Equal Access to Highly Qualified Teachers

Appropriate state interventions for struggling school districts, schools, and students in order to promote improved student performance and

to eliminate achievement gaps under the requirements of NCLB and related state policies.

“We hold these truths to be self-evident, that all men are created equal, that they are

endowed by their Creator with certain unalienable rights, that among these are Life, Liberty and the pursuit of

Happiness.”United States Declaration of

Independence

Given the known relationship between education and an

individual’s potential to lead a successful life in the pursuit of

Happiness, the U.S. constitution lays the groundwork for the

assumption that all U.S. citizens should be able to avail themselves

of an equal, public education.

Background Public education Equitable education NCLB

= Legislative commitment to improving the academic performance of all children regardless of background, economic status or level of achievement

= Accountability systems for school districts= Highly qualified teacher requirement

Concentrated Poverty = Unequal Opportunity

To develop literacy and other academic skills Fewer resources Greater teacher/administrator shortages Fewer applications for teacher vacancies Higher absenteeism among teachers/staff Higher rates of teacher/administrator

turnover

Concentrated Poverty = Social Issues Hunger Homelessness Crime Substance abuse Chronic health problems Parental unemployment Low levels of parent education, literacy

and job skills

Social Issues = Compounded School Problems Higher rates of student absenteeism Higher rates of student mobility Higher dropout rates Lower levels of academic achievement

The likelihood is greater that children will have difficulty learning to read if they are poor, non-white, or non-native speakers of English.

Snow, C.E., Burns, M.s., & Griffin, P. (1998) Preventing Reading Difficulties in Young Children

4th Grade Reading Achievement

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The Nation’s Report Card: Fourth Grade Reading 2000

Various strategies used in an attempt to close the achievement gap Smaller class sizes Smaller schools Standards-based reform Whole-school reform Lengthening the school day Lengthening the school year Before- and after-school programs Charter schools Increase parental involvement

Various strategies used in an attempt to close the achievement gap

are not likely to work in the absence of high quality teachers and strong, supportive principals who can create good working relationships that will

attract and retain them.

The ProblemThe effects of teacher quality on student

achievement are well documented … yetteachers are not equitably distributed across schools.

Impoverished or racially isolated schools = Inexperienced teachers Uncertified teachers Out-of-field teachers

The ProblemExperienced teachers are more effective than beginners in: Maintaining discipline Motivating students Adapting instruction for more

diverse learners…

Yet, novice teachers with three years experience or less are twice as likely to be assigned to high-minority, high-poverty schools.

The Problem Poor and minority students are

disproportionately found in classrooms of teachers with weak preparation and training

Teachers in schools with minority enrollments of 50% or more migrate at twice the rate of teachers in schools with few minority studentsThese patterns suggest that without intervention,

schools that serve students in need of experienced, well-prepared teachers will continue to face recurring staff vacancies.

The Problem - PA Teacher shortages include:

Qualified teachers for urban districts and rural districts

Teachers of physics, chemistry, biology, mathematics, general science, world languages, special education,technology education

Racial/ethnic minority candidates Graduates of teacher preparation programs do

not enter the profession because they do not want to relocate where the jobs are, largely in urban districts.

One-third of PA teachers leave the profession within three years, and one-half within five.

Inequitable system of educational financing

Existing Supports - PA

National Board for Professional Teaching Standards (NBPTS)

Teacher Induction Program

Teacher Mentors

Obstacles for Struggling Schools Availability of funding to provide

competitive salaries and incentives Availability of dedicated teachers with the

resources necessary to become a Nationally Board Certified Teacher (NBCT)

The ability to retain dedicated teachers once they become a NBCT

School Board support for rigorous professional development when faced with budget constraints

Current Legislative Package House Bill 919 – Loan forgiveness &

higher-education recruiting efforts House Bill 921 – One time signing bonus House Bill 922 – Urban Educators

Recruitment Program House Bill 923 – Induction Program House Bill 924 – Call Me Mister Program

It is unclear whether this comprehensive package will pass into PA Public School Code.

The SolutionCreate incentives that spur well-qualified teachers to select and remain in the schools that serve students with the greatest needs.

National Board for Professional Teaching Standards (NBPTS)

Teachers with NBTC have a significant measurable impact on student’s academic achievement

PA Regional Centers for Excellence (#4) Goal = Add 500 more NBCTs ( 200%) Target struggling schools, pre-kindergarten or

secondary math/science $1250 per participant covers ½ cost of

participation

Recommendation #1 = Expand Regional Centers for Excellence

$2 million to assist more teachers in chronically underperforming schools to obtain National Board Certification 750 teachers trained over a five year period $2500 per participant Covers 100% of cost for participation $25,000 each to the existing Regional Centers for Excellence and

the Department of Education to support the expanded scope of this work

Target Schools in Corrective Action I and II (#160 schools within eight

school districts; higher poverty districts; a vast majority are high schools and Career Technical Centers)

Teachers with 3+ years teaching experience

Recommendation #1 = Expand Regional Centers for Excellence

50% of teachers must be in pursuit of one of the following Career and Technical Education School Counseling English as a New Language Exceptional Needs Specialist Mathematics (High school level) Science (High School level)

Teachers must agree to remain in the district for a minimum of 3 years or reimburse the state of its investment

Teachers will be linked to each other through collaborative workshops and assignments specifically tailored by the NBPTS

Recommendation #2 = Restructure the PA New Teacher Induction Program

Modeled from the Golden Teachers Induction and Mentoring Program Guidelines of Chicago

Define pedagogical skills and field experiences for all teacher candidates and

Develop state induction guidelines that include: 2 year program Minimum 3-day kick-off covering curriculum review, anchor

assessments and other academic areas 4 observations per year Mentors must be a veteran teacher and be a NBCT, and will be

compensated for their time ($500- $1000, paid by the district) Common forms development for accountability and future data-

driven decision making Specific reading requirements

$500,000 competitive grant to strengthen school district induction program

Recommendation #3 = Develop a statewide Mastery Teacher’s Certification

Once NBCT is obtained, teacher would be eligible to receive Mastery Teacher’s Certificate

Equivalent to a Master’s Degree level Creation of a Mastery Teachers Program within PDE Incorporate Mastery Teacher Certification into

Chapter 49 and other related policies Certificates issued by PDE, Bureau of Teacher

Certification and Preparation Mastery Teachers initiative coordinated in

partnership with the Pennsylvania Inspired Leadership Initiative Program

The provisions of NCLB ensures that schools that are failing are targeted with additional supports.

This policy proposal focuses on teaching and learning in the classrooms that serve the students that need this attention the most

Ability to track individual student performance will provide necessary data to the public and policymakers to know if the investment = stronger student outcomes

Investing in the equitable distribution of quality teachers throughout the Commonwealth = Success for ALL