Title: Edward G. Rendell Gerald L. Zahorchak, D. Ed.
1- Edward G. Rendell Gerald L.
Zahorchak, D. Ed. - Governor Secretary
2Teacher Certification Update, HOUSSE Bridge
Equitable Teacher Distribution
- http//www.pde.state.pa.us
- Linda J. Benedetto, Chief, Division of Teacher
Quality, Bureau of School Leadership and Teacher
Quality
3Participants will learn
- About PAs new certification requirements
- About new grade level configurations
4Participants will learn
- When new certifications will be issued to
teachers and administrators - About HOUSSE Bridge other avenues for
teachers to become highly qualified
5Participants will learn
- About school district responsibilities for the
HOUSSE rubric and Individual Professional
Development Plans and - About equitable teacher distribution purpose,
components, why it is important.
6New Teacher Certificates New Grade Levels
- Special Education
- PK-8
- Special Education
- 7-12
7The Architecture Standards-Aligned System
8New Program Requirements
- Beginning in January 2011 all Instructional and
Educational Specialist preparation programs must
include - Special Education 9 credits or 270 hours
- English Language Learner 3 credits or 90 hours
9New Teacher Certificates Issued
- On or after January 1, 2013 must
- Complete requirements for any of the new
certification programs - Include Special Education and ELL requirements
and
10Dual Certification Now Required for Special
Education
- PK-8
- PK-4
- 4-8
- Reading Specialist
- 7-12
- Secondary content area
- Reading Specialist
11New Certificates Will Require
COLLABORATION
- Arts Sciences
- Early Childhood
- Elementary
- Special Education
- PreK-12 Teachers and Administrators
Across all departments
Possibly co-teaching
12A Brief Look at the
NEW
13Program Guidelines
- Model curriculum presented
- Several different models were recommended by each
workgroup - Richer content focus
- Obtained feedback via regional meetings
14Elementary/Middle Level Professional Core
- Developed to address the broad set of issues and
knowledge applicable to middle level teaching and
learning - Middle level cognitive development
- Early adolescent development learning theory
- Assessment
- Middle level instructional methodology
- Special Education ELL requirements
154-8 Current-Option 1Single Area Concentration
164-8 Current-Option 1Single Area Concentration
174-8 Current-Option 1Single Area Concentration
- Appendix A in the 4-8 Program Specific Guidelines
present single area concentration for
English/Language Arts Science and Social
Studies. - See Tables A1-2, A1-3 and A1-4 on pages 36-37 of
the 4-8 Program Guidelines at http//www.teaching.
state.pa.us/teaching/lib/teaching/Grades4-8Program
Guidelines.pdf
184-8 Current-Option 2Two Areas of Concentration
194-8 Current-Option 2Two Areas of Concentration
204-8 Current-Option 2Two Areas of Concentration
- Appendix A in the 4-8 Program Specific Guidelines
present two areas of concentration for Math
English/Language Arts Reading Math Social
Studies Science English/Language Arts
Reading Science and Social Studies. - See Tables A2-2, A2-3 and A2-4 on pages 38-39 of
the 4-8 Program Guidelines at http//www.teaching.
state.pa.us/teaching/lib/teaching/Grades4-8Program
Guidelines.pdf
21To 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 - Authentic
- Screening
- Diagnostic
- Formative
- Benchmark
- Summative
22Included in ALL Program Guidelines
- Field Experiences must be
- EARLY
- OFTEN
- STRUCTURED
- Observe
- Assist
- Teach
- Student Teach
Observe Assist Teach Student teach
23Included in ALL Program Guidelines
- Cognitive student development applicable to each
grade level
24PAs Highly Qualified Teacher Requirements
25PAs Highly Qualified Teacher Requirements
- Derived from provisions in No Child Left Behind
- All public school teachers with primary
responsibility for direct instruction in one or
more of the following core academic subjects - English Geography
- Reading/ Civics Government
- Language Arts Economics
- Mathematics History
- Science Arts
- Foreign
- Language
26In Pennsylvania, who is HQT?
- ALL Elementary Certified Teachers who received
Instructional certification and who currently
teach ELEMENTARY students (see Note for State
HOUSSE plan that enables EL ED teachers certified
PRIOR to 1988 to be HQT)
27In Pennsylvania, who is HQT?
- ALL Middle Secondary Core Content Teachers who
currently teach IN THEIR CORE ACADEMIC SUBJECT
and instruct students in GRADES 7-12
28In Pennsylvania, who is HQT?
