Edward G. Rendell Gerald L. Zahorchak, D. Ed. Governor Secretary

Teacher Certification Update and

Equitable Teacher Distribution Plan

http://www.pde.state.pa.ushttp://www.pde.state.pa.us

Linda J. Benedetto, Chief, Division of Linda J. Benedetto, Chief, Division of Teacher Quality, Bureau of School Teacher Quality, Bureau of School Leadership and Teacher QualityLeadership and Teacher Quality

Participants will learn…Participants will learn…

•About PA’s new certification requirements;

•About new grade level configurations;

Participants will learn…Participants will learn…

•When new certifications will be issued to teachers and administrators; and

•About equitable teacher distribution: purpose, components, why it is important.

New Teacher New Teacher Certificates & New Certificates & New

Grade LevelsGrade Levels

• Early Childhood Early Childhood Education PK-4Education PK-4

• Upper Upper Elementary/Elementary/

Middle Level Middle Level

4-84-8

• Special Special Education Education

PK-8PK-8• Special Special

Education Education

7-127-12

The Architecture: Standards-Aligned

Instructional System

New Program New Program RequirementsRequirements

Beginning in January 2011 all Beginning in January 2011 all Instructional and Educational Instructional and Educational Specialist preparation programs Specialist preparation programs must include:must include:

• SSpecial Education 9 credits or pecial Education 9 credits or 270 hours270 hours

•English Language Learner 3 English Language Learner 3 credits or 90 hourscredits or 90 hours

New Teacher Certificates New Teacher Certificates Issued…Issued…

On or after January 1, 2013 On or after January 1, 2013 must: must:

• Complete requirements for any Complete requirements for any of the new certification of the new certification programs; programs;

• Include Special Education and Include Special Education and ELL requirements; andELL requirements; and

Dual Certification Now Dual Certification Now Required for Special Required for Special

EducationEducation• PK-8PK-8

Early Early Childhood Childhood EducationEducation

Upper Upper Elementary/Elementary/Middle LevelMiddle Level

Reading Reading SpecialistSpecialist

• 7-127-12Secondary Secondary

content areacontent areaReading Reading

SpecialistSpecialist

New Certificates Will New Certificates Will Require…Require…

Arts & SciencesArts & Sciences

Early Childhood Early Childhood

ElementaryElementary

Special EducationSpecial Education

PreK-12 Teachers PreK-12 Teachers and Administratorsand Administrators

Across all departmentsAcross all departments

Possibly co-teachingPossibly co-teaching

A Brief Look at theA Brief Look at the

Program GuidelinesProgram Guidelines

The Draft GuidelinesThe Draft Guidelines

• Model curriculum presentedModel curriculum presented– Several different models Several different models were recommended by each were recommended by each workgroupworkgroup

• Richer content focusRicher content focus• Obtained feedback via Obtained feedback via

regional meetingsregional meetings

To Be Included in ALL To Be Included in ALL Program Guidelines…Program Guidelines…

• Definitions of the assessment types Definitions of the assessment types to ensure that all new teachers to ensure that all new teachers know what they are and when to know what they are and when to use them: use them:

•ScreeningScreening•DiagnosticDiagnostic•FormativeFormative•SummativeSummative•AuthenticAuthentic

Included in ALL Program Included in ALL Program Guidelines…Guidelines…

Field Experiences must beField Experiences must be• EARLYEARLY• OFTENOFTEN• STRUCTUREDSTRUCTURED

– ObserveObserve– AssistAssist– TeachTeach– Student TeachStudent Teach

Included in ALL Program Included in ALL Program Guidelines…Guidelines…

• Cognitive Cognitive student student development development applicable to applicable to each grade each grade levellevel

Equitable Teacher Equitable Teacher DistributionDistribution

Requirements and Requirements and ExpectationsExpectations

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)

Section 1111(b)(8)(C) of ESEA states that…

each SEA plan must include “steps that the State educational agency will take to ensure that poor and minority children are not taught at higher rateshigher rates than other children by inexperienced, unqualified, or out-of-field teachers, and the measures that the State educational agency will use to evaluate and publicly report the progress of the State educational agency with respect to such steps.”

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.”

This means that…• LEAs and SEAs

must analyze data: to identify why

teachers are not highly qualified;

to determine if novice (less experienced) teachers are concentrated in specific schools

This means that…to measure

progress; to determine if

strategies in the plan are working or should be changed;

to revisit the plan regularly and update as needed.

