1. Edward G. Rendell Gerald L. Zahorchak, D. Ed. Governor Secretary

3. Teacher Certification Update and Equitable Teacher Distribution Plan http://www.pde.state.pa.us Linda J. Benedetto, Chief, Division of Teacher Quality, Bureau of School Leadership and Teacher Quality

4. Participants will learn… About PA’s new certification requirements; About new grade level configurations;

5. Participants will learn… When new certifications will be issued to teachers and administrators; and About equitable teacher distribution: purpose, components, why it is important.

6. New Teacher Certificates & New Grade Levels Early Childhood Education PK-4Early Childhood Education PK-4 Upper Elementary/Upper Elementary/ Middle Level Middle Level4-8 Special EducationSpecial EducationPK-8 7-12

7. The Architecture: Standards-Aligned Instructional System

8. New Program Requirements Beginning in January 2011 all Instructional and Educational Specialist preparation programs must include: Beginning in January 2011 all Instructional and Educational Specialist preparation programs must include: S pecial Education 9 credits or 270 hoursS pecial Education 9 credits or 270 hours English Language Learner 3 credits or 90 hoursEnglish Language Learner 3 credits or 90 hours

9. New Teacher Certificates Issued… On or after January 1, 2013 must: Complete requirements for any of the new certification programs;Complete requirements for any of the new certification programs; Include Special Education and ELL requirements; andInclude Special Education and ELL requirements; and

10. Dual Certification Now Required for Special Education PK-8PK-8 Early Childhood Education Early Childhood Education Upper Elementary/ Upper Elementary/ Middle Level Reading Specialist Reading Specialist 7-127-12 Secondary content area Secondary content area Reading Specialist Reading Specialist

11. New Certificates Will Require…  Arts & Sciences  Early Childhood  Elementary  Special Education  PreK-12 Teachers and Administrators Across all departments Possibly co-teaching

12. A Brief Look at the Program Guidelines

13. The Draft Guidelines Model curriculum presentedModel curriculum presented –Several different models were recommended by each workgroup Richer content focusRicher content focus Obtained feedback via regional meetingsObtained feedback via regional meetings

14. To Be Included in ALL Program Guidelines… Definitions of the assessment types to ensure that all new teachers know what they are and when to use them:Definitions of the assessment types to ensure that all new teachers know what they are and when to use them: ScreeningScreening DiagnosticDiagnostic FormativeFormative SummativeSummative AuthenticAuthentic

15. Included in ALL Program Guidelines… Field Experiences must be EARLYEARLY OFTENOFTEN STRUCTUREDSTRUCTURED –Observe –Assist –Teach –Student Teach

16. Included in ALL Program Guidelines… Cognitive student development applicable to each grade levelCognitive student development applicable to each grade level

17. Equitable Teacher Distribution Requirements and Expectations

18. What is an equitable distribution plan… 2 provisions of ESEA help us understand the purpose of and responsibilities associated with an equitable distribution plan:  Section 1111(b)(8)(C) of the ESEA (pertains to State Education Agencies)  Section 1112(c)(1)(L) of the ESEA (pertains to LEAs)

19. Section 1111(b)(8)(C) of ESEA states that… higher rates each SEA plan must include “steps that the State educational agency 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, and the measures that the State educational agency will use to evaluate and publicly report the progress of the State educational agency with respect to such steps.”

20. Section 1112(c)(1)(L) of the ESEA states that… each LEA plan must include an assurance that the LEA will “ensure, through incentives for voluntary transfers, the provision of professional development, recruitment programs, or other effective strategies, that low- income students and minority students are not taught at higher rates than other students by unqualified, out-of- field, or inexperienced teachers.”

21. This means that… LEAs and SEAs must analyze data:  to identify why teachers are not highly qualified;  to determine if novice (less experienced) teachers are concentrated in specific schools

22. This means that…  to measure progress;  to determine if strategies in the plan are working or should be changed;  to revisit the plan regularly and update as needed.

23. PA’s Non-HQT Data Tell Us… Schools in urban areas are more likely to have higher numbers of non-HQT High-poverty schools have the greatest proportion of assignments taught by non- HQTs: Math (22%) Science (22%) Foreign language (20%) Social studies (17%) English (16%)

24. PA’s Non-HQT Data Tell Us… As poverty-level, racial/ethnic minority enrollment and the proportion of assignments taught by non-HQTs increase, the mean of students’ reading and math performance gradually decline

25. PA’s Non-HQT Data Tell Us… As the percentage of minority students increases, non-HQT assignments also increase PA schools with higher poverty-levels are more likely to have higher numbers of non-HQT than those with lower poverty- levels

26. PA’s Non-HQT Data Tell Us… Schools not making AYP have the greatest percentage of assignments taught by non-HQTs:Schools not making AYP have the greatest percentage of assignments taught by non-HQTs: √ Social Studies (15%)√ Math (9%) √ Science (13%) √ English (6%) √ Foreign Languages (10%)

27. PA’s Non-HQT Data Tell Us… Elementary schools not making AYP have the greatest proportion of assignments taught by non- HQTs in:Elementary schools not making AYP have the greatest proportion of assignments taught by non- HQTs in: Art (2%) Art (2%) ECE/Elementary (2%) ECE/Elementary (2%) Foreign Language (14%) Foreign Language (14%) Middle level schools not making AYP have greatest proportion of non-HQT assignments in:Middle level schools not making AYP have greatest proportion of non-HQT assignments in: Math (9%) Math (9%) English (7%) English (7%) Science (7%) Science (7%) Social Studies (5%) Social Studies (5%)

