Highly Qualified Teacher Research Results

1
Highly Qualified Teacher Research Results

• Information and recommendations from the
  Association of Commonwealth Teachers to the CNMI
  Board of Education Regarding Amendments to our
  current State Action Plan for Highly Qualified
  Teachers

2
by

• The
• Association of Commonwealth
• Teachers (ACT)

3
In grateful appreciation to those who assisted
with gathering data

• Ramon Diaz, PSS Human Resources Office
• Sam Joyner, Vice-President, ACT
• Chrissie Holleran, Former ACT Secretary
• Geri Willis, Troops to Teacher Program
• Teachers and School District Employees in
• Utah
• Georgia
• Alaska
• Washington
• Ohio
• Department of Defense
• Kansas
• Missouri
• Virginia
• Maryland
• Idaho
• California
• Guam
• Framingham Masters Degree Students Cohort 6

4
Challenge

• Under the No Child Left Behind (NCLB) Act, all
  teachers must be Highly Qualified by the year
  2010.
• Our State Board of Education (BOE) determined
  that all teachers, regardless of educational
  background or years of experience, must pass
  Praxis Exams in order to be deemed highly
  qualified.

5
A concern

• We have set our passing scores for Praxis equal
  to or higher than several states.
• The Praxis exams are based on U.S. Educational
  Standards. Yet, many of our teachers did not
  receive their training or education in the United
  States.
• In addition, the Public School system does not
  currently allow teachers to avail of the ESL
  accommodations offered on Praxis exams.

6
And for our teachers who fail?

• Those not passing Praxis I and II have received a
  reduction in pay to a first year teachers
  salary, regardless of years in service or their
  efforts to pass.

7
Why do we care?

• The Association of Commonwealth Teachers is
  concerned these punitive measures have not only
  affected the morale of teachers in the CNMI, but
  have also led to an increase in teacher turnover,
  both of which will have a negative impact on
  student learning.

8
Many have questioned which has more value to a
student, a highly qualified teacher or a highly
effective teacher?

• While Praxis exams test a teachers knowledge in
  content areas, they do not provide a full picture
  of teacher effectiveness.
• A recent research proposal by 3 teachers in the
  Framingham Masters program noted the following
  (permission granted by the authors to include
  excerpts in this presentation.)

9
Descriptive Research Proposal

• State Required Certification
• Vs.
• Teacher Performance in Student Learning
• By
• Maria Mendoza, Sherwin Mendiola, Yvette Reyes
• FSC-Cohort 6
• 14.999 Research and Evaluation
• August 2008

10
Findings

• Disadvantages and Limitations of the Highly
  Qualified mandate
• A disadvantage stated by the Council for
  Exceptional Children (CEC) stressed that the HQT
  mandate incorrectly or inadequately rates teacher
  knowledge (Passion vs. Compulsion, 2008).
• CEC also states that the HQT mandate puts too
  much focus on content knowledge and not enough on
  the elements that make a good teacher, things
  like enthusiasm, disposition, and the very
  pedagogy skills and ability to establish
  relationships with studentslet alone an
  educators expertise with such things as
  adaptations, accommodations, functional skills,
  and knowledge about various exceptionalities and
  teaching strategies (Passion vs. Compulsion,
  2008).
• Schools have open positions they cannot filland
  some districts are cutting positions because they
  are unable to get teachers who are highly
  qualified (Passion vs. Compulsion, 2008).
• Most of the policy debate on teacher
  effectiveness has focused on using test scores to
  implement merit pay or to fire teachers, but
  those strategies alone will not lift teacher
  performance on a large scale (www.all4ed.org).

11
A Case in PointSan Vicente Elementary School
3rd Grade SAT10 Comparison School Year
2007-2008Students of Non-HQT teachers scored as
high or higher than students with HQT teachers.
Similar results were found across all tested
grade levels at San Vicente Elementary.
12
Findings

• How should Teacher Effectiveness be defined?
• Teachers should be able to demonstrate
  contributions to growth in student learning.
• Teachers should be able to motivate and engage
  students in acquiring new knowledge and skills.
• Teachers should be open to work collaboratively
  with colleagues.
• Teacher effectiveness should be demonstrated when
  student learning improves.
• Teacher effectiveness must focus on growth in
  student learning that ensures students are
  successful.
• Effective teachers should be defined by their
  content knowledge, pedagogy skills, and ability
  to establish relationships with their students
  (www.all4ed.org).
• Teacher effectiveness should be measured (by)
  using student learning gains in multiple ways,
  supplemented by other relevant indicators of
  effectiveness such as a teachers acquisition of
  knowledge and skill that lead to student
  achievement (www.all4ed.org)
  .