PA’s Non-HQT Data Tell Us…

• Schools in urban areas are more likely to have higher numbers of non-HQT

• High-poverty schools have the greatest proportion of assignments taught by non-HQTs:

Math (22%)Science (22%)

Foreign language (20%)Social studies (17%)

English (16%)

PA’s Non-HQT Data Tell Us…

• As poverty-level, racial/ethnic minority enrollment and the proportion of assignments taught by non-HQTs increase, the mean of students’ reading and math performance gradually decline

PA’s Non-HQT Data Tell Us…

• As the percentage of minority students increases, non-HQT assignments also increase

• PA schools with higher poverty-levels are more likely to have higher numbers of non-HQT than those with lower poverty-levels

PA’s Non-HQT Data Tell Us…PA’s Non-HQT Data Tell Us…

• Schools not making AYP have the Schools not making AYP have the greatest percentage of assignments greatest percentage of assignments taught by non-HQTs:taught by non-HQTs:

√ √ Social Studies (15%)Social Studies (15%) √ √ Math (9%)Math (9%)√ √ Science (13%)Science (13%) √ √ English (6%)English (6%)√ √ Foreign Languages (10%)Foreign Languages (10%)

PA’s Non-HQT Data Tell Us…PA’s Non-HQT Data Tell Us…

• Elementary Elementary schools not schools not making AYP have making AYP have the greatest the greatest proportion of proportion of assignments assignments taught by non-taught by non-HQTs in:HQTs in:Art (2%)Art (2%)ECE/Elementary ECE/Elementary

(2%)(2%)Foreign Language Foreign Language

(14%)(14%)

• Middle level Middle level schools not making schools not making AYP have greatest AYP have greatest proportion of non-proportion of non-HQT assignments HQT assignments in: in: Math (9%)Math (9%) English (7%)English (7%) Science (7%)Science (7%) Social Studies Social Studies

(5%)(5%)

PA’s Non-HQT Data Tell Us…PA’s Non-HQT Data Tell Us…• Secondary schools Secondary schools

not making AYP have not making AYP have greatest proportion greatest proportion of non-HQT of non-HQT assignments in:assignments in: Math (9%)Math (9%) Science (7%)Science (7%) ForeignForeign Languages (7%)Languages (7%) Social StudiesSocial Studies (5%)(5%) English (5%)English (5%) Art (3%)Art (3%)

PA’s Strategies Include…PA’s Strategies Include…• Deploying a team Deploying a team

of Distinguished of Distinguished Educators working Educators working with schoolswith schools

• Deploying a team Deploying a team of Distinguished of Distinguished SLs to work with SLs to work with schoolsschools

• Establishing Establishing partnershipspartnerships

• Offering Offering professional professional development development opportunities at no opportunities at no cost to schools or cost to schools or teachers: teachers: Governor’s Governor’s Academy for Urban Academy for Urban Education and Education and other Governor’s other Governor’s InstitutesInstitutes

PA’s Strategies Include…PA’s Strategies Include…

• Requiring all teacher and Requiring all teacher and education specialist certification education specialist certification programs to include components programs to include components that will enable them to that will enable them to accommodate and adapt accommodate and adapt instruction for diverse students instruction for diverse students in an inclusive setting and meet in an inclusive setting and meet the instructional needs of English the instructional needs of English Language LearnersLanguage Learners

PA’s Strategies Include…PA’s Strategies Include…• Working with novice school Working with novice school

administrators to enhance administrators to enhance their knowledge and skills:their knowledge and skills:

PA Inspired Leadership – GROW PA Inspired Leadership – GROW Component;Component;

Principals Leadership Induction Principals Leadership Induction ProgramProgram

• Revising PA’s certification Revising PA’s certification program guidelines for program guidelines for principals and superintendentsprincipals and superintendents

PA’s Strategies Include…PA’s Strategies Include…• Implementing Implementing

the “Call Me the “Call Me Mister” Mister” Program to Program to increase the increase the number of number of African-African-American males American males teaching in the teaching in the elementary elementary gradesgrades

PA’s Strategies Include…PA’s Strategies Include…• Incorporating teacher equitable Incorporating teacher equitable

distribution into its School distribution into its School Improvement planning document Improvement planning document “Getting Results”“Getting Results”

