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2006-07 – 100% HQ

Meeting the challenge: Highly qualified, experienced and effective teachers, equitably distributed. 2006-07 – 100% HQ. Emphasis changing from HQ (now that we’re already there …) Bachelors degree and State certification in subject(s) taught and

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2006-07 – 100% HQ

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  1. Meeting the challenge: Highly qualified, experienced and effective teachers, equitably distributed

  2. 2006-07 – 100% HQ • Emphasis changing from HQ (now that we’re already there …) • Bachelors degree and • State certification in subject(s) taught and • Demonstration of content knowledge (major, coursework, HOUSSE, exam, etc.) • To highly effective • and equitably distributed

  3. Highly effective indicators • Years of experience (over 3) • Contextual training • Value-added: link teachers with student results And - what else do we look at to measure teacher effectiveness? How do we know?

  4. NCCTQ et al - research on strategies to increase effective teaching • Improve the working environment • Strong leadership & administrator support • Safe learning environment • Build school capacity to support improved instruction: collegial learning communities, horizontal & vertical planning, looking at student work, … • Develop teacher career ladders and leadership opportunities • Provide strong induction/mentoring support for new and/or struggling teachers More strategies: http://www.tqsource.org/strategies/ http://www.ncctq.org/publications/March2007Update.pdf

  5. Equitable Distribution States and LEAs must have plans and strategies to ensure that: “minority students and students from low income families are not disproportionately taught by inexperienced or unqualified teachers”

  6. NYS Equity Gap2004-05 • In 2004-05, a large difference between the top and bottom quartiles (high poverty/high minority and low poverty/low minority) in classes taught by HQ teachers • Nationally, New York second from the bottom in the size of the gap at the elementary level (16% difference – 82% vs. 98%) • Nationally, New York sixth from the bottom in the size of the secondary gap (17% difference – 80% vs. 97%)

  7. 2005-06: Total increase in NYS HQT to 94.5%, and narrowed the gap between high and low poverty schools (quartiles)

  8. New York State’s Plan to Enhance Teacher Quality - Sept. 2006 • What NYS will do to reduce gap: • Advocate additional fiscal resources for high need schools - Contract for Excellence (between-district differences) • Focus TA resources on high-need, low performing schools • Collect and widely disseminate HQT data

  9. New York State’s Plan to Enhance Teacher Quality – Sept. 2006 • What NYS will do to reduce gap (con’t): • Engage teacher education institutions in preparing candidates for shortage fields • Require (and monitor) LEA teacher quality plans Full NYS plan on-line at: http://www.ed.gov/programs/teacherqual/hqtplans/index.html#ny

  10. District policies and decisions are critical in eliminating the equity gap • District level – high poverty/minority buildings • in State plan: begin reporting on within-district gaps in 2008 • Building level - classroom assignments – are the best (most experienced, most successful) teachers more or less likely to be assigned lower-performing students?

  11. Emerging Research: inequity results from district fiscal policies • When budgeting and reporting building-level expenditures, does your district rely on AVERAGE teacher salaries? Next 7 slides adapted from Marguerite Roza’s work

  12. LEA Response: Higher salaried teachers don’t mean better teachers • Data: Schools with lower salaries have higher teacher turnover and • Higher poverty • More minority students • More bilingual education students • Lower performance • Fewer applicants • Staff surveys indicate less satisfaction with staff collegiality

  13. LEA Response: Schools with lower salaries get extra money for bilingual education, poverty, etc. Data: additional funds do NOT offset the discrepancy in teacher salaries - High poverty, high minority, low performing schools still have less total funding allocated.

  14. Challenges • Most funds are tied up in systems hard wired to the benefit of students (and adults?) in less needy schools • Local forces push for equal distributions of any new funds, and/or • Local forces work to ensure that everyone gets a share of any new funds • No data on access to applicants

  15. What’s being done • Improved data reporting • “Layer on/work around” strategies • Targeted incentives to attract and retain teachers in high needs schools • Efforts to change working conditions and provide intensive, focused, job-embedded professional development • Structural changes • Aligning budgets with real salaries • Changes in teacher compensation systems • Contract negotiations

  16. Dr. Roza’s Recommendations • Get data and acknowledge the problem • Develop plans to experiment with new solutions to the teacher distribution problem • If incentives are used, monitor fiscally to gauge distribution among schools • Keep an eye on the prize: gauge progress as equity in student performance, teacher quality, or access to talent

  17. NYS HQT DataSmall group work Session 1 • What does the data tell you? • What does the data NOT tell you? • What additional questions does the data raise? • What additional data might you need to answer those questions?