- ALL ESL teachers who hold an Instructional I in
the CORE ACADEMIC SUBJECT they are instructing
and who teach ESL populations
- ALL ALTERNATIVE EDUCATION teachers who hold an
Instructional I in the CORE ACADEMIC SUBJECT they
are instructing and who teach ALT ED populations
29In Pennsylvania, who is HQT?
- ALL Special Education Certified Teachers who are
teaching ELEMENTARY LEVEL Special Education
Students or students taking an Alternative
Assessment and who took and passed the Praxis
Fundamental Subjects or its predecessor (thus
proving subject matter competency)
30How Do PA Teachers Become HQT?
- To satisfy the definition of a highly qualified
teacher, public school teachers must - Hold at least a bachelors degree
- Hold a valid Pennsylvania teaching certificate
(i.e., Instructional I, Instructional II or
Intern certificate but not an emergency permit)
and - Demonstrate subject matter competency for the
core academic subjects they teach.
31What If a Teacher is Not HQT?
- There are three basic ways for teachers to
demonstrate subject matter competency - Pass the Praxis! (ALL teachers)
- Complete a graduate degree or subject area major
(Middle and Secondary teachers) - National Board for Professional Teaching
Standards Certification (NOT New to the
Profession, 3 years experience)
32The Tricky Part Demonstration of Subject Matter
Competency
- Demonstrate subject matter competency for the
core academic subjects they teach. - In PA, subject area competency is traditionally
demonstrated through the successful completion of
the appropriate Praxis exams. - Thus, the FASTEST way to achieve HQT status is
to TAKE THE TEST!
33What is HOUSSE?
- Highly Objective Uniform State Standard of
Evaluation - It enabled experienced teachers who taught
multiple core content and - Who did NOT have the appropriate Instructional
Certificate in the CORE ACADEMIC SUBJECT to
accumulate 100 points on the HOUSSE Rubric to
earn an HQT Designation - HOUSSE IS NOT A PROGRAM TO EARN CERTIFICATION,
RATHER IT IS AN HQT DESIGNATION.
Teachers teaching multiple core content
Special Education ESL Alternative Education
34HOUSSE - Flexibility Under IDEA
- New (first-year) special education teachers
- who teach multiple core academic subjects in
middle or secondary settings and who have a
content certificate - have passed a content test, or hold a degree in
math, science, or language arts - have up to two years from their date of hire to
demonstrate content expertise in the remaining
core academic subject(s) they teach. - These teachers may use PAs HQT HOUSSE to accrue
100 points in each remaining core academic
subject or may pass relevant core academic
subject exam(s).
35What if teachers were not highly qualified by
June 30, 2007?
- Any teacher who did not accumulate 100 points on
the HOUSSE rubric must develop, in consultation
with his/her school district, an Individualized
Professional Development Plan (IPDP) to attain
highly qualified teacher status by December 31,
2008.
36HQT Individualized Professional Development Plan
The teacher and the district must create the HQT
Individualized Professional Development Plan
(IPDP) before June 30, 2007. The teacher must
complete the HQT Individualized Professional
Development Plan (IPDP) on or before December 31,
2008.
37District responsibilities for HOUSSE or IPDPs
- Validate accuracy of teachers HOUSSE Rubric,
certificate status, transcripts of academic
courses for content, professional development
experiences - Meet regularly with teachers to monitor and
discuss their progress on completing their IPDP
and thus earning 100 points on the HOUSSE rubric - Maintain a copy of each teachers signed HOUSSE
Rubric and IPDP
38District responsibilities for HOUSSE or IPDPs
- Maintain notes relating to meetings held to
discuss progress on IPDP - Sign HOUSSE Rubric after IPDP is completed
- Submit individual teacher records via the PA
Department of Educations of website
www.teaching.state.pa.us - for educators to attain HQT designation.
39HQT and IPDP
- Teachers who are neither highly qualified nor
engaged in an Individual Professional Development
Plan should not be assigned as the teacher of
record for a core content subject area.
40BRIDGE Phase I and II
- PAs Bridge certificate is a HOUSSE process
developed to assist teachers to become highly
qualified. - PAs Bridge closed July, 2006.
- Unless teachers are ALREADY on the Bridge, they
may not use the PA Bridge to become highly
qualified. - Once on the bridge, a teacher must make progress
by earning 30 points from the date of entering
the Bridge program. - Teachers have 3 years from the date they entered
the Bridge program to complete it and achieve an
Instructional I certification.