13
Conclusions

• After collecting some data, we discovered that
  there is not much of a difference between student
  outcomes of SAT10 scores derived from both
  Non-Highly Qualified Teachers and Highly
  Qualified Teachers.
• As a matter of fact, several SAT10 results of
  students from Non-Highly Qualified Teachers
  exceeded those of students from Highly Qualified
  Teachers.
• With that said, we anticipate to find more
  concrete data in support of what we have already
  found.
• We expect to find more supportive information
  that proves and defends our conclusion that the
  state required teacher assessment (PRAXIS) does
  not measure a teachers positive impact in
  student learning.
• Therefore, teachers should be allowed the
  flexibility to prove their effectiveness in the
  classroom rather then their ability to pass a
  state required assessment (PRAXIS).

14
References

• PASSION vs. COMPULSION National Board
  Certification and Federal Highly Qualified
  Teacher Mandates. (2008). Retrieved August 8,
  2008, from
• http//www.cec.sped.org/AM/Template.cfm?SectionHo
  meTEMPLATE/CM/ContentDisplay.cfmCONTENTID8404
• U.S. Department of Education
• http//www.ed.gov/policy/elsec/leg/esea02/index.ht
  ml
• The Highly Qualified Teacher of The Highly
  Expert Teacher. (2007). Retrieved August 12,
  2008, from
• http//www.teachingquality.org/nclbhqt/index.htm
• The Commission on No Child Left Behind
• http//www.aspeninstitute.org/atf/cf/7bDEB6F227-6
  59B-4EC8-8F84-8DF23CA704F57d/FINALNCLBCommissionP
  ublicLegLanguage4.4.07.pdf
• http//pubs.cde.ca.gov/tcsii/ch5/qulfiedcarngtchrs
  .aspx
• http//www.all4ed.org/files/TeacherEffectiveness.p
  df
• http//www.nxtbook.com/nxtbooks/ctq/nclb/
• End of excerpts from
  Descriptive Research Proposal by Maria Mendoza,
  Sherwin Mendiola, and Yvette Reyes

15
How Close are we to our goal?

• Approximately 65 of teachers in the CNMI have
  been deemed Highly Qualified, while approximately
  35 have not.

16
Some things you might not know

• Guam and the Northern Mariana Islands have
  adopted requirements similar to those in No Child
  Left Behind for highly qualified teachers, though
  they are not strictly held to them.
• There are no funding ramifications for violating
  requirements for highly qualified teachers.
• (Heine, H., Emeisochl, M., 2007)
• Yet, we continue to read news reports from PSS
  (as recently as last month) that we must meet the
  2010 deadline, or risk losing federal funding.

17
So what are the actual requirements for the CNMI
under NCLB?

• The U.S. Pacific territories (American Samoa,
  Guam, and the Commonwealth of the Northern
  Mariana Islands) and Palau are in tier 2 under
  the NCLB laws. As such, these jurisdictions
  negotiate individually the provisions of the act
  for which they will be held accountable. (Heine,
  H., Emeisochl, M., 2007)

18
Here is what The U.S. Department of Education and
the office of Insular Affairs recommended for
Tier 2 entities, such as the CNMI

• The entities in tiers 2 and 3 adopt provisions
  from the No Child Left Behind, such as standards
  and benchmarks, aligned curricula and
  instruction, and assessment systems that measure
  standards and benchmarks. (Heine, H.,
  Emeisochl, M., 2007)
• Luisa Atkinson, Information Resource Specialist
  for the U.S. Department of Education confirms
  The CNMI has chosen to adopt requirements that
  are similar to the requirements of the Highly
  Qualified provision of NCLB however, since this
  is a local decision, the U.S. Department of
  Education does not enforce these requirements and
  does not set consequences for not
  meeting them.
• (via e-mail correspondence 8/21/08.)

