680 likes | 939 Vues
SY 2011/12 Title IIA HQT Workshop Principals & HQT Designees. September 6, 2011 McKinley Community School for Adults Rm 110. Today’s Agenda. 8:30 to 11:30 HQT Data Trends 2011/12 Timelines & Requirements Principal Handbook & Flowcharts Using the HQT Flowcharts Assignment via eSIS
E N D
SY 2011/12 Title IIAHQT WorkshopPrincipals & HQT Designees September 6, 2011 McKinley Community School for Adults Rm 110
Today’s Agenda 8:30 to 11:30 • HQT Data Trends • 2011/12 Timelines & Requirements • Principal Handbook & Flowcharts • Using the HQT Flowcharts • Assignment via eSIS • Moving from HQ to HE (highly effective) 11:30 to 12:30 • Lunch (on your own) 12:30 to 3:00 • Helping Teachers Meet HQ Requirements • Documenting HQ Status • Designing Professional Development Plans • On-line Professional Development Plan Demonstration
HQT Data Trends OHR - Title II Section
School Year 2011-12 Timelines &Requirements OHR - Title II Section
NCLB Core Academic Content Areas All teachers must be highly qualified if teaching any of the following core academic content areas: Special education teachers must be licensed in SPED & HQ in every content area taught . Other teachers who teach many different classes also have high bars to meet. For example, ELL and alternative education teachers must be HQ in every core subject taught.
Requirements for HQ Status • Bachelor’s degree • Full Hawaii state licensure and • Assignment match to subject and grade level of license and • Either: • Demonstrated content expertise through: • Passing scores on the PRAXIS II in each core academic subject taught, or • Be National Board certified, or • For secondary teachers only, a major or the equivalent in the content area. • Or: • For those teachers with ONE or more years of teaching experience, earn 100 points through HOUSSE
New: Temporary HQ for teachers enrolled in approved alternative routes to certification programs • Be enrolled in a state approved alternative teacher education program, and • Have evidence of passing score on the Praxis II for each core academic subject taught, and • Be within the first three years of employment as a teacher, and • Be approved for temporary HQ by OHR.
2011-12Principal’s HandbookWhat’s New? OHR - Title II Section
Principal’s Handbook Section One: HQT Resources • 1a How to get help • 1c HQT Guidelines • 1d HQT Flowcharts • 1e ACCNs • 1g-i Praxis Information • 1j-k Accessing HQT Reports (new) • 1m Frequently Asked Questions
Principal’s Handbook Section Two: HQT Toolkit (new forms) • 2a HQ Documentation Coversheet • 2b-c HOUSSE • 2d-e Course Identification • 2f-g Temporary HQ • 2h Out of State Verification • 2i-k Professional Development Planning
Principal’s Handbook Section Three: School Planning • 3a-b Timelines (new) • 3c Role Designation in e-HR (new) • 3 d-g Exemptions and Validation • 3h CA & Charter School HQT Designees • 3i Technical Assistance to NHQTs • 3k Letters to Parents (due September 15) • 3m Notice of Request for Qualifications • 3n-o Monitoring
Title II Monitoring Cycle • Every complex area will be monitored at least every third year
Common Monitoring Findings • The complex area did not fully expend Title II funds • Title II funds were not used as allowed (see slide 23) • Approved PDPs were not in place within 30 days • Title I schools have hired NHQTs without documenting reasons for hiring or did not have the newly hired NHQT on a PDP that would result in HQ within one year
Common Monitoring Findings • The complex area did not monitor the hiring and assignment of long term substitute teachers in core content classes • Schools did not send NHQ letter home • Schools’ AFPs did not include actions to meet the HQT goal of 100% core classes taught by HQ teachers or the NHQ levels have not improved
Principal’s Handbook Section Four: Funding • Use of Funds Tier One and Tier Two • Program Identification Numbers - NEW • Expenditure Categories, Descriptions & Examples
Principal’s Handbook Section Four: Funding • 4a Allowable Use of funds • 4b Direct Payments Chart • 4c Spending Agreements
