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Educator Quality and Quantity. a CEAAC Project w ith Partners NEA Alaska and Cook Inlet Tribal Council, Inc. Charles Wohlforth [email protected] Jerry Covey [email protected] Barbara Adams [email protected] EQQ Context.

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Educator Quality and Quantity

a CEAAC Project

with Partners

NEA Alaska and Cook Inlet Tribal Council, Inc.

Charles Wohlforth [email protected]

Jerry Covey [email protected]

Barbara Adams [email protected]


Eqq context
EQQ Context

  • 2004: CEAAC Board files the constitutional Moore suit to address low performance in rural schools.

  • 2009: Judge Gleason orders teacher and principal training to meet state’s constitutional obligation.

  • 2012, January: CEAAC settles Moore suit without a specific teacher preparation component.

  • 2012, April: CEAAC Board adopts a three-year plan, taking on teacher quality and quantity beginning in 2014.

  • 2014, April: CEAAC Board retains Jerry Covey and Dr. Barbara Adams to study and make recommendations.

  • Today: Covey/Adams Report to CEAAC


EQQ Project Goals

Identify statewide issues that negatively impact Alaska’s certificated education workforce.

Identify effective practices in educator recruitment, development, and retention.

Engage stakeholder groups in a collaborative effort to prioritize improvements that will strengthen Alaska’s certificated workforce.

Secure policy, regulatory, and statutory changes to improve the quality of Alaska’s certificated education workforce.


Issues impetus
Issues & Impetus

  • From 2008-2012 an average of 64% of teachers were hired from outside(ISER, 2013).

  • District teacher turnover ranged from 7-52% in 2012 (ISER, 2013).

  • Turnover rate for teachers prepared outside is double that of teachers prepared in Alaska, regardless of years of experience. For example, 23% vs. 12% turnover of early career teachers 0-3 years (ISER, 2013).

  • Half of Alaska students are minority but 90% of teachers are white (ISER, 2013).

  • Only about 40% of Alaska’s high school graduates attended postsecondary institutions in 2012 (ACPE, 2013).

  • 49% of first-time UA freshman required remedial courses in 2013. Of that group 81% of them required remedial math and 50% required remedial English (ACPE, 2014).


Systemic Approach

Strengthen

K-12 Certificated Workforce

DevelopandKeepthe Workforce

Expandthe Alaska grown Workforce

Train 60% of new hires in state

by 2020

Develop 90% to proficiency level by 2020

Preparation& Recruitment

Prof Development &Retention

Measurable Outcomes


Preparation
Preparation

  • Raise standards for entry into and exit from educator preparation program in state

  • Increase university capacity for teacher education by 66%

  • Increase and strengthen pre-service field experience

  • Provide a systemic process for improving teacher preparation using stakeholder and outcome feedback

  • Increase and strengthen bridge programs to attract minority groups into education careers

  • Establish laboratory schools in urban and rural hub communities

STRATEGIES TO SUPPORT ACHIEVING

GOAL #1:

TRAIN 60% OF NEW HIRES IN STATE BY 2020


Recruitment
Recruitment

  • FEA program in every school district, aim for 5% of high school student population for a total of 2,000 students

  • Increase and strengthen bridge programs to attract minority groups into education careers

  • Loan forgiveness for Alaskans who are trained outside and return to teach

  • Incentivize hard to fill jobs

  • Revisit salary and benefits package

STRATEGIES TO SUPPORT ACHIEVING

GOAL #1:

TRAIN 60% OF NEW HIRES IN STATE BY 2020


Professional development
Professional Development

  • Add 10 professional development days

    • Add 5 days to school year

    • Add 5 days to quality in-service allocation

  • Select two curricular programs for major content areas – if districts voluntarily choose to use them, state will purchase them and EED will provide on-going staff development

  • Fully fund and implement Alaska Statewide Mentor Project

STRATEGIES TO SUPPORT ACHIEVING

GOAL #2:

DEVELOP 90% TO PROFICIENCY LEVEL BY 2020


Retention
Retention

  • Incentivize hard to fill jobs

  • Revisit salary and benefits package

  • Continue teacher retention grants to districts

  • Establish laboratory schools in urban and rural hub communities

  • Note: this systemic approach should support increased retention as a whole

STRATEGIES TO SUPPORT ACHIEVING

GOAL #2:

DEVELOP 90% TO PROFICIENCY LEVEL BY 2020


Next steps
Next Steps

  • Request consensus from CEACC board

  • Present Alaska EQQ Plan to stakeholder groups

  • Convene stakeholder group to begin developing recommendations

  • Present plan to school boards, local governments, statewide civic, community, and business groups

  • Present policy recommendations to legislature and education agencies

  • Advocate for change


Methodology methods
Methodology & Methods

  • Approach

    • Long-term issue

    • Make change

    • Leaders from range of stakeholders

    • Grounded Theory

  • Data Collection

    • Interviews (16)

    • Two interviewers

    • Individual mostly and some group

    • Structured protocol

    • Document review


Interview data collection
Interview Data Collection

  • Alaska Dept. of Education & Early Development

  • Alaska Staff Development Network

  • Alaska Teacher Placement

  • Anchorage School District

  • Association of Alaska School Administrators

  • Association of Alaska School Boards

  • Education Matters

  • Fairbanks North Star Borough School District

  • Future Educators of Alaska

  • Institute for Social and Economic Research

  • NEA Alaska

  • UA Rural Campus Leaders

  • UA Schools of Education

  • UA Statewide Administration


Research reports documents
Research Reports/Documents

  • Alaska Department of Education and Early Development (DEED) Documents

  • Council for the Accreditation of Educator Preparation (CAEP)

  • Education Matters, Inc.

  • Flexner Report on Teacher Preparation (Brookings Institution)

  • Institute for Social and Economic Research (ISER) Reports

  • Interstate Teacher Assessment and Support Standards (inTASC)

  • National Board of Professional Teaching Standards

  • National Council on Teacher Quality (NCTQ) 2013 State Teacher Policy Yearbook

  • Shaping Alaska's Future (University of Alaska)

  • Stanford Social Innovation Review

  • TCC Interior Education Summit Draft Report

  • UA SOE Draft Plan for Revitalizing Teacher Education in Alaska


Coding analysis process
Coding & Analysis Process

Iterative Process: open coding, axial coding, selective coding

Analysis: frequency, co-occurrence, quotes

open coding

selective coding

Preparation

Recruitment

Retention

Professional development

  • Quality

  • Compensation

  • Mentoring

  • Perception

axial coding

  • Issues

  • Solutions

  • Changes


Results by frequency
Resultsby frequency


Results for issues
Results for Issues

Issue: ideas suggested as problems, bottlenecks, difficulties.


Results for solutions
Results for Solutions

Solution: ideas suggested that address an issue or suggest change in a specific and actionable manner.


Results for changes
Results for Changes

Change: ideas suggested for modification without providing a solution.



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