19
More information on requirements for the CNMI

• According to Elizabeth Witt, U.S. Department of
  Education
• Because the CNMI does not receive funds under
  Title I (all federal funds are currently
  consolidated under Title V), it is not required
  to fully implement the HQT requirements, which
  are located in Title I.
• However, the CNMI is paying some teacher
  salaries with Title V funds. Teachers paid with
  those funds must be highly qualified, as per the
  statute. Paying a non-HQT with Title V funds
  would be a misuse of federal fundsthey could
  incur sanctions.teachers paid with Title V funds
  must meet highly qualified standards now-they do
  not have until 2010 to meet these requirements.
  (via e-mail correspondence 8/26/08.)
• Tim Thornberg of PSS confirms PSS has 32
  teachers, out of 520 who are paid with Title V
  funds.

20
How do PSS passing Scores compare with other
states on passing scores for Praxis I?

• PSS chose to adopt 170 as the passing score for
  all three areas or a composite score of 510.
• We did not find any states with lower passing
  scores for Praxis I, although several also have
  170.
• Therefore, ACT does not recommend any changes
  regarding Praxis I passing requirements.

21
How does the PSS passing score of 146 in
Elementary Education Compare to other states?

• Of the 28 states reporting, 11 have LOWER scores
  than the CNMI.
• The range of scores for these states are 135-145.
• With the following frequencies
• 135 (2) 137 (3) 140 (1) 142 (1) 143 (3)
  145 (1)
• Median Score 140

22
How does the PSS passing score of 158 for Middle
School Language compare with other states?

• Of the 27 states reporting 15 have LOWER scores
  than the CNMI.
• The range of these scores is 143-157.
• With the following Frequencies
• 143(1) 145 (3) 147 (1) 148 (1)
  152(1) 153 (1) 154(2)
• 155 (3) 157 (2)
• Median score 153

23
How does the PSS passing score of 150 for Middle
School Math compare to other states?

• Of the 27 states reporting, 16 have LOWER scores
  than the CNMI.
• The range of these scores is 139-149
• With the following frequencies
• 139 (2) 141 (1) 142(1) 143 (3) 145
  (2) 148 (6) 149 (1)
• Median score 144

24
How does the PSS passing score of 150 for Middle
School Social Studies compare with other states?

• Of the 27 states reporting, 10 had lower scores.
• The range of these scores was 135-149.
• With the following frequencies
• 135 (1) 136 (2) 140 (2) 146(1) 148 (1) 149
  (3)
• Median score 143

25
Further research is needed

• To determine how our passing scores for high
  school content areas compare.
• We anticipate the results will be similar to
  those in the middle school. (With several states
  having passing scores lower than ours.)

26
A point to consider

• The CNMI does not currently have a secondary
  school of education. There are no BA or graduate
  level courses available in the CNMI geared toward
  content area knowledge at the secondary level.
  Teachers must gain this knowledge independently.
• Yet, we have set our middle (and likely high
  school) passing scores as high or higher than
  standards set for teachers in the United States,
  many of whom are not ESL, and have had access to
  such advanced training.

27
How did other states qualify current/veteran
teachers?

• NCLB does allow states to develop an additional
  way for current teachers to demonstrate subject
  matter competency and meet highly qualified
  teacher requirements. This is known as a HOUSSE
  Plan (a High, Objective, Uniform State Standard
  of Evaluation.) Proof may consist of teaching
  experience, professional development, and
  knowledge in the subject garnered over time in
  the profession. (ED.gov New No Child Left Behind
  Flexibility Highly Qualified Teachers)
• Many states used such a plan to qualify their
  veteran teachers. The CNMI chose not to
  adopt such a plan.

28
Is it too late for the CNMI to develop a HOUSSE?

• According to Elizabeth Witt, US Dept. of
  Education The CNMI could develop a HOUSSE under
  the current statue, but USED would not encourage
  it at this late date.
• Via e-mail correspondence 8/26/08.
• Being as HOUSSE plans were most often used to
  qualify veteran teachers, teachers in these
  states would already have qualified under the
  plan, therefore a HOUSSE plan should no longer be
  needed by these states when NCLB is revised. This
  is not the case in the CNMI.
• The Association of Commonwealth Teachers has
  obtained a sample rubric of a HOUSSE plan,
  should the BOE chose to consider this as
  an option for our veteran teachers.

