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TITLE II, Part A, Improving Teacher Quality

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Title II A Purpose. In general: Improve teacher and principal quality. Insure teachers are highly qualified. Professional development-college credit ... – PowerPoint PPT presentation

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Title: TITLE II, Part A, Improving Teacher Quality


1
TITLE II, Part A, Improving Teacher Quality
  • PAFPC Conference
  • April 15, 2013
  • Don McCrone
  • Program Manager

2
Title II, Part A, Improving Teacher Quality
  • USDE NCLB Website
  • www.nclb.gov
  • USDE Guidance
  • www.ed.gov
  • http//www2.ed.gov/about/overview/budget/budget11/
    summary/edlite-section3a.htmleit

3
Title II A Purpose
  • increase student achievement
  • improve teacher and principal quality
  • insure teachers are highly qualified
  • professional development-college credit
    reimbursement-core content
  • class-size reduction-core content
  • supplement/supplant

4
Title II A Core Academic Subjects
  • English, Reading/Language Arts
  • Mathematics, Sciences, Foreign Languages
  • Music and Art
  • Social Studies History, Economics, Geography,
    Civics, and Government

5
Highly Qualified Teachers - NCLB
  • all teachers-not just Title I buildings
  • core academic subjects-alt, special ed.
  • end of 2005-06 school Year
  • HQT Plan must be in place
  • Section 2141 requirements

6
Section 2141
  • By the end of the 2005-06 school year, all LEAs
    were required to have 100 of their core academic
    teachers highly qualified. Section 2141 of the
    Elementary and Secondary Education Act, as
    amended by No Child Left Behind, sets forth the
    technical assistance and accountability
    provisions for LEAS who fail to have 100 highly
    qualified educators for core academic subjects.

7
Section 2141
  • Section 2141 requires an LEA that does not have
    100 highly qualified educators in core academic
    subjects for two consecutive years, to create an
    updated Improvement Plan. Furthermore, if for
    three consecutive years an LEA fails to maintain
    100 of its core academic teachers as highly
    qualified and also fails to make adequate yearly
    progress (AYP), the PDE and LEA are required to
    enter into a written agreement regarding the use
    of that LEAs Title I and/or Title II funds.

8
Title IIA Title I Set-Aside
  • Districts that do not have all core academic
    teachers HQ must set aside 5 of Title I
    allocation to provide opportunities for teachers
    to become HQ
  • Title I schools in Improvement must spend 10 of
    Title I on PD focused on whatever got you into
    Improvement
  • PDE 425 Principal Attestation

9
Title II A Assurance Needs Assessment
  • All expenditures charged to Title IIA must be
    consistent with needs assessment.

10
Title II A Targeting of Funds
  • LEAs must target program funds to schools
  • With the lowest proportion of HQ teachers,
  • With the largest class sizes, or
  • Identified for school improvement

11
Title II A Budget eGrants
  • Title II, Part A Nonpublic Share
  • Nonpublic Must Receive Equitable Share of Funds
    Spent on Professional Development
  • eGrants Calculates Additional Amount Due NP Based
    on Title II, Part A Funds Budgeted for SD
    Professional Development
  • Any additional amount to be shared with NP listed
    on carryover section of budget and DFP Website

12
Title II A Use of Funds CSR
  • only highly qualified teachers
  • reduce class size
  • any grade level, any building
  • team teach in a single classroom
  • meaningful reduction for all of the students in
    the class on a regular basis.

13
Title II A Use of Funds - Materials
  • Title II funds cannot be used to purchase
    materials for students unless materials are
    necessary for professional development activities
    which can then be used within classrooms

14
Title IIA Use of Funds - PD
  • distance learning
  • parent involvement PD
  • substitute costs for attending IIA PD
  • additional Praxis (PAPA) tests
  • reasonable and necessary admin and RICR
  • classroom management, curriculum
  • administrators leadership and management

15
Equitable Teacher Distribution
  • Requirements and Expectations

16
What is an equitable distribution plan
  • 2 provisions of ESEA help us understand the
    purpose of and responsibilities associated with
    an equitable distribution plan
  • Section 1111(b)(8)(C) of the ESEA (pertains to
    State Education Agencies)
  • Section 1112(c)(1)(L) of the ESEA (pertains to
    LEAs)

17
Section 1112(c)(1)(L) of the ESEA states that
each LEA plan must include an assurance that the
LEA will ensure, through incentives for
voluntary transfers, the provision of
professional development, recruitment programs,
or other effective strategies, that low-income
students and minority students are not taught at
higher rates than other students by unqualified,
out-of-field, or inexperienced teachers.
18
Who Must Develop an Equitable Teacher
Distribution Plan?
  • All LEAs must develop an equitable teacher
    distribution plan
  • Even if they have
  • Achieved 100 HQT and
  • Met AYP

