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Meeting the highly qualified teacher challenge. USDOE - Continued emphasis on equitable distribution. OESE priority (of 3): Teacher quality, equity and effectiveness

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usdoe continued emphasis on equitable distribution
USDOE - Continued emphasis on equitable distribution
  • OESE priority (of 3): Teacher quality, equity and effectiveness
  • “ensuring that poor or minority children are not taught by inexperienced, unqualified or out-of-field teachers at higher rates than are other children”
highly qualified teachers the floor inputs 100 by end of 2006 07
Highly qualified teachers – the ‘floor’ – inputs100% by end of 2006-07
  • Bachelor’s degree
  • State certification
  • Demonstration of content knowledge (exam, coursework, HOUSSE)
highly effective teachers the goal outputs
Highly effective teachers – the goal - outputs

Available research says:

  • Years of experience
  • Contextual training
  • Value-added: student results
new york state s plan to enhance teacher quality
New York State’s Plan to Enhance Teacher Quality
  • State actions to reduce gap:
    • Focus resources and TA on high-need, low performing schools
    • Collect and widely disseminate HQT data
    • Engage teacher education institutions in preparing candidates for shortage fields
    • Strategies for certification, induction, ongoing professional development and teacher retention
new york state s plan to enhance teacher quality6
New York State’s Plan to Enhance Teacher Quality
  • State actions to reduce gap (con’t):
    • Collaborate with network providers for targeted, HQ PD
    • Advocate for additional fiscal resources for high need schools
    • Require (and monitor) LEA teacher quality plans
new york state s plan to enhance teacher quality7
New York State’s Plan to Enhance Teacher Quality

Impact on LEAs

  • HQT lists – for LEAs/districts not meeting HQT AMO of:
    • 90% in 2004-05 – data avail July 2006
    • 95% in 2005-06 – preliminary data now
    • 100% in 2006-07 – BEDS surveys just completed
new york state s plan to enhance teacher quality8
New York State’s Plan to Enhance Teacher Quality

Impact on LEAs (con’t)

  • Teacher quality plan required now for LEAs on 2004-05 lists
  • Teacher quality plan, including equitable distribution of HQ and experienced teachers, will be required of all LEAs in 2006-07 consolidated application
  • Continued use of HOUSSE to get eligible teachers HQ
  • Board of Regents: limit incidental teaching?
nys equity gap
NYS Equity Gap
  • In 2004-05, a large difference between the top and bottom quartiles (high poverty/high minority and low poverty/low minority) in classes with HQ teachers
  • New York is second from the bottom in the size of the gap at the elementary level

(16% difference – 82% vs. 98%)

  • New York is sixth from the bottom in the size of the secondary gap

(17% difference – 80% vs. 97%)

slide10
The equity gap exists at multiple levels:
    • State – large and small urban districts
    • District – high poverty/minority buildings
      • State plan – to begin reporting on district gaps in 2008
    • Classroom assignments – which teachers get the ‘difficult students’?
hqt gaps
HQT gaps
  • In 2004-05, of the 42,143 core courses not taught by HQ teachers, 87% (71% @ secondary level) were taught by teachers not certified for the subject areas to which they were assigned
  • Statewide not-HQ courses
    • Science (14%)
    • English (13%)
    • Math (12%)
  • Some regions: high % of foreign language courses not taught by HQ teachers (9% statewide, 25% in some regions)
  • Secondary special classes are more likely to have not-HQ teaching of core courses than elementary special classes
continuing challenges
Continuing challenges
  • Accurate and timely data
  • Full dissemination of data & implications
  • Contractual barriers
  • Proliferating requirements
  • Limited resources – fiscal and human
emerging research strategies to improve effective teaching
Emerging Research - Strategies to Improve Effective Teaching
  • Improving the working environment
    • Building school capacity to support teachers
    • Teacher career ladders and leadership
    • Induction/mentoring support
    • Placement practices
emerging research strategies to improve effective teaching con t
Emerging Research - Strategies to Improve Effective Teaching (con’t)
  • Pipeline strategies
    • Preparation for teaching in high need schools
    • Expanding the teaching pool
    • Hiring practices
    • Recruiting minority teachers
  • Monetary strategies
    • Performance-based pay
    • Financial incentives

from http://www.tqsource.org/strategies/

in your work with districts how might you help them define teaching effectiveness
In your work with districts, how might you help them define teaching effectiveness?
  • Base of “highly qualified”
  • Experience – who gets assigned to what buildings and classrooms?
  • What other factors highly impact teaching effectiveness – consider APPR, job-embedded PD, working conditions, mentoring & induction support, distributed leadership …?
possible scdn leadership roles
Possible SCDN leadership roles?
  • Examine local data related to the placement of experienced and highly qualified teachers
    • Dig deeply into multiple layers of teacher data
    • Help build the case (with teachers, administrators, other stakeholders) for equitable building and classroom placement of experienced and highly qualified, experienced, and effective teachers
    • Include teaching quality issues in school improvement planning, including resource allocation
possible scdn leadership roles con t
Possible SCDN leadership roles? (con’t)
  • How to help build learning environments that support recruitment and encourage retention?
  • Assist in ensuring that eligible teachers are documented as highly qualified (HOUSSE & other routes)
  • Help develop local plans and rubrics (including non-evaluative) that assess teaching quality
guiding questions
Guiding questions
  • What roles related to teaching quality, experience and effectiveness might your region address?
  • What roles related to the equitable distribution of highly effective teaching might your network address?
  • What kinds of support might you need from SED?

Questions, information or TA requests:

Alysan Slighter

518-473-7155

aslighte@mail.nysed.gov