29
It should be noted that All Pacific Entities
currently mandate teacher testing

• However, how tests results are used differs
  widely. For example, FSM uses data from the
  Standardized Test for Teachers to determine what
  area-specific teacher training modules need to be
  developed to support teachers in ensuring
  teachers pass the state exams. (Heine, H.,
  Emeisochl, M., 2007)

30
Further findings (or lack thereof)

• We did not find any states or entities that had
  already terminated or imposed reductions in
  teachers salaries based on teacher examination
  scores.
• In addition, the CNMI already holds the highest
  level of education required for certified
  teachers of all entities in the Pacific Region,
  with less than 1 not holding a Bachelors degree
  or higher. (Heine, H., Emeisochl, M., 2007)
• Teachers in the CNMI have the highest level of
  education in the Pacific Region, yet we were
  among the first in the Nation to penalize
  teachers for not passing Praxis.

31
Therefore

• The Association of Commonwealth Teachers asks the
  Board of Education to take into account our
  unique cultural considerations and status as a
  tier 2 entity under NCLB when considering our
  proposed revisions to our current requirements
  for Highly Qualified Teachers.

32
Isnt it a little late for all this?

• We recognize teachers have worked very hard to
  meet the mandate set forth by PSS, with several
  paying cash out of pocket to test over and over
  again until passing.
• We anticipate many will question why the
  Association of Commonwealth Teachers would
  propose changes to our state plan at this late
  date, when teachers have worked so hard to pass,
  and we have almost reached our goal.
• We believe teachers and the general public
  deserve a full explanation as to what the No
  Child Left Behind Act actually requires of the
  CNMI, in contrast to the initial goals set for us
  by PSS/BOE.
• ACT does not propose we simply lower standards to
  make it easier on those who have failed. We
  believe full disclosure of these findings will
  lead many to realize a review for potential
  revisions is warranted, as the current
  requirements for HQT were strictly a local
  decision, and not mandated for the CNMI by the
  NCLB Act. (Teachers, as major stakeholders in
  this decision, were not included in the
  process.)

33
How our recommendations were determined

• In order to ensure our recommendations were
  reflective of the entire educational community
  rather than just members of The Association of
  Commonwealth Teachers, we conducted presentations
  and survey discussions with a cross-section of
  teachers and educational professionals in four
  sample groups.

34
Sample Groups

• Sample group 1 Students in Course no. 14.999,
  Research and Evaluation, Framingham Masters
  Program. August 2008
• Sample groups 2 3 Participants in the
  professional development workshop The Rocky Road
  to HQT How can we help? (Interested
  participants stayed after the workshop to
  participate in the discussion and survey.)
  September 2008
• Sample group 4 General Membership meeting of The
  Association of Commonwealth Teachers
• September 2008

35
Participants in the survey

• 43 participants total
• Ranging in experience from 1-30 years.
• 35 Classroom teachers (predominantly HQT)
• 2 Administrators, 1 administrative officer, 1
  graduate professor, 1 counselor, 1 BOE member, 1
  Retired Teacher, 1 no position listed

36
Survey Question 1 Results

• Should the ACT propose any amendments to our
  current state plan for highly qualified teachers?
• Responses
• Yes 38
• No 5

37
Survey Question 2 results

• Should ACT request the Development of a High,
  Objective, Uniform State Standard of Evaluation
  (HOUSSE)? NCLB does allow states to develop an
  additional way for current teachers to
  demonstrate subject matter competency and meet
  highly qualified teacher requirements. Proof may
  consist of teaching experience, professional
  development, and knowledge in the subject
  garnered over time in the profession. (ED.gov
  New No Child Left Behind Flexibility Highly
  Qualified Teachers)
• Yes 39
• No 5

38
Survey Question 3 Results

• Are the CNMI required scores for Praxis I set
  fairly and reasonably?
• (In sampling 1 questions related to Praxis
  scores were worded differently. These were
  revised for subsequent samplings as participants
  expressed confusion regarding wording.)
• Yes 21
• No 22

39
Survey Question 4 Results

• Should the ACT recommend an adjustment of Praxis
  II passing scores?
• Respondents in Sampling 1 did not have this
  question, so the number of responses will be
  lower on this question.
• Yes 17
• No 2

40
Survey Question 5 Results

• Should PSS allow ESL accommodations in Praxis
  Exam? (Consists of a 20 minute extension in time
  allowed)
• Yes 39
• No 4