2011-12 Title II Funds Formula Allocated to Complex Areas and CSAO • Induction and mentoring • $200,000 per complex area • Number of HQ teachers • $350 per HQ teacher (Tier 2) • Number of non-HQ teachers • $250 per non-HQ teacher (Tier 1)
What Expenditures are Not Allowed and Have Resulted in Monitoring Findings? • Computer equipment • Student level instructional materials • Student level assessments • Food purchases • Non-HQT personnel positions • Non-content based college courses (master’s programs in education, ED classes) • Tier I funds used for other than non-HQ teachers
Principal’s Handbook Section Five: Professional Development • 5a Content Specific PD • 5b PD 360 • 5c PDE3 Professional Development • 5d PBS TeacherLine (new) • 5e How to Calculate Workshop Points for HOUSSE Credit (new)
Practice Using HQT Flowcharts OHR - Title II Section
HQT Flowcharts • Flowchart A • Middle/high teachers (grades 5-12, departmentalized) • Flowchart B • Elementary teachers (grades K-6) • Flowchart C • Special education middle/high teachers ( grades 5-12, departmentalized) • Flowchart D • Special education elementary teachers (grades K-6)
Using Flowchart B for Elementary Teachers - Scenarios • Am I highly qualified if: • I am licensed to teach elementary in Hawaii. I am currently teaching second grade. I passed Praxis test 14 last year. • I am licensed to teach grades K-6 in Arizona and am currently teaching grade 5. I have passed Praxis test 14.
Using Flowchart A for Middle and High Teachers - Scenarios • Am I highly qualified if: • I am licensed to teach secondary mathematics in Hawaii. My college major was mathematics. I am currently assigned to teach 10th grade algebra. • I am licensed to teach secondary social studies in Hawaii. I have passed test 089. I’m assigned to teach history. (hint: take a look at document Ii)
Using Flowchart D for SPED Elementary Teachers – Scenarios • Am I highly qualified if: • I am a K-12 Hawaii licensed SPED teacher. I’ve passed PRAXIS 014 and I teach a 3rd grade regular education class. • I am an elementary SPED teacher. I teach a 3rd grade special education class. I have passed my SPED praxis exams, but have not taken the elementary Praxis.
Using Flowchart C for SPED Middle and High Teachers - Scenarios • Am I highly qualified if: • I am an emergency hire teacher. I have passed PRAXIS 69 (middle level mathematics) and am assigned to teach special education mathematics grades 6 to 8. • I am a Hawaii licensed SPED teacher. I have passed all of my SPED Praxis exams as well as 0049. I am assigned to teach 8th grade algebra.
HQT Assignment via eSIS OHR - Title II Section OITS – Student Information Section
Sources of Employee IDs eHR System
Source Student Information System eSIS Staff Details • Updated through a one-time feed in July 2011 • Manually maintained thereafter
Consumers of eSIS State ID • HSA/AIR • OHR/HQT • DSI • LDS
Where is Title II Going? Moving from highly qualified to highly effective OHR – Performance Management Section
From the ESEA Blueprint for Reauthorization . . . US Department of Education Approach ► Flexibility with results. Flexible formula grant funding conditioned on SEA and LEA improvements in teacher and leader effectiveness and equity. ► Fair, rigorous evaluation systems. Focus on teacher effectiveness and improved teacher evaluation through requirements that LEAs implement a state-approved evaluation system that uses multiple rating categories, takes into account student achievement results, and provides meaningful feedback and support to teachers for improvement.
From the ESEA Blueprint for Reauthorization . . . ► Strengthen the profession. Treat teachers like the professionals they are by providing time for collaboration, implementing performance-based pay and advancement, and providing on-the-job learning opportunities with peers and experts linked to evaluations and to student needs. ► Equity. More equitable distribution of qualified and effective teachers and leaders through better data, an equity plan, and a requirement that Title II funds be directed toward improving equity where LEAs are not meeting performance targets.
