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BLUE RIBBON COMMISSION FOR EDUCATIONAL EXCELLENCE

BLUE RIBBON COMMISSION FOR EDUCATIONAL EXCELLENCE. MARCH 2, 2004. ACTIONS AND 2002-2003 RESULTS FOR YEAR 1 AND YEAR 2 BLUE RIBBON COMMISSION RECOMMENDATIONS. 1999-2003. DURING 1999-2000. MAJOR NEEDS IDENTIFIED BY COMMISSION. Transform how universities and school districts work together.

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BLUE RIBBON COMMISSION FOR EDUCATIONAL EXCELLENCE

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  1. BLUE RIBBON COMMISSIONFOR EDUCATIONAL EXCELLENCE MARCH 2, 2004

  2. ACTIONS AND 2002-2003 RESULTS FORYEAR 1 AND YEAR 2 BLUE RIBBONCOMMISSION RECOMMENDATIONS 1999-2003

  3. DURING 1999-2000 . . . MAJOR NEEDS IDENTIFIED BY COMMISSION • Transform how universities and school districts work together. • Transform how we recruit individuals to enter the teaching profession. • Transform what and how we teach teachers. • Transform what we do to retain effective teachers once they enter the teaching profession.

  4. DURING 1999-2000 . . . FOUR MAJOR AREAS INBLUE RIBBON COMMISSION REPORTS • Creation of Coordinated Partnerships • Recruitment of Teacher Candidates and Certified Teachers • Preparation of Quality Teachers • Creation of Essential Conditions and Environments

  5. SINCE 1999-2000 . . . INCREASE IN THE PERCENTAGE OF TEACHERS WITH STANDARD TEACHING CERTIFICATES 88.10 85.77 84.85 84.39

  6. SINCE 1999-2000 . . . FIVE SCHOOL DISTRICTS WITH HIGHEST PERCENTAGE OF UNCERTIFIED TEACHERS School District 1999-2000 BRC Report 2002-2003 Red River Parish 55.29% 19.01% East Feliciana Parish 39.27% 27.23% St. Helena Parish 33.04% 22.34% Madison Parish 31.86% 29.79% Assumption Parish 27.38% 13.95%

  7. DURING 2002-2003 . . . TYPES OF NON-STANDARD AUTHORIZATIONS TO TEACH • 84 = Temporary Employment Permit • 1,959 = Out of Field Authorization to Teach • 3,913 = Temporary Authority to Teach • 673 = No Certificate New alternate certification programs require passage of the PRAXIS specialty examination to enter alternate certification programs. Some teachers are having difficulty passing the specialty examination to enter a program.

  8. SINCE 2000-2001 (Baseline) . . . A DECREASE HAS OCCURRED IN THE NUMBER OF GRADUATES OF UNDERGRADUATE TEACHER PREPARATION PROGRAMS. 2,358 2,174 1,961 1,776 398 397 The decrease has been a direct result of colleges/universities raising graduation standards.

  9. SINCE 1997-1998 . . . INCREASES IN TEACHER SHORTAGE AREASBY UNIVERSITY PROGRAM COMPLETERS 160 76 67 66 28 26 2 2

  10. DURING 2001-2002 . . . THE ALTERNATE CERTIFICATION PROGRAMS PRODUCED SIMILAR NUMBERS OF TEACHERS IN SHORTAGE AREAS DESPITE THE UNDERGRADUATE PROGRAMS BEING FOUR TIMES LARGER THAN THE ALTERNATE PROGRAMS. 92 68 35 31 18 17 15 11

  11. SINCE 1998-1999 . . . AN INCREASE HAS OCCURRED IN THE NUMBER OF ALTERNATE CERTIFICATION PROGRAM COMPLETERS • 1998-1999 478 Program Completers • 2001-2002 643 Program Completers 398 University (Met all Requirements) 123 University (BESE waived student teaching) 113 New Teacher Project (Private Provider) 9 St. John’s Parish (Private Provider)

  12. SINCE 1999-2000 . . . . INCREASE IN THE PERCENTAGE OF UNIVERSITY PROGRAM COMPLETERS WHO PASS THE PRAXIS EXAMINATION 96% 90% 89%

