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

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

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2006-07 100 HQ

• Emphasis changing from HQ (now that were 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

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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?

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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

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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

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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)

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2005-06 Total increase in NYS HQT to 94.5, and
narrowed the gap between high and low poverty
schools (quartiles)
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New York States 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

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New York States Plan to Enhance Teacher Quality
Sept. 2006

• What NYS will do to reduce gap (cont)
• 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/in
  dex.htmlny

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• 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?

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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 Rozas work

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LEA Response Higher salaried teachers dont
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

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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.

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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

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Whats 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

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Dr. Rozas 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

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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?

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Continuing State-level challenges

• Accurate and timely data
• Full dissemination of data implications
• Limited resources fiscal and human
• Limited role re contractual arrangements

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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

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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

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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

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• 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.nys
  ed.gov/irts/press-release/20070108/home.htm

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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?

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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

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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)

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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)

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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)

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SED Staff Supports Needed

• Continue to bring this to the forefront
• Provide guidance/QA
• 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)

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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

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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_at_mail.nysed.gov