1. Every Student Succeeds Act: Title II 1

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4. Presenters Amanda Karhuse Director of Advocacy, NASSP David Chodak Associate Director of Advocacy, NASSP Guest Speaker: Kelly Pollitt Chief Strategist, Policy and Alliances National Association of Elementary School Principals

5. About The National Association of Elementary School Principals (NAESP), founded in 1921, is a professional organization serving elementary and middle school principals and other education leaders throughout the United States, Canada, and overseas. The NAESP mission is to lead in the advocacy and support for elementary and middle level principals and other education leaders in their commitment to all children. The National Association of Secondary School Principals (NASSP) is the leading organization of and voice for middle level and high school principals, assistant principals, and school leaders from across the United States and in over 35 countries around the world. Founded in 1916, NASSP's mission is to connect and engage school leaders through advocacy, research, education, and student programs. 5

6. History of ESEA 1965 : Elementary and Secondary Education Act (ESEA) signed into law 2001 : Reauthorized as No Child Left Behind (NCLB) 2015 : Reauthorized as Every Student Succeeds Act (ESSA) 6 1975: IDEA signed into law 1979: Cabinet-level Department of Education created Efforts to reauthorize that failed

7. Implementation Timeline 72015 2016 20172018 December 2015: President Obama signs ESSA into law August 1, 2016: ESEA flexibility waivers expire 2017-2018 School Year: Full Implementation of ESSA

8. Structure of ESSA Title I - Improving Basic Programs Operated by the State and Local Educational Agencies Title II - Preparing, Training and Recruiting Teachers, Principals or Other School Leaders Title III - English Learners and Immigrant Students Title IV - 21 st Century Schools Title V - State Innovation and Local Flexibility (rural education) Title VI – Indian, Native Hawaiian, and Alaska Native Education Title VII – Impact Aid Title VIII – ESEA General Provisions Title IX – McKinney-Vento Act and Other Provision 8

9. 9 ESEA Reauthorization Shared priorities to support Pre-K-12 principals Joint letters, press statements & meetings with congressional leaders Common language & schedules for action alerts Shared collaboration

10. Successes for Principals Creation of competitive grant for school leader recruitment and support Clarification of “school leader” definition as a principal IN the school building 3% optional reservation of Title II funds for school leader activities 10

11. 11 Source: Education Week

12. ESSA: Using Existing Resources Better Title II Part A Funding Formula Phase-in from FY 2017- FY 2020 FY 2020 move to 20/80 population to poverty formula Formula shifts to concentrations of state poverty 12

13. Title II, Part A Formula “Supporting Effective Instruction” State Activities: 21 use of funds (15-18 areas highlighted for principals) – 3% permissive use of total state allocation for principals Align to areas of educator development and capacity-building such as: Recruitment of teachers and principals (also teacher leaders and leadership teams) Preparation (prep programs or higher ed reforms, certification, licensure systems Retention (support for early career, in-service mid-career, and incentives for career ladders and differential pay, highlights early ed role) 13

14. Title II, Part A Cont’d District Activities: 16 use of funds overall, sub- categories directing the “how” to use funds. Emphasis on job-embedded professional learning opportunities Addressing issues related to school conditions, such as bullying, helping with collaborative cultures, increasing coordination with mental health services Highlights early childhood education instruction, joint professional learning, leadership 14

15. Title II, Part B – National Activities Reservations in 4 areas Subpart I – Teacher and School Leader Incentive Fund (“Human Capital Management”) Subpart II – LEARN (Comprehensive state professional learning systems for literacy instruction) Subpart III – American History and Civics Education Subpart IV – Programs of National Significance (SEED grants – 4 parts allocated a %) 15

16. Title II, Part B, Subpart 4 – National Activities Supporting Effective Educator Development School Leader Recruitment and Support Technical Assistance and National Evaluation STEM Master Teacher Corps 16

17. Definitions in ESSA that Impact Title II School Leader Residency School Leader Professional Development Evidence-based 17

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19. Roadmap Goal #1: Strengthen the Principal Recruitment Pipeline Look at high need schools and educational contexts (Urban, Rural Contextual Challenges). Build capacity of district structures to support principal continuum. Prioritize diversity and equity (including “equitable distribution” of well-prepared and profession-ready principals. 19

20. Roadmap Goal #2: Ensure Principals are Well-Prepared and Profession-Ready Every principal must have an advanced degree and demonstrated record of success as a teacher. Every principal should demonstrate leadership competencies prior to entry into a principal preparation and certification program that includes partnerships between districts and local preparation and support programs. Every principal should participate in residency programs (1 yr), and receive coaching and mentoring from an accomplished principal through hands-on instructional leadership experiences in public Pre-K-12 schools (up to three years). 20

21. Roadmap Goal #3: Provide Continuous Professional Growth and Learning for Principals Base job-embedded professional learning opportunities, like mentoring and other collaborative activities, on existing standards for effective leadership competencies and focus on achieving successful outcomes related to domains of effective school leadership. (see following for standards reference) 21

22. Six Domains of Effective School Leadership 22 Rethinking Principal Evaluation: A New Paradigm Informed by Research and Practice, NAESP and NASSP

23. Roadmap Goal #3 Cont’d… Set capacity-building principal evaluation systems by aligning professional learning opportunities that are established in collaboration with practitioners and are based on the domains of effective instructional leadership* i. Systems must consider: a school’s context along with the individual principal’s experience and grade- level responsibilities. Tied to a personalized professional growth plan. 23

24. Principals Role in Teacher Evaluations 24 NAESP and NASSP have recommended that states: Provide high-quality training, credentialing, and ongoing professional development on teacher evaluation for principals Respect the professional judgement of principals and provide opportunities for principals to give feedback on the teacher evaluation models Reduce the number of observations

25. Roadmap Goal #4: Ensure Sustainable Efforts for a Robust Principal Pipeline Develop leadership capacity through job- embedded, on-going leadership learning, and offer tiers of learning for leadership roles and responsibilities for assistant principals, early career principals and veteran principals alike. Align to leadership standards and focus on the knowledge, skills and dispositions needed to be the “lead learner”. 25

26. Roadmap Goal #4 Cont’d… Support novice principals to gain a clear vision of instructional leadership, inspiring and engaging stakeholders, supporting learning communities, activism and advocacy on behalf of their students, teachers and schools. Support accomplished educational leaders to cultivate their understanding of leadership and the change process to meet high levels of performance. 26

27. 1) Recruitment (Goal #1) Sec 2101(c)(4)(B)(v) Sec 2243 2)Preparation (certification, recertification, licensure, prep program standards (PSEL-aligned) (Goal #2) Sec 2101(c)(4)(B)(i)(II) Sec 2101(c)(4)(B)(xi); Section 2101(c)(4)(B)(xv) 3) Set an aligned system of statewide evaluation and support (Goal #3) Sec 2101(c)(4)(B)(ii); Sec 2101(c)(4)(B)(viii) Sec 2101(c)(4)(B)(vii)(III(bb) 4) Retain a robust principal pipeline (Goal #4) Sec 2101(c)(4)(B)(vii)(I) and (II) Sec 2211; Sec 2212; Sec 2222 Align Goals to ESSA Targets 27

28. Upcoming Webinar 28 Title IV and Literacy Thursday, May 12, 3:30 – 4:30 PM NASSP Webinar

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