1. Federal Update: Part II NASDTEC Allison Henderson, Westat June 7, 2015

2. Where are we now? 2010Now 2

3. Proposed Regulations for Teacher Preparation Program Accountability Proposed regulations released November 2014 Public comment period ended February 2, 2015 Received 4,835 comments  http://www.regulations.gov/#!docketDetail;D=ED-2014-OPE-0057 http://www.regulations.gov/#!docketDetail;D=ED-2014-OPE-0057  SIG—238 comments  Title I Migrant—307comments  Gainful employment—2,377 comments  RTT (2009)—1,199 comments 3

4. Regulations overview  State reporting on student learning outcomes, employment outcomes, survey outcome data, and assurances of accreditation at the program level  State classifying TPP as “low performing,” “at risk,” “effective,” or “exceptional”  TEACH grant eligibility tied to TPP rating 4

5. 5 Teacher preparation providers

6. Teacher preparation providers/entities versus programs Proposed regulations would required reporting at the program level  2,170 teacher preparation providers  26,589 programs 70% traditional teacher preparation providers 20% alternative based at IHEs 10% alternative not based at IHEs  192,972 program completers in AY 2012-13 6 Note: Data are preliminary as of February 12, 2015. Source: U.S. Department of Education, Office of Postsecondary Education. Higher Education Act Title II Reporting System (2015)

7. A lot more reports to complete…. ProvidersPrograms Alternative, IHE-based 472 providers 5,325 programs Alternative, not IHE-based 201 providers 2,750 programs Traditional 1,497 providers 18,514 programs = approximately 100

8. 8 Potential measures Accreditation of program Student growth, including value-added measures* Placement rates in high need schools Program attrition and graduation rates Pass rates on teacher credentialing exams Teacher retention rates Surveys of graduates and employers Program grade point average (GPA) Teacher evaluation system ratings

9. ESEA Flexibility Waivers RTT may be over but principles embedded in waivers  College- and career-ready standards and aligned assessments  Accountability  Educator evaluation systems 43 states with approved waivers; 5 under review 9

10. HQT Waivers New Mexico received the first HQT waiver  Effective or higher: 2014—78%; 2015—74%  HQT: 2013-14--98.5% 10

11. Equity and the federal role in education ED's mission is to promote student achievement and preparation for global competitiveness by fostering educational excellence and ensuring equal access 11

12. Equity plans Office of Civil Rights Plans were due June 1, 2015 Data used to:  Define key terms  Identify equity gaps  Inform root cause analysis  Report to the public 12

13. Sustaining your federal investments Although many frameworks exist for sustainability, the following provides a common 4-component approach: 1. Increasing stakeholder support and communication 2. Implementing and building capacity to ensure widespread use of quality program development 3. Developing financial support and ongoing funding for efforts 4. Understanding return on investment 13

14. #1: Increasing stakeholder support and communication Communicating with and gaining the support of stakeholders who are most influential in continuing a program is important. Who are the “influential stakeholders” may be different depending on what you want to sustain and the types of support needed. In working to sustain elements of TIF grants, project leaders need to be strategic in communicating with and gaining the support of key stakeholders. 14

15. #2: Ensure widespread use of quality program development Ensuring sufficient capacity for quality program implementation Aligning policies, practices, and resources in support of long-term program implementation Creating a system for evaluating and maintaining quality 15

16. #3: Developing financial support and ongoing funding One-time funding is…one-time funding [not that you’ve always been given funding]. Funding is required for most efforts to be implemented and sustained. Leaders need to consider how their efforts might be supported in the long term and explore creative options for doing so. 16

17. #4: Understanding return on investment Using data that have been collected to communicate with stakeholders on progress of program implementation and how practice has changed  Demonstrate how a program's funding has been beneficial  Identify areas where funding or resources have been extended to have more of an impact than originally planned  Data should support how the initiative has improved instructional practice, student achievement, and school performance 17