1. Aligning Efforts to Improve Capacity
June 24, 2016
Lynn Holdheide, Deputy Director
Center on Great Teachers and Leaders

2. Mission
The mission of the Center on Great Teachers and Leaders (GTL Center) is to foster the capacity of vibrant networks of practitioners, researchers, innovators, and experts to build and sustain a seamless system of support for great teachers and leaders for every school in every state in the nation.
Part of the U.S. Department of Education

3. Our Approach

4. GTL Center Approach: Full Integration of Students with Disabilities
Full integration and consideration of students with disabilities and special educators at the onset
Considerations for students with disabilities and special educators explicitly mentioned
Distinct attention concerning students with disabilities and special educators where appropriate

5. GTL Center Resources
Framework suggests opportunities to strengthen coherence and alignment across the initiatives:

6. A New Opportunity

7. People: Strategic Talent Management

8. Equity Plan Requirements
States must include “steps that [they] will take to ensure that poor and minority children are not taught at higher rates than other children by inexperienced, unqualified, or out-of-field teachers.”
They must also include “the measures that [they] will use to evaluate and publicly report the progress…with respect to such steps.”
In November 2014, ED issued FAQ guidance on the Excellent Educators for All initiative that was part of NCLB.
Under this initiative, states were required to submit equity plans to document their analysis of equity gaps, the root causes of these gaps, strategies they will implement to close these gaps, and the metrics by which they will measure progress.
Source: Section 1111(b)(8)(C)), Elementary and Secondary Education Act of 1965 (ESEA), as amended by the No Child Left Behind Act of 2001 (NCLB)

9. 2015 Equity Plan Requirements
Required States to:
Engage stakeholders
Conduct root cause analysis
Specify implementation considerations in equity strategies
Revise plans overtime
State Equity Plans
Technical Assistance to States
Significant support across the TA network
Created the Equitable Access Support Network (EASN)
GTL Center, CCSSO, Regional Comprehensive Centers
Timeline
Nov. 2014: Federal guidance
June 2015: State plans due
Fall 2015: US ED Plan Approvals
Spring-Summer 2016: Progress Reports

10. Similarities and Distinctions
Equity Plans
Stakeholder Engagement
Certification and Licensure Directors
Preparation Programs
Data/Root Cause Analysis
Teacher Data (e.g. licensure, effectiveness)
Quartiles
Implementation Considerations
Identified Strategies
Revise Plans Overtime
Annual Progress Reports
Suite of Implementation Tools
SSIP
Stakeholder Engagement
Special Educators
Parents/Families
Data/Root Cause Analysis
Student Achievement Data
Targeted SiMR
Implementation Considerations
Infrastructure
Implementation Drivers
Identified Strategies
Phase I, II and III
Targets, Benchmarks, and Continued Feedback Loops
Same or different groups?
Similarities in root causes?
Same schools, students, strategies?

11. Common Strategies: A Preliminary Analysis Source: USED Office of Planning, Evaluation, and Policy Development
A preliminary analysis of 49 submitted State Plans by the U.S. Department of Education found the most common strategies for eliminating equity gaps were:
Go back to this slide to highlight strategies that are relevant to OSEP work

12. Mixed Messages and Missed Opportunities?

13. Common and Related Goals
CEEDAR Entry Point
Through-line in Instructional Practices

14. Instructional Practice
CEEDAR
Innovation Configurations
Course Enhancement Modules
IRIS
Professional Learning Module
Instructional Practice
Expectations of Instructional Practice (e.g. EBPs/HLPs)
SSIP
SPDG
CEEDAR
Educator Effectiveness
State Strategic Plans
State Equity Plans
School Improvement Plans
SSIP
SPDG
Title IIA
Preparation
Educator Preparation Program Reform
Practice-Based Opportunities
Preparation and Professional Learning
Instructional Leadership
Coaching and Feedback
High-Quality Professional Learning
Sustained Support
Through-line in Instructional Practices
Induction/ Mentoring
Educator Evaluation
State Consolidated Plans
Professional Learning
What skills do teachers need to implement EBPs in an MTSS system?

15. Alignment

16. Contact Lynn Holdheide 1000 Thomas Jefferson Street NW
Washington, DC |
Contact