ESSA Work Group Meeting #1: Setting the Stage June 14,

Executive Deputy Secretary’s Welcome ESSA creates a “once in a decade” opportunity to shape education policy in Pennsylvania. It will take all of us, working together, to get this right and ensure all students have access to the opportunities they deserve. 2

3 Today’s Discussion Goals and Vision Where You Fit in PA’s ESSA Planning and Implementation Policy Context: Federal and Pennsylvania Overlapping Themes and Considerations

4 Goal High-level, framework recommendations that will inform coherent, research-based report. This process is a vital step towards the development of PA’s ESSA State Plan.

5 Vision Pennsylvania learners will be prepared for meaningful engagement in postsecondary education; in workforce training; in career pathways; and as responsible, involved citizens.

Policy Context: Main Focus Areas AssessmentsAccountability Educator Certification Educator Evaluation 6

Policy Context: Underlying Themes of ESSA Equity (At-Risk/ Vulnerable Populations) PreK-12+ Continuum “College & Career Ready” Data & Transparency 7

ESSA Resources PDE’s Every Student Succeeds Act (ESSA) resource pageEvery Student Succeeds Act (ESSA) –ESSA vs. NCLB crosswalk documentcrosswalk document 8

ESSA vs. Current PA Policy Landscape 9

State Education Policy PA Education Policy Law/StatuteRegulationBECs Program Guidance Grant Guidelines 10

Assessments Key Questions: –How can we reduce testing time while ensuring valid assessments aligned to Pennsylvania’s academic standards? –What timeline and format for reporting results maximizes opportunities for effective instruction? –What are the implications for Act 82? 11

4/28 Discussions - Assessments Underlying Themes & Tensions –Shorter assessments –Assessment should have open- ended/performance tasks that measure higher- order thinking skills; more authentic assessment –“Real time” results to inform instruction and student improvement –Detailed results on student performance –Relatively inexpensive 12

National Assessment of Educational Progress National Assessment of Educational Progress (NAEP) –Snapshot: PA vs. National vs. MA –NAEP results are not attached to accountability provisions or other stakes. –While Pennsylvania is a relatively high-performing state on NAEP, there are significant gaps for traditionally- underserved populations and students in high-poverty districts. Source: Baker & Levin (2014). Educational Equity, Adequacy, and Equal Opportunity in the Commonwealth: An Evaluation of Pennsylvania's School Finance System. 13

NAEP – 4 th Grade Math (Example) 14 Note: Figures represent percentage of students scoring proficient or above. Source: Nation’s Report CardNation’s Report Card

Accountability Key Questions: –What are the criteria by which we identify both low- and high-performing schools? –How do we ensure effective improvement strategies while allowing for local flexibility in meeting students’ needs? –What is PDE’s role in monitoring and supporting? 15

4/28 Discussions - Accountability Underlying Themes & Tensions –Reliance on achievement/point-in-time assessments for accountability system (rigid) –Move away from a “one size fits all” approach Growth, measures of school climate, career readiness –Addressing out-of-school factors like parent/community engagement, poverty, structural racism –Staff shortages, funding issues 16

ESSA vs. NCLB 17

Educator Certification Key Questions: –Should any state licensing/certification areas be revisited? –Are there unnecessary barriers to placing effective teachers in classrooms that can be addressed in Certification and Staffing Program Guidance? –Does the change in law foster any opportunities to address teacher shortages? –How do we continue to ensure equitable access to effective educators? 18

4/28 Discussions – Educator Certification Underlying Themes & Tensions –Current silo-based approach not working Need to foster better collaboration between school districts and postsecondary institutions Supporting flexibility, reciprocity, and mobility –Gap between theory and practice for preparing educators and leaders –Accessibility, equity, and quality as vital goals –Need for better “real time” data 19

20 Educator Diversity

Key Points Along Educator Pipeline Source: The State of Racial Diversity in the Educator Workforce, U.S. Department of Education, May 2016.The State of Racial Diversity in the Educator Workforce 21

Trends: Enrollment in Prep Programs 22

Trends: Enrollment in Prep Programs 23

Trends: Education Graduates in Pennsylvania 24

Trends: Education Graduates in Pennsylvania 25

Educator Evaluation Key Questions: –Are there opportunities to improve efficiency and efficacy of the current system while maintaining educator accountability for student success? –Are there additional ways to address the complexities of teaching and learning? 26

4/28 Discussions – Educator Evaluation Underlying Themes & Tensions –General support for observation side of system –Authentic/ongoing input from educators –Collaboration and peer supports –Implications of Act 82 / School Performance Profile on educator evaluation and equity 27

Teacher Evaluation in PA (Act 82) 28 Teacher Observation & Practice Building Level Data (PA School Performance Profile) Student Performance (Teacher Specific Data)

Act 82 of 2012 – Educator Effectiveness Act 82 of 2012 – law, rules and regs –PDE Educator Effectiveness webpagePDE Educator Effectiveness webpage 3 groups of educators: –Classroom Teaching Professionals –Principals and CTC Directors –Non-Teaching Professionals 29

ESSA Focus Areas 30 Educator Certification Educator Evaluation Accountability Assessments

Common Themes: 4/28 Stakeholder Session 31 Students Diversity/ Cultural Competency Multipurpose Systems = Problematic Resources & Capacity Challenges Collaboration & Coordination “Real Time” Data Used to Improve Parent & Community Engagement Growth vs. Achievement Recruiting & Supporting Educators

Next Up – Work Group Discussions (Part 1) 11:00 am-12:30 pm –Assessment – Scott Norton (Room 202) –Accountability – Alissa Peltzman (Room 204) –Educator Evaluation – Jeanne Harmon (Room 225) –Educator Certification – David Hendrie (Room 226) 32

Contact Information 33

The mission of the Department is to academically prepare children and adults to succeed as productive citizens. The Department seeks to ensure that the technical support, resources and opportunities are in place for all students, whether children or adults, to receive a high quality education. 34 Mission of the Department