41Equitable Teacher Distribution
- Requirements and Expectations
42What 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)
43Section 1111(b)(8)(C) of ESEA states that
- 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.
44Section 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.
45Who Must Develop an Equitable Teacher
Distribution Plan
- All LEAs must develop an equitable teacher
distribution plan - Even if they have
- Achieved 100 HQT and
- Met AYP
46This 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
47This 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.
48PAs 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)
49PAs 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
50PAs 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
51PAs Non-HQT Data Tell Us
- Schools not making AYP have the greatest
percentage of assignments taught by non-HQTs - v Social Studies (15) v Math (9)
- v Science (13) v English (6)
- v Foreign Languages (10)
52PAs Non-HQT Data Tell Us
- Elementary schools not making AYP have the
greatest proportion of assignments taught by
non-HQTs in - Art (2)
- ECE/Elementary (2)
- Foreign Language (14)
- Middle level schools not making AYP have greatest
proportion of non-HQT assignments in - Math (9)
- English (7)
- Science (7)
- Social Studies (5)
53PAs Non-HQT Data Tell Us
- Secondary schools not making AYP have greatest
proportion of non-HQT assignments in - Math (9)
- Science (7)
- Foreign
- Languages (7)
- Social Studies
- (5)
- English (5)
- Art (3)
54PAs Strategies Include
- Deploying a team of Distinguished Educators
working with schools - Deploying a team of Distinguished SLs to work
with schools - Establishing partnerships
- Offering professional development opportunities
at no cost to schools or teachers Governors
Academy for Urban Education and other Governors
Institutes
55PAs 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 Learners
56PAs Strategies Include
- Working with novice school administrators to
enhance their knowledge and skills - PA Inspired Leadership GROW Component
- Principals Leadership Induction Program
- Revising PAs certification program guidelines
for principals and superintendents
57PAs Strategies Include
- Implementing the Call Me Mister Program to
increase the number of African-American males
teaching in the elementary grades
58PAs Strategies Include
- Urban Educators Recruitment Program
- Provides scholarships to postsecondary students
committing to teaching in urban schools 5 years - Identifies critical shortages of certified
teachers for PA urban areas - Provides informational sessions and experiential
programs for middle level and high school
students to encourage them to pursue teaching
careers
59PAs Strategies Include
- Meeting with representatives from various
educational organizations and teacher unions to
garner - Understanding of equitable teacher distribution
- Support for schools as they implement strategies
to evenly distribute their teacher resources
across the district - Ideas for recruitment and retention, incentives,
etc.
60PAs Strategies Include
- Incorporating teacher equitable distribution into
its School Improvement planning document Getting
Results - Incorporating differentiated teacher induction
support for novice teachers (e.g., those with lt 3
years of teaching experience) - Incorporating teacher equitable distribution in
its strategic plan requirements
61What Can LEAs do
- Identify 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 profession
- Tap into pools of teachers and individuals who
would be willing to be teachers and then
distribute them equitably - paraprofessionals - Use resources wisely to retain teachers
62What Can LEAs do
- Improve conditions in hard-to-staff schools
working as well as classroom environment - Streamline 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 profession - Build the capacity of school leaders to support
teachers in hard-to-staff schools
63What Can LEAs do
- Assign teachers to areas where they will be HQT
- Encourage non-HQT teachers to participate in
on-line PRAXIS preparation program offered by
PaTTAN
- Work with local union representatives
- Establish professional development schools with
nearby college or university
64What Can LEAs do
- Involve experienced teachers in decision-making
- Promise to pay for advanced educational pursuits
if experienced teachers agree to work in hard to
staff schools - Use experienced teachers as mentors and classroom
coaches for novice teachers
65What Can LEAs do
- Collaborate with schools that have similar
student populations to learn what steps they are
taking to recruit and retain highly qualified and
experienced teachers
66What 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?
67Resources to Assist LEAs
- National Comprehensive Center for Teacher Quality
(www.ncctq.org) - Americas Challenge Effective Teachers for
At-Risk Schools and Students available at
http//www.ncctq.org/publications/NCCTQBiennialRep
ort.php
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71Why does equitable teacher distribution matter
FOR THE KIDS!
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73Office of Postsecondary and Higher EducationDr.
Kathleen M. Shaw, Deputy Secretary Bureau of
School Leadership and Teacher Quality Theresa
Barnaby, Director Division of Teacher
Quality Linda J. Benedetto, Chief
74 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 Pennsylvanias 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.