From the ESEA Blueprint for Reauthorization . . . ► Data for transparency and decision-making. Use of meaningful data and accountability for results through program performance measures, state and district human-capital report cards, and tracking the effectiveness of professional development and teacher-preparation programs. http://www2.ed.gov/policy/elsec/leg/blueprint/index.html
An Effective Teacher in Every Classroom The key to student success is providing an effective teacher in every classroom and an effective principal in every school. Teacher effectiveness matters; the research demonstrates that teacher effectiveness contributes more to improving student academic outcomes than any other school characteristic and that an effective principal is central to recruiting and supporting teachers and leading school improvement (Murphy et al., 2006; Rivkin et al., 2005; Waters et al., 2003).
An Effective Teacher in Every Classroom Studies suggest that a student who has great teachers for several years in a row will be on a path of continued growth and success, while a student who is taught by a succession of less effective teachers may experience lasting academic challenges (Hanushek, 2009; Sanders and Rivers, 1996). Teachers believe that collaboration among colleagues is key to improving student achievement, and a recent study suggests that teachers learn from other teachers who are effective.
The current Title II, Part A program must be strengthened in order to promote improvements in teacher and leader effectiveness. • A systemic and intensive approach to the “people side” of education reform can help to ensure that all students, particularly those in high-poverty schools, have the effective teachers and principals they deserve.
The current Title II, Part A program must be strengthened in order to promote improvements in teacher and leader effectiveness. • Teacher qualifications are important but do not ensure effectiveness on the job. The NCLB provisions relating to highly qualified teachers, require that all teachers have a bachelor’s degree and state certification, and have demonstrated subject matter expertise in every core academic subject they teach, or be working toward full certification as a participant in an alternative route to teaching. The percentage of classes taught by teachers who meet these requirements has steadily increased over the past decade to an average of 95 percent (U.S. Department of Education, 2009c).
The current Title II, Part A program must be strengthened in order to promote improvements in teacher and leader effectiveness. • This was an important step, but research on teacher effectiveness shows that meeting these requirements does not predict or ensure that a teacher will be successful at increasing student learning (Goldhaber and Brewer, 2000; Hanushek, 1997; Toch and Rothman, 2008). Thus, while the NCLB requirements set minimum standards for entry into teaching of core academic subjects, they have not driven strong improvements in what matters most: the effectiveness of teachers in raising student achievement.
More Thoughts…. • Most of the current teacher evaluation systems that are used around the country fail to provide feedback and support in order to help teachers improve or differentiate effective from ineffective teachers. (For many years now, 99% of our teachers are rated Satisfactory)
Race to the Top Initiative • HIDOE’s RTTT Great Teachers Great Leader’s initiatives are working to improve this foundational piece so that systemic improvements can be made to better support our teachers and leaders who are working with our students to improve their learning outcomes.
Does the US DOE’s plan for Title II (moving from Highly Qualified to Highly Effective) align with HIDOE’s Strategic plans? Goal 1: Objective to focus on the use of data to drive instruction and increase personalization with appropriate and timely supports. Goal 2: Objective to ensure the quality professional development being provided to our teachers and leaders. Goal 3: Objectives to improve performance through a quality performance evaluation process; and standardizing practices based on data and research. FOUNDATIONAL PIECE: An effective teacher evaluation system (that measures effectiveness) will assist us in improving student achievement and close the achievement gap.
So, how do we improve upon the measures of teacher effectiveness? • Current PEP-T looks only at what a TEACHER does in their practice---primarily in classroom observations, and the Duty 5 Conference • We do not look at whether the teacher’s practice actually results in improved student learning. • The NEW evaluation system will look to measuring not only what a TEACHER does in their practice, but also the OUTCOMES that those practices produce. • RTTT adds the component of Student Achievement in the form of student learning growth to the measures of effectiveness.