Arkansas’s Educator Workforce, ESSA, and Impacts for ... · Arkansas’s Educator Workforce,...
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Arkansas’s Educator Workforce, ESSA, and Impacts for Educator
Effectiveness and Licensure
Presented by
Ivy Pfeffer
Arkansas Department of Education
AAEA Summer Conference August 2, 2016
Student Focused Education
Quality Learning Standards
Excellent Teachers and Leaders - excellence in teaching and learning
Flexible, comprehensive Assessment Systems
Flexible, Comprehensive State Accountability System • Performance • Student Growth • Personal Competencies • Graduation rate • 1st Year Postsecondary Engagement
Na$onalTrends:Why??AndSoWhat??
“Theteachingforceischanginginverybigwayswithverybigimplica7ons”-RichardIngersoll2013
• 7Trends– Greeningofworkforce– Grayingofworkforce– Ballooning– LessGenderDiversity:WomenIncrease– MinorityIncrease– Instability– Demoniza$onoftheProfession
ESSA:TeacherandLeaderQuality
Teachersandleadersarethemostimportantschool-basedfactorsinensuringstudentsuccess.• Stateshaveanimportantresponsibilityindesigningandimplemen$nganeduca$onworkforcesystemthata8ractsteachersandleaderstotheprofession,preparesthemtobelearner-andschool-readyondayone,developsthemthroughouttheircareers,andretainsthemosteffec$veeducators.
SchoolPerformanceReports
Sec$on200.37 EducatorQualifica$ons• …asamendedbytheESSA,requiresStateandLEAreportcardstoincludeprofessionalqualifica$onsofteachers,includingnumberandpercentageof:
1)Inexperiencedteachers,principals,andotherschoolleaders;2)teachersteachingwithemergencyorprovisionalcreden$als;and3)teacherswhoarenotteachinginthesubjectorfieldforwhichheorsheislicensed.
• Thissec$onrequiresthattheinforma$onbepresentedintheaggregateanddisaggregatedbyhigh-povertycomparedtolow-povertyschools.
ESSAProposedRules• Proposed§200.37wouldimplementstatutoryrequirementsforrepor$ng– Educatorqualifica$onsinStateandLEAreportcards.– Stateswouldberequiredtoadoptconsistentstatewidedefini7onsto
ensureuniformityinhowteacherswhohavenoexperienceorareteachingout-of-areaareiden$fiedanddefined.
• Arkansas’sdefini$onsofhighpovertyandlowpovertyschoolsarealreadyconsistentwiththerequireddefini$onsunderESSAproposedrules(EPRM,§200.37)
– Informa$onwillbedisaggregatedbyhighandlowpovertyschoolsandprovidemeaningfuldatatobe^erunderstandworkforceneedswhileencouragingstatestofocusoneffortstorecruit,prepare,support,andretainexcellenteducators(EPRM,§200.37).
– Thedefini$onsthatwouldberequiredunderproposed§ 299.18(c)(2)ensurethatcalcula;onsofdispropor;onalitywouldbeconductedandreportedstatewideusingdatathatissimilaracrossdistricts.Thedefini$onsmustbebasedondis$nctcriteriasothateachprovidesusefulinforma$onabouteducatorequityanddispropor$onalityrates.
ESSAProposedRules,cont.• Proposed§ 299.18(c)wouldclarifythestepseachStatemusttaketomeet
thestatutoryrequirementinsec$on1111(g)(1)(B)oftheESEA,asamendedbytheESSA,thatlow-incomestudentsandminoritystudentsarenottaughtatdispropor$onateratesbyineffec9ve,out-of-field,orinexperiencedteachers.TheserequirementsalignwiththeworkallStateshavebeendoinginrecentyearstodevelopandimplementStatePlanstoEnsureEquitableAccesstoExcellentEducators(EducatorEquityPlans).
• Addi$onally,proposed§ 299.18(c)(6)wouldlistthestepsthatwouldberequiredifaStatedemonstratesthatlow-incomeorminoritystudentsaretaughtatdispropor$onateratesbyineffec$ve,out-of-field,orinexperiencedteachers,includingconduc$ngarootcauseanalysis,whichiscri$caltohelpStatesiden$fytheunderlyingcausesorcontribu$ngfactorsofanydispropor$onali$esthatexist,anddescribingthestrategies,$melines,andfundingsourcestheStatewillusetoeliminatetheiden$fieddispropor$onality.
HQTfieldiss$llonthescreenbut…DONOTUSE.
LicensureExcep;onistheAQTfield.NA(Default)AWL(Act1240of2015Waiver)CWL(CharterSchoolWaiver)SOI(Sch.ofInnov.Waiver)ALP(Add’lLic.Plan)LTS(Long-termSub)
SpecialEdandALEcoursesshouldbemarkedasdoneinthepast.(TeachersnotlicensedforthecourseshouldmeetAQT.)