  18. Continuing State-level challenges • Accurate and timely data • Full dissemination of data & implications • Limited resources – fiscal and human • Limited role re contractual arrangements

  19. Some district-level challenges • Access to timely data • Proliferating State & federal requirements • Limited resources – fiscal and human • Inequitable distribution of resources (?) – fiscal and human • Renegotiating contracts

  20. And - 2007-08 Consolidated Application (Update) • District-wide teacher quality plan required as part of Consolidated Application for all LEAs identified as below 95% HQT in 2005-06 • Equitable distribution plan - HQ and experienced teachers - required of all LEAs in 2007-08 Consolidated Application

  21. BOCES and District Challenges: 2005-06 teacher quality data • 18 of 38 BOCES did NOT meet 95% teacher quality AMO • 71 of 695 districts did NOT meet 95% teacher quality AMO • 203 of 695 districts at 99.5% or above in 2005-06

  22. Five BOCES did not meet HQT AMO of 90% in 2004-05, and three have not yet submitted HQT plans • Latest HQT data: Jan 2007 press release on NYS HQT status, district HQT listshttp://www.emsc.nysed.gov/irts/press-release/20070108/home.htm

  23. SCDN presentation Nov. 2006 Focus questions for small group work • What roles related to teaching quality, experience effectiveness and equitable distribution 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?

  24. 1. What roles related to teaching quality, experience effectiveness and equitable distribution might your region address? • Develop/expand partnerships with regional teacher education institutions • Provide high quality professional development • Data support – help collect & analyze data re teacher assignments • Develop and share rubrics/criteria reflecting high standards for teacher effectiveness • Develop/expand/share walk-through strategies • Assist DSs to find out what districts need, form regional consortium to address

  25. 2. What roles related to the equitable distribution of highly effective teaching might your network address? • Create the discussion & conversation for awareness, activate our voices • Initiate districts looking at data related to equitable distribution of HQ • Further discussion: how can SCDN help districts make teacher placement decisions that result in equitable distribution? • Hold regional sessions to share best practices (3X) • Lead discussions around expanding mentoring programs to full induction programs • Advocate for financial bonus for Natl Bd cert teachers to teach in schools on accountability lists (2x) • These are district-level decisions – to change seniority placement requires changes/incentives in contractual agreements (3x)

  26. 3. What kinds of support might you need from SED? Policy/Advocacy/Funding • More funding for highest need districts (Contract for Excellence) • Portable benefits (fringe, sick time, extra retirement years) & tenure as incentive to move exceptional teachers to needy districts (4x) • Leverage funding (5x): • Financial support for programs in colleges • Funding for mentor programs statewide • Funding for teacher centers • More monetary support for Natl Bd. certification (2x)

  27. Office of Higher Education • Reexamine the bureaucracy: Consider streamlined certification regulations and expedited paths to additional certifications/extensions (3x) • Decrease length of time to get certification documents (3x) • Strengthen higher ed programs, increase higher ed accountability, ensure that higher ed programs for teachers and administrators know and implement APPR standards (3X)

  28. SED Staff Supports Needed • Continue to bring this to the forefront • Provide guidance/Q&A • Provide accessible teacher quality data (3x) • Collect & share best practice: what are district successes/proactive solutions to address this issue? (2x) • Teacher certification people at SED need to talk to the BEDS people • Need list of 18 BOCES • Need codes for BEDS (aka “crosswalk”)

  29. Small group work Session 2 Review November SCDN Feedback (Questions 1 and 2) • “I-time” • Discuss - any progress? Action Plan • In the next week, I will: • In the next three months, I will:

  30. Help us by: • Send us samples from your district/region that you consider best practice - for use in next session (?) - e.g.: • rubrics/criteria reflecting high standards for teacher effectiveness • walk-through strategies • data collection/analysis protocols • Send us requests for any additional data or support you might need: Alysan Slighter 518-473-7155 aslighte@mail.nysed.gov

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