19
What Does an Equitable Distribution Plan Look
Like?
  • There is no set format, but including the
    following type of information is essential
  • Teacher and Student Data, as well as an Analysis
    of these Data
  • Staffing Problems and Barriers
  • Recruitment and Retention Strategies

20
What Does an Equitable Distribution Plan Look
Like?
  • Action Steps, Responsible Personnel and Target
    Dates
  • Review Process to Determine if Strategies Are
    Working
  • Differentiated Supports for Novice Teachers

21
LEAs and SEAs must analyze data to
  • identify why teachers are not highly qualified
  • determine if novice (less experienced) teachers
    are concentrated in specific schools
  • measure progress
  • determine if strategies in the plan are working
    or should be changed
  • revisit the plan regularly and update as needed.

22
PAs 2008-2009 NHQT Data Tell Us
  • Schools in urban areas are more likely to have
    higher numbers of NHQT classes
  • High-poverty schools have the greatest proportion
    of classes taught by NHQTs
  • As poverty-level and the proportion of core
    academic classes taught by NHQTs increase, the
    mean of students reading and math performance
    gradually decline

23
PAs 2008-2009 NHQT Data Tell Us
  • As the percentage of minority students increases,
    NHQT classes also increase
  • PA high-poverty elementary schools have 6 times
    more core academic classes taught by teachers who
    do not meet PAs HQ teacher requirements than do
    low-poverty elementary schools (61)

24
PAs 2008-2009 NHQT Data Tell Us
  • PA high-poverty secondary schools have 2 times as
    many core academic classes taught by teachers who
    do not meet PAs HQ teacher requirements than do
    low-poverty secondary schools (21)

25
PAs 2004-2006 NHQT Data Tell Us
  • Schools not making AYP had the greatest
    percentage of assignments taught by NHQTs
  • v Social Studies (15) v Math (9)
  • v Science (13) v English (6)
  • v Foreign Languages (10)

26
2008-2009 PIMS Data
  School Type Core Course Section Count HQT Section Count NHQT Section Count
1 All schools 368,480 360,612 15,264
2 High-poverty elementary schools 17,678 16,603 1,053
3 Low-poverty elementary schools 29,518 29,080 438
4 All elementary schools 101,069 98,286 3,113
5 High-poverty secondary schools 40,688 36,061 4,627
6 Low-poverty secondary schools 10,128 98,479 2,527
7 All secondary schools  267,411 255,550 11,868
27
Distribution of Elementary NHQT Classes 2007-2008
28
Distribution of Secondary NHQT Classes 2007-2008
29
Resources to Assist LEAs
  • National Comprehensive Center for Teacher Quality
    (www.ncctq.org)
  • Americas Challenge Effective Teachers for
    At-Risk Schools and Students available at
    http//www.ncctq.org/publications/NCCTQBiennialRep
    ort.php

30
Monitoring
  • Written Equitable Teacher Distribution Plans will
    be reviewed by federal program monitors during
    the monitoring cycle beginning in 2009.
  • Reinforced in ARRA legislation and included in
    NCLB reauthorization by Obama administration.

31
The Future of Title IIA
  • The proposed Excellent Instructional Teams
    authority would have 3 components
  • The Effective Teachers and Leaders State grants
    program
  • The Teacher and Leader Innovation Fund
  • The Teacher and Leader Pathways program.

32
Continued
  • Effective Teachers and Leaders State grants would
    make formula grants to States and LEAs to promote
    and enhance the teaching profession recruit,
    prepare, support, reward, and retain effective
    teachers, principals, and other school leaders,
    especially in high-need LEAs, schools, fields,
    and subjects design and implement strong teacher
    evaluation systems ensure the equitable
    distribution of effective teachers and
    principals increase the effectiveness of
    teachers and principals

33
Continued
  • improve the preparation of teachers and
    principals by developing, supporting, and
    expanding effective pathways to the education
    profession improve instruction and help ensure
    that teachers have the knowledge, skills, data,
    and support needed to be effective in the
    classroom promote collaboration and the
    development of instructional teams that use data
    to improve practice and improve the management
    of human capital in States and LEAs.

34
Continued
  • The Teacher and Leader Innovation Fund would make
    competitive awards to States and LEAs willing to
    implement bold approaches to improving the
    effectiveness of the education workforce in
    high-need schools by creating the conditions
    needed to identify, reward, retain, and advance
    effective teachers, principals, and school
    leadership teams in those schools, and enabling
    schools to build the strongest teams possible.

35
Continued
  • The Teacher and Leader Pathways is a new program
    with a focus on student outcomes that would
    support the creation or expansion of high-quality
    pathways, including university- and LEA-based
    routes as well as alternative routes, into the
    teaching profession, and the recruitment,
    preparation, and retention of effective
    principals and school leadership teams who are
    able to turn around low-performing schools.

36
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