  13. SINCE 1999-2000 . . . . PASSAGE RATE OF THREE UNIVERSITIES THAT EXITED CORRECTIVE ACTION IN ONE YEAR 97% 98% 100%

  14. SINCE 1999-2000 . . . . NUMBER OF REGULAR PROGRAM COMPLETERS EXITING SOUTHERN UNIVERSITY AND A&M COLLEGE PASSING THE PRAXIS EXAMINATION 81 61 46 42 Note: Southern University and A&M College has decreased the size of its regular Teacher Preparation Program from 124 in 1999-2000 to 63 in 2001-2002; however, the Praxis passage rates of the graduates have increased from 33% in 1999-2000 to a projected 100% in 2002-2003, and the number of program completers are increasing each year.

  15. DURING 2002-2003 . . . . APRIL 2003ACCOUNTABILITY LABELS • Exemplary: 2 Universities • High Performing: 12 Universities • Satisfactory: 2 Universities • At-Risk: 0 Universities • Low-Performing: 0 Universities Transitional: 3 Universities (These universities were labeled as Low-Performing during April 2002 and exited Corrective Action in one year.)

  16. DURING 2002-2003 . . . . RATINGS OF UNIVERSITY PROGRAMS BY FIRST YEAR TEACHERS 115.8 “Agree” on all items. Score of 105-116 = Grade of “B” Score of 117=127 = Grade of “A”

  17. SINCE 1999-2000 . . . . INCREASE IN THE RETENTION OF GRADUATES OF LOUISIANA COLLEGES/UNIVERSITIES AFTER ONE AND TWO YEARS OF TEACHING

  18. SINCE 1999-2000 . . . . INCREASE IN THE RETENTION OF GRADUATES OF OUT-OF-STATE COLLEGES/UNIVERSITIES AFTER ONE YEAR OF TEACHING DURING 2001-2002 CONCERNS: - A greater percentage of out-of-state graduates left after two years of teaching during 2000-2001 when compared to 1999-2000. - A greater percentage of out-of-state graduates left after two years of teaching (58.99%) during 2000-2001 when compared to in-state graduates of colleges/universities (82.70%).

  19. SINCE 1999-2000 . . . . INCREASE IN THE RETENTION OF TEACHERS WHO ARE NOT CERTIFIED WHEN THEY BEGIN TEACHING

  20. SINCE 1999-2000 . . . . INCREASE IN THE RETENTION OF ALL NEW TEACHERS(CERTIFIED AND NOT CERTIFIED)

  21. DURING 2003 . . . . PROFESSIONAL DEVELOPMENT SCHOOLS (2003) • 9% Exemplary Growth • 15% Recognized Academic Growth • 50% Minimal Growth • 17% No Growth • 9% Schools in Decline

  22. SINCE 1999-2000 . . . . TEACHER SALARY • Blue Ribbon Commission’s Goal in 1999-2000 = $35,522 (SREB Average Teacher Salary) • $36,878 (Louisiana 2002-2003 Average Teacher Salary – SREB Report) • $40,771 (SREB Average Teacher Salary - New)

  23. DURING 1999-2004 . . . . ACTIONS NOT ADDRESSED • Scholarships for community college students. • Teaching bonuses for Teacher Cadets. • Placement of new teachers in their areas of certification. • State income tax incentive for teachers. • New teacher rating of their mentors. • District reporting of teacher retention rates. • Inclusion of teacher retention in accountability K-12 School and District Accountability System.

  24. DURING 1999-2004 . . . . ACTIONS NOT ADDRESSED • Recruitment and retention strategies for principals. • Ongoing professional development for all educators. • Pay increases for advanced graduate degrees. • Legislative funding for professional development. • Full time mentoring and pay increase for mentoring. • Advisory committee to align funding recommendations.

  25. BLUE RIBBON COMMISSIONYEAR FOUR REPORT MIDDLE AND HIGH SCHOOL RECOMMENDATIONS HAVE NOT YET BEEN ADDRESSED.

  26. SMALL GROUP DISCUSSION • Based upon the data presented today, what new issues should the Blue Ribbon Commission examine that will result in schools having effective teachers and effective educational leaders who help students achieve at higher levels?

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