classic data frames will go off to the right-hand side and you have to scroll sideways to see all the columns. This is pretty unremarkable stuff. Most people probably don't print a whole lot of data frames in our studio, but it's good to know that it's different. Another important difference is how you subset the data within a tibble. You can subset a column as a value using the name of the tibble. That's this part here. The dollar sign and then the name of the column. You can also do it with the name of the tibble, double square parentheses, quotes column name, or the name of the tibble, double square parentheses, and the number of the column. And in R, there's no zero column. It starts with one. You can also subset a column as a variable. You will notice in this case, there is only one set of square brackets rather than two. And you can subset a row as a variable, again, using one set of square brackets. And the comma is different. You'll notice in, if you want a column, it's comma and then number. And if you want a row, it's number and then comma. This tells you sort of, it tells the tiny verse, which direction it's subsetting something in. But again, it counts from one. And something that's different between a tibble and a classic data frame is that you can embed subsetted variables and values using a pipe and the full stop. So you can pass things around between functions, between, you know, sort of data frames using these. Don't worry about this too much. This kind of thing is all in the cheat sheet. And you may or may not find these useful sort of shortcuts. Maybe you prefer to go to do the long way round, sort of saving the variables as separate entities and then using them. And that's fine because it can help to do things the long way round at least at first so that you really understand the processes. So we've talked a lot about what tibbles are. How do we create a tibble? Well, if you have an existing data frame, you can smash it into a tibble by naming, creating a new name for your tibble, using the assign function in R, which is less than dash. You can use as tibble function at parentheses and you put the non-tibble data frame here. What this does is it takes this object, the non-tibble data frame and applies this function to it and saves the result under this name. You can also create a new tibble from existing columns using this function. You'll note that this time it is just tibble. There's no as underscore. But it's the column A, column B, and column N have to already exist in your data environment. And finally, my personal favorite is that when you're importing data, you can just pass it through the as tibble function so that when this data is imported with the read function, in this case the read CSV, but it could be read table or read text as you like, that is then passed immediately to the as tibble function and the whole thing is saved as your tibble name. So we'll be playing around with that a little bit. Once you have the tibble, you can add columns to it. Again, you have a column variable. You pass it to the add column function and that is piped. So the original tibble name is piped to an add column function and a column variable. The whole thing is saved as a new data name. This will come in handy. You will actually need this for the workshop exercises today, but don't worry. This function is available in the cheat sheets. You can also add rows to an existing tibble much the same way, but with add row instead of add column. So we have arrived at our first set of exercises. So what I want you to do is open up, if you don't already have it open, the day one tidy verse worksheet and work through the first group of exercises on tibbles. Stop when you get to this, oops, stop when you get to this symbol, this sort of line break that I've added. The next set is tidy exercises. And I want you to know that a fully functional code for each question in these exercises is written out in a separate and appropriately named rmarkdown file. It does contain all the answers. So if you just really cannot be bothered, you can open that up and just look at the answers. But I think you will work best. You will learn more effectively. If you try them yourself, make a bunch of terrible mistakes and then look at the answers, you're more likely to actually remember the steps and the processes. Also, the cheat sheets are available. There are some on tibbles, for example, on how you create, how you add, how you subset all of these things. Thank you.