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Do we have schools in Georgia with a concentration of poor or minority students (and schools otherwise hard to staff) that are more likely to have teachers who are less prepared and/or less experienced? . Question:. Question:. How likely is it in your school district for a poor or minority student
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1. Developing Local Equity Plans Georgia Professional Standards Commission April 10, 2007
2. Do we have schools in Georgia with a concentration of poor or minority students (and schools otherwise hard to staff) that are more likely to have teachers who are less prepared and/or less experienced?
Question:
3. Question: How likely is it in your school district for a poor or minority student to be taught by an inexperienced teacher or a teacher who isn’t fully qualified to teach the subjects or at the grade levels that he’s assigned to teach?
4. How much more likely is it for a poor or minority student to be taught by an inexperienced or less qualified teacher than it is for other students in your school district? Question: As of beginning of 2002 school year, Title I schools/TAPs were required to hire HQ teachers.As of beginning of 2002 school year, Title I schools/TAPs were required to hire HQ teachers.
5. Question: Do you have a way of knowing this type of information and answering these questions with confidence? Needs assessment and plans must address each of these areasNeeds assessment and plans must address each of these areas
6. Next steps Reflect on where we are and what has been accomplished
Consider where we need to go in order to ensure equity for all students
7. Local and State Responsiblities Assess
Plan
Implement
Move
toward
the
TARGET
8. Equity Rubric Starting point
Self-assessment and planning tool
Equity Indicators
Building on previous efforts –
Closing achievement gaps
Use of disaggregated data
New data needs
9. Equity Indicators Annual needs assessment includes required equity components
Equity of stakeholder involvement
Highly qualified teacher equity
Teacher experience equity
Class size equity
10. Equity Indicators Teacher preparation and ability to meet diverse needs of students
Retention of highly qualified, effective teachers
Recruitment and placement of highly qualified, effective teachers
11. Equity Indicators for Needs Assessment and Planning Annual needs assessment includes required equity components
Activities and Service – School & System-level as well as Regional, State & National levels – 30 points totalActivities and Service – School & System-level as well as Regional, State & National levels – 30 points total
12. Needs Assessment - ADEQUATE The LEA’s annual needs assessment includes all of the following equity components:
a) equitable access to highly qualified teachers and paraprofessionals;
(b) equity in teacher experience;
(c) equity in teacher training to meet diverse needs of students,
(d) equity in class sizes, and
(e) recruitment and retention of highly qualified teachers and is reflected in a written plan that describes how the LEA will address all identified inequities.
13. Needs Assessment - TARGET The LEA’s annual needs assessment and planning address all components… and have resulted in the LEA’s ability to document full equity for all students, regardless of the income level and demographics of the students served.
14. Teacher Experience Equity - ADEQUATE Teacher experience is included in the LEA’s annual needs assessment, and the LEA has a written plan that addresses equity of teacher experience across schools and classrooms in the system and within its schools.
15. Teacher Experience Equity - TARGET The LEA includes teacher experience in its annual needs assessment and has a written plan to ensure continued equitable access to experienced teachers for all students. As a result, all students in all of the LEA’s schools and classrooms have teachers with equivalent teaching experience, regardless of income level and demographics of the students served.
16. Highly Qualified Teacher Equity The LEA systematically monitors the HQ assignment of teachers based on student demographics and all core academic subjects are taught by highly qualified teachers.
17. Class Size Equity The LEA includes class size in its annual needs assessment and has a written plan to ensure continued equity in class sizes for all students. As a result, class sizes are comparable in all schools, regardless of demographics of the students.
18. Teacher Preparation and Ability to Meet Diverse Needs of Students The LEA assesses teachers’ ability to differentiate instruction based on the diverse needs of their students, and it plans for and provides continued professional learning in this area. As a result, the LEA can document that all teachers have received training and can effectively differentiate instruction to meet the diverse learning needs of all students.
19. Retention of Highly Qualified, Effective Teachers The LEA’s annual needs assessment and written plan addresses the retention of HQ’d, effective teachers in all schools and all programs; and the LEA actively implements a retention program…. As a result, the LEA retains highly qualified, effective teachers in all schools.
20. Recruitment and Placement of Highly Qualified, Effective Teachers The LEA conducts an annual needs assessment that addresses recruitment…and the teacher recruitment plan is actively supported and adapted to meet current priorities. As a result, the LEA successfully recruits HQ’d, effective teachers and makes equitable placements so that all students in all schools and all programs have HQ, effective teachers with equivalent teaching experience.
21. Use of the Equity Rubric Modify current needs assessment and planning tools to include equity components
Use the rubric for needs assessment
Use as a framework for LEA annual equity plans