28. PA’s Non-HQT Data Tell Us… Secondary schools not making AYP have greatest proportion of non-HQT assignments in:Secondary schools not making AYP have greatest proportion of non-HQT assignments in: Math (9%) Math (9%) Science (7%) Science (7%) Foreign Foreign Languages (7%) Languages (7%) Social Studies Social Studies (5%) (5%) English (5%) English (5%) Art (3%) Art (3%)

29. PA’s Strategies Include… Deploying a team of Distinguished Educators working with schoolsDeploying a team of Distinguished Educators working with schools Deploying a team of Distinguished SLs to work with schoolsDeploying a team of Distinguished SLs to work with schools Establishing partnershipsEstablishing partnerships Offering professional development opportunities at no cost to schools or teachers: Governor’s Academy for Urban Education and other Governor’s InstitutesOffering professional development opportunities at no cost to schools or teachers: Governor’s Academy for Urban Education and other Governor’s Institutes

30. PA’s Strategies Include… Requiring all teacher and education specialist certification programs to include components that will enable them to accommodate and adapt instruction for diverse students in an inclusive setting and meet the instructional needs of English Language LearnersRequiring all teacher and education specialist certification programs to include components that will enable them to accommodate and adapt instruction for diverse students in an inclusive setting and meet the instructional needs of English Language Learners

31. PA’s Strategies Include… Working with novice school administrators to enhance their knowledge and skills:Working with novice school administrators to enhance their knowledge and skills: PA Inspired Leadership – GROW Component; PA Inspired Leadership – GROW Component; Principals Leadership Induction Program Principals Leadership Induction Program Revising PA’s certification program guidelines for principals and superintendentsRevising PA’s certification program guidelines for principals and superintendents

32. PA’s Strategies Include… Implementing the “Call Me Mister” Program to increase the number of African- American males teaching in the elementary gradesImplementing the “Call Me Mister” Program to increase the number of African- American males teaching in the elementary grades

33. PA’s Strategies Include… Incorporating teacher equitable distribution into its School Improvement planning document “Getting Results”Incorporating teacher equitable distribution into its School Improvement planning document “Getting Results” Incorporating differentiated teacher induction support for novice teachers (e.g., those with < 3 years of teaching experience) for schools that have < 100% HQT and have not made AYPIncorporating differentiated teacher induction support for novice teachers (e.g., those with < 3 years of teaching experience) for schools that have < 100% HQT and have not made AYP Incorporating teacher equitable distribution in its strategic plan requirementsIncorporating teacher equitable distribution in its strategic plan requirements

34. What Can LEAs do… Identify where inequities in teacher assignments existIdentify where inequities in teacher assignments exist Review school-level data on teacher turnover to identify characteristics of teachers who have left and whether or not they move to another school or leave the professionReview school-level data on teacher turnover to identify characteristics of teachers who have left and whether or not they move to another school or leave the profession Tap into pools of teachers and individuals who would be willing to be teachers and then distribute them equitably - paraprofessionalsTap into pools of teachers and individuals who would be willing to be teachers and then distribute them equitably - paraprofessionals Use resources wisely to retain teachersUse resources wisely to retain teachers

35. What Can LEAs do… Improve conditions in hard-to-staff schools – working as well as classroom environmentImprove conditions in hard-to-staff schools – working as well as classroom environment Improve district recruitment and hiring practicesImprove district recruitment and hiring practices Develop strong collaborations with colleges and universities to develop “grow your own” teacher recruitment strategies to encourage high school students to pursue the teaching professionDevelop strong collaborations with colleges and universities to develop “grow your own” teacher recruitment strategies to encourage high school students to pursue the teaching profession Build the capacity of school leaders to support teachers in hard-to-staff schoolsBuild the capacity of school leaders to support teachers in hard-to-staff schools

36. What Can LEAs do… Assign teachers to areas where they will be HQTAssign teachers to areas where they will be HQT Encourage non- HQT teachers to participate in on- line PRAXIS preparation program offered by PaTTANEncourage non- HQT teachers to participate in on- line PRAXIS preparation program offered by PaTTAN Work with local union representativesWork with local union representatives Establish professional development schools with nearby college or universityEstablish professional development schools with nearby college or university

37. What Else Can LEAs do… What other strategies might be beneficial to high-poverty, high- minority LEAs as they wrestle with how to equitably distribute teacher quality resources among and between their schools?What other strategies might be beneficial to high-poverty, high- minority LEAs as they wrestle with how to equitably distribute teacher quality resources among and between their schools?

38. Resources to Assist LEAs… National Comprehensive Center for Teacher Quality (www.ncctq.org)www.ncctq.org America’s Challenge: Effective Teachers for At-Risk Schools and Students available at http://www.ncctq.org/publications /NCCTQBiennialReport.phpAmerica’s Challenge: Effective Teachers for At-Risk Schools and Students http://www.ncctq.org/publications /NCCTQBiennialReport.php

42. Why does equitable teacher distribution matter… You know… FOR THE KIDS!

44. Office of Postsecondary and Higher Education Dr. Kathleen M. Shaw, Deputy Secretary Bureau of School Leadership and Teacher Quality Theresa Barnaby, Director Division of Teacher Quality Linda J. Benedetto, Chief

45. The Pennsylvania Department of Education (PDE) does not discriminate in its educational programs, activities or employment practices based on race, color, national origin, sex, sexual orientation, disability, age, religion, ancestry, union membership, or any other legally protected category. This policy is in accordance with state law, including Pennsylvania’s Human Relations Act, and with federal law, including Title IV and Title VII of the Civil Rights Act of 1964, Title IX of the Education Amendments of 1972, Section 504 of the rehabilitation Act of 1973, the Age Discrimination in Employment Act of 1967 and the American Disabilities Act of 1990.