Equal Access to Highly Qualified Teachers

1. 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.

2. “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

3. 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.

4. 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

5. 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

6. Concentrated Poverty = Social Issues • Hunger • Homelessness • Crime • Substance abuse • Chronic health problems • Parental unemployment • Low levels of parent education, literacy and job skills

7. 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

8. 4th Grade Reading Achievement The Nation’s Report Card: Fourth Grade Reading 2000

9. 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

10. 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.

11. The Problem The effects of teacher quality on student achievement are well documented … yet teachers are not equitably distributed across schools. Impoverished or racially isolated schools = • Inexperienced teachers • Uncertified teachers • Out-of-field teachers

12. The Problem Experienced 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.

13. 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 students These patterns suggest that without intervention, schools that serve students in need of experienced, well-prepared teachers will continue to face recurring staff vacancies.

14. 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

15. Existing Supports - PA • National Board for Professional Teaching Standards (NBPTS) • Teacher Induction Program • Teacher Mentors

16. 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

17. 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.

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

19. 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

20. 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

21. 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

22. 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

23. 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

24. 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