• Incorporating differentiated teacher Incorporating differentiated teacher induction support for novice teachers induction support for novice teachers (e.g., those with < 3 years of teaching (e.g., those with < 3 years of teaching experience) for schools that have < experience) for schools that have < 100% HQT 100% HQT and and have not made AYPhave not made AYP

• Incorporating teacher equitable Incorporating teacher equitable distribution in its strategic plan distribution in its strategic plan requirementsrequirements

What Can LEAs do…What Can LEAs do…

• Identify where Identify where inequities in teacher inequities in teacher assignments existassignments exist

• Review school-level Review school-level data on teacher data on teacher turnover to identify turnover to identify characteristics of characteristics of teachers who have teachers who have left and whether or left and whether or not they move to not they move to another school or another school or leave the professionleave the profession

• Tap into pools of Tap into pools of teachers and teachers and individuals who individuals who would be willing to would be willing to be teachers and be teachers and then distribute then distribute them equitably - them equitably - paraprofessionalsparaprofessionals

• Use resources Use resources wisely to retain wisely to retain teachersteachers

What Can LEAs do…What Can LEAs do…• Improve conditions in hard-to-staff Improve conditions in hard-to-staff

schools – working as well as classroom schools – working as well as classroom environmentenvironment

• Improve district recruitment and hiring Improve district recruitment and hiring practicespractices

• Develop strong collaborations with Develop strong collaborations with colleges and universities to develop colleges and universities to develop “grow your own” teacher recruitment “grow your own” teacher recruitment strategies to encourage high school strategies to encourage high school students to pursue the teaching students to pursue the teaching professionprofession

• Build the capacity of school leaders to Build the capacity of school leaders to support teachers in hard-to-staff support teachers in hard-to-staff schoolsschools

What Can LEAs do…What Can LEAs do…• Assign teachers to Assign teachers to

areas where they areas where they will be HQTwill be HQT

• Encourage non-Encourage non-HQT teachers to HQT teachers to participate in on-participate in on-line PRAXIS line PRAXIS preparation preparation program offered program offered by PaTTANby PaTTAN

• Work with local Work with local union union representativesrepresentatives

• Establish Establish professional professional development development schools with schools with nearby college nearby college or universityor university

What Else Can LEAs do…What Else Can LEAs do…• What other strategies might be What other strategies might be

beneficial to high-poverty, high-beneficial to high-poverty, high-minority LEAs as they wrestle with minority LEAs as they wrestle with how to equitably distribute teacher how to equitably distribute teacher quality resources among and between quality resources among and between their schools?their schools?

Resources to Assist LEAs…

• National Comprehensive Center for Teacher Quality (www.ncctq.org)

• America’s Challenge: Effective Teachers for At-Risk Schools and Students available at http://www.ncctq.org/publications/NCCTQBiennialReport.php

Why does equitable teacher distribution matter…

You know…

FOR THE KIDS!FOR THE KIDS!

Office of Postsecondary and Higher EducationOffice of Postsecondary and Higher EducationDr. Kathleen M. Shaw, Deputy SecretaryDr. Kathleen M. Shaw, Deputy Secretary

Bureau of School Leadership and Teacher QualityBureau of School Leadership and Teacher QualityTheresa Barnaby, DirectorTheresa Barnaby, Director

Division of Teacher QualityDivision of Teacher QualityLinda J. Benedetto, ChiefLinda J. Benedetto, Chief

  The Pennsylvania Department of Education (PDE) does not discriminate The Pennsylvania Department of Education (PDE) does not discriminate in its educational programs, activities or employment practices based on in its educational programs, activities or employment practices based on race, color, national origin, sex, sexual orientation, disability, age, race, color, national origin, sex, sexual orientation, disability, age, religion, ancestry, union membership, or any other legally protected religion, ancestry, union membership, or any other legally protected category. This policy is in accordance with state law, including category. This policy is in accordance with state law, including Pennsylvania’s Human Relations Act, and with federal law, including Title Pennsylvania’s Human Relations Act, and with federal law, including Title IV and Title VII of the Civil Rights Act of 1964, Title IX of the Education IV and Title VII of the Civil Rights Act of 1964, Title IX of the Education Amendments of 1972, Section 504 of the rehabilitation Act of 1973, the Amendments of 1972, Section 504 of the rehabilitation Act of 1973, the Age Discrimination in Employment Act of 1967 and the American Age Discrimination in Employment Act of 1967 and the American Disabilities Act of 1990.Disabilities Act of 1990.