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State Examples and Follow-up Data Requests for SOQ Proposals

State Examples and Follow-up Data Requests for SOQ Proposals

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State Examples and Follow-up Data Requests for SOQ Proposals

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  1. State Examples and Follow-up Data Requests for SOQ Proposals April 24, 2019 Dr. Jennifer Piver-Renna Director of Research

  2. Overview • Update on distribution of teachers by qualifications • Overview of STEM Retention Grants impact data • State case studies: Mentoring/coaching programs • State case studies: Tiered licensure and teacher leader programs

  3. Distribution of Teacher Qualifications in Virginia Source: Virginia Department of Education, 2017-2018 school year

  4. STEM Teacher Recruitment and Retention Incentives • Provides funding to attract, recruit, retain high-quality diverse individuals to teach STEM subjects in middle and high schools • Since 2012-13, eligible teachers were provided $5,000 for the first year and $1,000 for up to three additional years ($8,000 total) • For 2018-19, eligible teachers could receive $5,000 per year for three years ($15,000 total) • 3 years of data available on 2012-13, 2013-14, 2014-15 cohorts: Source: Virginia Department of Education, Master Schedule Collection

  5. Induction and Mentoring Programs • Four common components of statewide mentoring programs: • Include state funding for mentor stipends • Establish state-level program standards while allowing for local flexibility • Provide state-level mentor training • Track program implementation, quality, and outcomes • Five program practices having the strongest research evidence: • At least two years of comprehensive induction support • Rigorous requirements for mentor selection • Full-time mentors who are released of classroom duties • Assigned mentor • Weekly contact between mentors and beginning teachers Source: Appalachia Regional Comprehensive Center

  6. State Example: Texas Beginning Teacher Induction and Mentoring Program • Goal to improve beginning teacher retention and performance • Targeted school districts with high rates of teacher attrition, beginning teachers, and teaching outside of certification area • Funds used for professional development and stipends for mentor teachers and substitute pay; most grantees spent less than $4,000 per beginning teacher (20% local match required) • Program outcomes: • Positive impact on beginning teacher job satisfaction • Beginning teacher retention similar to state-wide average • Nearly half of participating beginning teachers attributed their decision to remain in teaching to their mentor

  7. State Example: Florida and Illinois’s Investing in Innovation Grant • Program provides all first- and second-year teachers two years of one-on-one mentoring up to four times a month • Mentors are rigorously-selected, mentor no more than 15 beginning teachers full-time, and receive over 100 hours of training • Program outcomes: • Significant, positive impacts on achievement in both reading and mathematics observed for students of teachers who received mentoring services • Scored similar to other teachers on measures of classroom management and quality of instruction • Similar rates of retention after three years of teaching as teachers receiving typical district supports

  8. State Example: Connecticut’s Teacher Education and Mentoring Program • Program goal is to engage teachers in purposeful exploration of professional practice through guided support • Beginning teachers work with a rigorously-selected mentor to reflect on their practice, analyze student data, and identify areas for growth and improvement • Mentors receive a stipend of $500 to $1,000 per each assigned beginning teacher • Program outcomes based on a survey of participants: • Beginning teachers received 1-2 hours per week of face-to-face support from mentors • Beginning teachers report work with mentor improved their teaching practice and directly affected their decision to remain in teaching

  9. Tiered Teacher Licensure Structures • 30 states have licensing systems that allow teachers to advance beyond a standard professional license • 17 of those require evidence for effectiveness for teachers to obtain an advanced license, such as student growth or teacher performance evaluations • Only one ties additional compensation to the licensure tiers at the state level Source: Education Commission of the States

  10. State Example: Ohio’s Tiered Certification System • Goal is to provide opportunities for teachers to advance their professional careers and serve as school improvement leaders, without leaving the teaching profession • Recognized by the National Council on Teacher Quality as a best practice • Adds two advanced tiers to initial and professional license: • Senior Professional Educator: master’s degree; nine years of experience; demonstration of effective practice • Lead Professional Educator: master’s degree; nine years of experience; demonstration of effective practice; National Board certification or teacher leader endorsement • Advanced license types offer advanced steps on career ladders, resulting in additional compensation

  11. State Teacher Leader Programs • 47% of states offer formal supports and/or incentives for teacher leaders • Examples include financial incentives, reduced workload, participation in state advisory committees, and professional development • 43% of states offer a teacher leader license or endorsement • 33% of states have adopted teacher leader standards • About half develop their own, and half have adopted or adapted the Teacher Leader Model Standards developed by the Teacher Leadership Exploratory Consortium • 25% of states define the role of teacher leaders in statute or regulation • Duties include mentoring/coaching, participating in school-level decision making and vision-setting, and advocating for students and the profession Source: Education Commission of the States

  12. State Example: Iowa’s Teacher Leadership and Compensation Program • Goal is to provide career pathways and compensation structures to attract, retain, and reward effective teachers • Every district submits a plan with the following must-haves: • Minimum salary of $33,500 for all full-time teachers • “Improved entry into the profession”: coaching, mentoring, and observational opportunities for new teachers • Differentiated, multiple, meaningful teacher leadership roles for at least 25 percent of the teacher workforce • Rigorous selection process for leadership roles: • Criteria based on effectiveness and professional growth • Annual review of assignment • Experience – 3 years of total experience, 1 year in school district

  13. State Example: Iowa’s Teacher Leadership and Compensation Program • Program defines six areas of allowable funds: • To raise salaries to the $33,500 minimum • Provide salary and/or supplements for teacher leaders • To cover salary and benefits for positions hired to replace teachers who are released • To cover substitute teacher costs for observations, team meetings, and professional development • For teacher leader professional development • To pay for books, resources, or technology for teacher leaders • Funds are distributed to districts through a higher per-pupil cost • Other features: annual report with local goals and evidence; program transparency; online community

  14. State Example: Iowa’s Teacher Leadership and Compensation Program • Program effectiveness assessed through district-created annual goals and American Institutes for Research (AIR) evaluation • In the third year of implementation, from annual reports: • Greater than 80% of school districts fully or mostly met their attract and retain goal, their collaboration goals, and their professional growth goals • 56% of school districts fully or mostly met their achievement goals • In the third year of implementation, from AIR: • Teacher perceptions of program’s impact on instruction and working conditions is high (greater than 80%) and has increased over time • 78% of teachers agreed that the program impacted their desire to return to school next year • No change in teacher retention or student achievement in the first three years compared to baseline