LocaldistrictpaperworkonlyneededforADEon-sitereviews
CourseSISData
ESSAPrograms:QuickOverviewTitleII,PartA• Basics
– Designedtosupportteacherandprincipalqualitytodrivestudentachievement
– Stategetstokeepsomemoneyforstateac$vi$es– Mostmoneyflowstodistricts,whichcanrunprogramscentrallyorallocatemoneytoschools
• ESSAexpandsandupdatesTitleIIspendingop$ons– SEA-levelpermiVedcostsinclude(listnotexhaus$ve):
• Teachercer$fica$onreform• Evalua$on• Equitableaccesstoteachers• Alterna$veroutesforcer$fica$on• Recruitmentandreten$on• Establishingorexpandingteacherorschoolleaderacademies• Appropriatedatause• Professionaldevelopment
11©2016•AllRightsReserved
ESSAPrograms:QuickOverviewTitleII,PartA(con$nued)
• ForLEAspermi^edcostsinclude(listnotexhaus$ve):� Teacherevalua$onandsupportsystems� Recrui$ng,hiring,andretainingteachers� Teacher/principalleadershipopportuni$es� Induc$onandmentoringprograms� Methodstouseevalua$onresultstoinformprofessional
development,improvementstrategies,andpersonneldecisions� Reducingclasssizetoevidence-basedlevels� Evidence-basedpersonalizedprofessionaldevelopment� Traininginrecognizingtrauma,mentalillnessandchildsexualabuse� Trainingtosupporttheiden$fica$onofgikedandtalentedstudents� Developingfeedbackmechanisms� Professionaldevelopmentonintegratedacademicsandcareerand
technicaleduca$on
12©2016•AllRightsReserved
o StudentsinhighpovertyandhighminorityschoolsaremorelikelytohaveanINEXPERIENCEDteacherthanstudentsinlowpovertyandlowminorityschools.
o StudentsinhighpovertyschoolsaremorelikelytohaveanOUT-OF-FIELDteacherthanstudentsinlowpovertyschools.
o ThereisahigherrateofteacherTURNOVERinhighpovertyandhighminorityschools
EquityGaps
15-16EquityData
0.00%
5.00%
10.00%
15.00%
State LoMin HiMin LoPov HiPov
7.84%
4.86%
11.21%
7.25%
9.90%
Inexperienced15-16
0.00%
1.00%
2.00%
3.00%
4.00%
State LoMin HiMin LoPov HiPov
3.02%3.29%
2.76%
1.99%
3.57%
Out-of-Field15-16
0.00%
5.00%
10.00%
15.00%
State LoMin HiMin LoPov HiPov
7.15%
4.49%
10.41%
6.44%
9.70%
Turnover15-16
0.00%
0.10%
0.20%
0.30%
0.40%
State LoMin HiMin LoPov HiPov
0.11%
0.03%
0.35%
0.05%
0.32%
%Unqualified
0.00%
0.10%
0.20%
0.30%
0.40%
State LoMin HiMin LoPov HiPov
0.16%
0.03%
0.22%
0.02%
0.25%
%UnqualifiedTeachers
3-yrAverageEquityData
0.00%
5.00%
10.00%
15.00%
State LoMin HiMin LoPov HiPov
8.37%
4.94%
12.65%
8.06%
10.81%
%Inexp.Teachers
0.00%
1.00%
2.00%
3.00%
4.00%
5.00%
State LoMin HiMin LoPov HiPov
3.29% 3.29%2.62%
2.24%
3.35%
%Out-of-FieldTeachers
0.00%
5.00%
10.00%
15.00%
State LoMin HiMin LoPov HiPov
7.20%
4.84%
10.57%
6.57%
9.47%
%Turnover
0
50,000
100,000
150,000
200,000
250,000
1 6 11 16 21 26 31 36 41 46 51 56 61 66
Num
ber o
f Tea
cher
s
Years of Experience
National Data: Teaching Experience of School Teachers,
1987-88 and 2011-12
LargeChangeintheAgeofArkansasTeachers
0
200
400
600
800
1000
22 24 26 28 30 32 34 36 38 40 42 44 46 48 50 52 54 56 58 60 62 64 66 68 70 72 74 76 78 80
Coun
tofT
eachers
Age
2009 2014
AgeisRelatedtoA^ri$on
0%
10%
20%
30%
40%
50%
60%
22 24 26 28 30 32 34 36 38 40 42 44 46 48 50 52 54 56 58 60 62 64 66 68 70 72 74 76 78 80
Percen
tofT
eachersw
hoQuit
Age
MoversComparedtoLeavers
0%2%4%6%8%
10%12%14%16%18%
2009 2010 2011 2012 2013
A^ri$
onRate
Year
Leaver Mover
8255
6925
7758
6161
5258
3395
2000
3000
4000
5000
6000
7000
8000
9000
2009-2010
2010-2011
2011-2012
2012-2013
2013-2014
2014-2015
EPPEnrollmentinfirst-;melicenseprograms
RecentArkansasResponsestoRecruitmentandReten;on
• Cer$fiedTeacherAssistantPathway(CTA)• Para-professionalroutetolicensure(UAM)• Arkansas’sLeadershipQuest• Addi$onalopportuni$esforSpecialEduca$onlicensure(LIC-16-040)
• NewProfessionalStandardsforEduca$onalLeaders(PSEL)-proposedadop$onJuly2016
• Encouraginginnova$onandflexibilityforhigheredprepara$onprograms
Support,Develop…toRetain
• Mentoring• Conversa$ons• MeaningfulFeedback• ResourcesandTools• Opportuni$estoLeadFromtheClassroom
• Opportuni$esforBuildingLeaderCollabora$on
Na$onalBoardCer$fica$onandTeacherReten$on
• Sourceses$matena$onwidethat50%ofteachersleavethefieldinthe1stfiveyearsofteaching.NBCTandformerArkansaseducator,Dr.DarlynnCast’sresearchresultsindicatedthefinancialincen$vesprovidedbyArkansaslegisla$vepoliciesprovidesaneffec$vemodelforretainingNBCTsintheclassroom.– 84%ofNBCTshaveremainedintheschooldistricttheywereinwhentheycer9fied.
Quality Data Matters! • The BloomBoard Insight Reports are generated
using all of the ratings entered into the BloomBoard platform over the year. – District administrators have access to data across all
of the users in district – School administrators have access to users in their
building (Note: APs may only have access to teachers that they observe)
– There are two types of reports: The Strengths and Opportunities Reports and the Observation Progress Report
39
next.bloomboard.com(PreviouslyknownastheMarketPlace)
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