Arkansas’s Educator Workforce, ESSA, and Impacts for ... · Arkansas’s Educator Workforce, ESSA, and Impacts for Educator Effectiveness and Licensure Presented by Ivy Pfeffer

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

StandardsAnnualAccredita;onSystem

RESEARCHANDTECHNOLOGYTools and Support for Educators

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

Agevs.YearsExperience

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

BeginningTeachersReturning

TeacherReten$onbyDistrict

MoversComparedtoLeavers

0%2%4%6%8%

10%12%14%16%18%

2009 2010 2011 2012 2013

A^ri$

onRate

Year

Leaver Mover

Tradi$onalvs.Nontradi$onal

Tradi$onalPrograms-InternPlacement

h^ps://adedata.arkansas.gov/eppr/docs/State/StatewideReportApril2016.pdf

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

Para-professionalResidency

CTA

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.

AccesstoNa$onalBoardTeachersVaries

LeadershipQuest

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

The Strengths and Opportunities Report

Filtering the Data

Understanding the Ratings Data

Finding Supports

Teachers Can Access Data Too

next.bloomboard.com(PreviouslyknownastheMarketPlace)

Collec;ons

MICRO-CREDENTIALS(COMPETENCYBASED)

PGP

MENTORING ADMINISTRATORCREDENTIALING

CalltoAc$on

•  PromotetheProfession•  FocusonSupportandDevelopmentofEducators

•  Beawareoftrendsandchangesinworkforce•  Re-focusoneffortstorecruitandsupport•  EncourageProfessionalAdvocacy

– Personalized,CompetencyBasedPD– Data-DrivenDecisions