State Plans to Ensure Equitable Access to Excellent Educators Central and South Central Comprehensive Centers at the University of Oklahoma in collaboration with the Center on Great Teachers and Leaders at American Institutes for Research

Welcome and Introductions Sarah Hall SC3 Associate Director and New Mexico/Oklahoma Technical Assistance Coordinator

State Plans to Ensure Equitable Access to Excellent Educators— Webinar 1 December 18, 2014 Ellen Sherratt, Ph.D. Copyright © 2014 American Institutes for Research. All rights reserved.

 This webinar will provide an overview of the following: Requirements and recommendations of the contents to include in State Plans to Ensure Equitable Access to Excellent Educators Resources available to support the development of plans Key challenge areas states may face Highlights from Missouri’s equitable access planning process Webinar Overview 4

 The six requirements in the federal FAQ guidance: Describe and provide documentation of the steps taken by the state education agency (SEA) to consult stakeholders. Identify equity gaps and explain the calculations and the process of identification. Explain the likely cause(s) of the identified equity gaps. (For example, an SEA might conduct a root-cause analysis.) Set forth the SEA’s steps to eliminate identified equity gaps (strategies, timelines for implementation, and mechanisms for monitoring). Describe the measures that the SEA will use to evaluate progress toward eliminating the identified equity gaps, including the method and timeline. Describe how the SEA will publicly report on its progress in eliminating the identified gaps, including timelines for this reporting. Excellent Educators for All Requirements 5

 Several supports are available, including: Data profiles from the U.S. Department of Education New Equitable Access Support Network Center on Great Teachers and Leaders Overview Webinar: great-teachers-and-leaders great-teachers-and-leaders Center on Great Teachers and Leaders Equitable Access Toolkit: Excellent Educators for All Supports 6

 Important information about engaging stakeholders: Engage stakeholders early. Provide multiple opportunities for meaningful input. Engage a broad range of stakeholders, including not only teachers, principals, districts, and parents but also civil rights organizations, students with disabilities and English learner groups, businesses, Native American tribal groups, local boards of education, higher education, and human resources directors. Stakeholder Engagement 7

 Stakeholder engagement resources include: Stakeholder engagement guide and 12 supplementary resources: engagement-guide engagement-guide – Includes step-by-step guidance, sample timelines and meeting agendas, communications and messaging tips, discussion protocols and activities, a sample kickoff slide presentation, and steps for translating the material into a statewide guide for local education agencies (LEAs) – Includes suggestions for creating a long-term educator equity coalition of stakeholders Summary stakeholder engagement guide document and an online interactive tool (coming soon!)  Key challenge area = capacity Solutions? Stakeholder Engagement 8

 Stakeholder engagement resources include: Stakeholder engagement guide and 12 supplementary resources: engagement-guide engagement-guide – Includes step-by-step guidance, sample timelines and meeting agendas, communications and messaging tips, discussion protocols and activities, a sample kickoff slide presentation, and steps for translating the material into a statewide guide for local education agencies (LEAs) – Includes suggestions for creating a long-term educator equity coalition of stakeholders Summary stakeholder engagement guide document and an online interactive tool (coming soon!)  Key challenge area = capacity Solutions? Consider having stakeholder group leaders engage their members and report back key findings (see Stakeholder Engagement 9

 Equity gaps are defined as the difference between the rates of students from low-income families or students of color are taught by inexperienced, unqualified, or out-of- field teachers compared with the rates at which other students are taught by these teachers.  Equity gaps should reflect all public elementary and secondary schools in the state.  Equity gaps can include educator evaluation data and may include classroom-, school-, or district-level gaps. Identify Equity Gaps 10

 Equity gaps may include: Data from the Data Profile: – Percentage of teachers in Year 1 of teaching – Percentage of teachers lacking certification or licensure – Percentage of classes taught by teachers who are not highly qualified – Percentage of teachers absent more than 10 days – Average teacher salary (adjusted for regional cost of living differences) Additional state data  Key challenge areas = definitions and securing complete, high-quality data Solutions? Identify Equity Gaps 11

 Equity gaps may include: Data from the Data Profile: – Percentage of teachers in Year 1 of teaching – Percentage of teachers lacking certification or licensure – Percentage of classes taught by teachers who are not highly qualified – Percentage of teachers absent more than 10 days – Average teacher salary (adjusted for regional cost of living differences) Additional state data  Key challenge areas = definitions and securing complete, high-quality data Solutions? Stakeholder engagement on definitions; including in your plan your strategy for improving data quality Identify Equity Gaps 12

 The Moving Toward Equity Data Review Tool helps states think through equitable access metrics, data analysis, and data presentation for stakeholders. It includes: Menu of example metrics Guiding questions to tell your state’s “story” Sample district data Information about data displays Data Review Tool 13

 A root-cause analysis is intended to explain the existing equity gaps.  The Moving Toward Equity Root-Cause Analysis Workbook takes users through eight steps: Step 1: Specify the challenges to be addressed. Step 2: Identify root causes. Step 3: Categorize the causes. Step 4: Visualize your causes and categories. Step 5: Determine strategies for educator talent. Step 6: Create a theory of action. Step 7: Determine how to measure progress. Step 8: Put your plan into motion. Root-Cause Analysis 14

Root-Cause Analysis “Fishbone” Diagram 15

 Strategies for eliminating equity gaps should be: Tied directly to the root causes Evidence-based Targeted to students with the least access to excellent educators Fluid over time as new data become available Articulated in a timeline that includes beginning and completion dates, responsible persons, and resources needed  States should articulate how they will ensure that LEAs are taking steps to close equity gaps. Strategies for Eliminating Equity Gaps 16

 Key challenge areas = allaying fears of forced transfers; identifying policy levers Solutions? Strategies for Eliminating Equity Gaps 17

 Key challenge areas = allaying fears of forced transfers; identifying policy levers Solutions? Communication strategies; thoughtful use of technical assistance resources Strategies for Eliminating Equity Gaps 18

 Key challenge areas = allaying fears of forced transfers; identifying policy levers Solutions? Communication strategies; thoughtful use of technical assistance resources  Supports for developing strategies include the Moving Toward Equity online tool and the Quick-Start Guide. Strategies for Eliminating Equity Gaps 19

Moving Toward Equity Tools: Printable Quick-Start Guide 20

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Talent Development Framework 23

Great Teachers and Leaders for All Learners Blog 24 Dedicated to exploring ways to ensure ALL students have access to truly great teaching and leading… in every classroom in every school every day Featured Posts  Keeping Professional Learning at the Heart of Educator Evaluation—by Lisa Foehr, Director of the Educator Quality, Rhode Island Department of Education, April 23, 2014  Leading to Equitable Access: Three Steps for Principals—by Matthew Clifford, GTL Center staff, May 19, 2014  Involve Teachers and They Will Understand—by Christopher Poulos, Teacher Leader in Residence, Connecticut State Department of Education, March 20, 2014 Source:

 This module, designed in collaboration with the New Teacher Center, helps participants: Learn how teaching conditions at the state, district, and school levels can create a more positive teaching and learning environment. Understand how to use teaching conditions data to improve educator effectiveness. Explore resources that support effective school improvement planning based on teaching conditions data. Understanding Teaching Conditions 25

 A central online location for cutting- edge information and tools ( hub/innovation-station) hub/innovation-station  Resources focused on innovative strategies for the following: Recruiting and retaining great educators Rewarding great educators Extending the reach of great educators to more students Offering new career opportunities and career ladders Innovation Station Online Resource 26

 Measuring and reporting on progress should be: Continuous Based on annual targets Publicized A way to prompt long-term revisiting of data, root causes, and stakeholder outreach Measuring and Reporting Progress 27

 Missouri has made significant progress as part of the Reform Support Network’s cohort of early equitable access planners Convened 19 stakeholders and department staff Collected state data to supplement the data profile provided Determined the primary equity gap: – Inadequate recruitment and retention of teachers and principals in difficult-to-staff schools Conducted a root cause analysis at the state level and committed to stakeholder root cause analyses Began connecting strategies to root causes Is submitting a draft plan December 19 th State Example: Missouri 28

Timeline: Winter and Spring 2014–15 29 Major ActivitiesParties InvolvedExpected Results Meet with stakeholders to establish short- and long-term planning goals, roles, and responsibilities. Stakeholders A shared vision is established, which includes a coalition of partners committed to sustaining and monitoring the plan throughout three to seven years. Gather and review data as an SEA and with stakeholders. Internal SEA team and stakeholders Stakeholders gain an understanding of the data, and the SEA gains insight into on-the-ground realities and pinpoints areas for future research. Review stakeholder input, begin setting priorities, and identify metrics. Internal SEA team and stakeholders SEA team sets priorities for the plan, using stakeholder input. SEA drafts educator equity plan. Internal SEA teamAn equitable access plan that includes contributions from a wide set of stakeholders.

Timeline: Spring and Summer Major ActivitiesParties InvolvedExpected Results Finalize the plan. SEA and U.S. Department of Education Plan is submitted by June 1, Implement the plan. Conduct ongoing monitoring and continuous improvement of the plan. SEA, LEAs, and long- term coalition of stakeholders Throughout implementation, ongoing adjustments strengthen the design and implementation of the plan.

 Additional resources include: Sample equitable access plan Sample equitable access plan template State and district examples handout Additional Resources Available 31

32 The Equitable Access Support Network (EASN) will deliver targeted, differentiated support to help States create high quality equity plans, including connecting States with each other and national experts. Convenings, webinars, and State-specific supports, including voluntary review of draft plans Communities of Practice (coming soon) A Communities 360 ⁰ website which will include a clearinghouse of relevant resources, tools, and research Monica Young, Ph.D. – Project Director

Advancing state efforts to grow, respect, and retain great teachers and leaders for all students Ellen Sherratt, Ph.D Thomas Jefferson Street NW Washington, DC | 33

SEA Technical Assistance Needs Patricia Fleming C3 Associate Director and Technical Assistance Coordinator

SEA Technical Assistance Needs

Next Steps Belinda Biscoe Boni SC3 Director and C3 Principal Investigator

Please note, you will be automatically redirected to a secure page after exiting this webinar to complete a brief and anonymous survey. Thank you! University of Oklahoma Outreach Division of Public and Community Services 1639 Cross Center Dr. Norman, OK The Central and South Central Comprehensive Centers at the University of Oklahoma are funded by the U.S. Department of Education. Portions of this presentation may have been developed under a cooperative agreement with the U.S. Department of Education; however, the contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government. Portions © 2012–2014 The University of Oklahoma