41
Survey Question 6 Results

• Should we consider developing an alternative
  system for veteran teachers to prove competency
  in content areas after failing a praxis exam?
  (i.e. alternative assessments, college
  coursework, etc. Or, a portfolio system in which
  teachers can prove they are highly effective.
  I.e. student achievement data, performance
  evaluations, parental surveys, etc.)
• Yes 39
• No 4

42
Survey Question 7 Results

• Given there are no funding ramifications if we do
  not reach our HQT goals by 2010, should we
  recommend teacher salaries immediately be
  reinstated or request step increases based on a
  teachers good faith effort toward passing?
• Yes 26
• No 17

43
Our Recommendations

• Based on the data and our survey discussions
  among members of the educational community, the
  Association of Commonwealth Teachers recommends
  the following amendments to our current plan for
  highly qualified teachers

44

• A thorough review and potential adjustment to
  Praxis II scores to reflect our unique cultural
  considerations and limited opportunities for
  professional development, particularly at the
  secondary levels.
• (The most common suggestion was to use the median
  of states with lower scores than ours.)

45

• 2. The adoption of a HOUSSE Plan or alternative
  system for veteran teachers to prove competency
  in content areas after attempting Praxis exams.
  I.e. alternative assessments, college coursework,
  a portfolio system, student achievement data,
  performance evaluations, parental surveys, etc.
• (Determination as to the specifics of such a plan
  or who would qualify would need to be carefully
  developed, preferably with the active involvement
  of all stakeholders.)

46

• 3. The acceptance of the ESL Accommodation for
  teachers whose primary language is not English.
• (The Praxis Exam itself remains the same, yet
  there is a 20 minute extension in time allowed.)

47

• 4. The immediate reinstatement of
• teacher salaries to their previous placement on
  the salary schedule, or at the very least step
  increases upward as teachers show a good faith
  effort toward passing Praxis.
• While such a decision is likely to cause
  frustration for teachers who have paid repeatedly
  to pass, and financial difficulty for PSS, such
  punitive measures were not warranted and have had
  a devastating effect on teacher morale in the
  CNMI, which in turn impacts student learning.
• Salary reductions for failure to pass Praxis
  were not required under the NCLB Act, they were
  not recommended by the US DOE, and they are not
  common practice in the United States. Why did we
  choose to do this to our teachers?

48
Closing

• The Association of Commonwealth Teachers is
  grateful to the Board of Education for seeking
  our input regarding recommended changes to our
  current plan regarding Highly Qualified Teachers.
  
• We ask the Board of Education to recognize the
  current CNMI plan for HQT is incomplete, as it
  lacks the critical component of input from those
  most impacted by such a plan, the teachers .

49
In addition,

• ACT is willing to work collaboratively with the
  Board of Education toward developing a State
  Accountability Plan that balances the needs of
  all stakeholders with what is in the best
  interests of the students of the CNMI.

50
In keeping with one of our survey comments

• We teach our students to be Peace Builders.
• Peace Builders notice hurts and right wrongs.
• The Association of Commonwealth Teachers is
  hopeful the Board of Education recognizes
• Its never too late to notice a hurt and right a
  wrong.

51
End of Presentation

• References, surveys comments, etc. follow

52
References

• References
• Heine, H., Emesiochl, M. (2007). Preparing and
  licensing high quality teachers (Issues Answers
  Report, REL 2007-No. 031). Washington, DC
  Department of Education, Institute of Education
  Sciences, National Center for Education
  Evaluation and Regional Assistance, Regional
  Educational Laboratory Pacific. Retrieved from
  http//ies.ed.gov/ncee/edlabs
• NMC Office of Career Services (2004). Praxis I
  Validation Study Saipan, Commonwealth of the
  Northern Mariana Islands Author
• Commonwealth of the Northern Mariana Island
  Public School System. (2008). Report on failing
  Praxis scores submitted. Saipan, Commonwealth of
  the Northern Mariana Islands Author
• ED.gov (2004). New No Child Left Behind
  Flexibility Highly Qualified Teachers Fact
  Sheet. www.ed.gov

53
References

• Texas Education Agency. Division of NCLB Program
  Coordination
• www.tea.state.tx
• Personnel.Helpline_at_hq.dodea.edu
• www.ade.az.gov
• www.ode.state.oh
• http//home.earthlink.net/teachercertification
• www.thirdeducationgroup.org
• www.sde.idaho.gov

54
References

• Mapping Educations Performance State in Focus
• Decision Letter on Request to Amend Hawaii
  Accountability Plan (2004) from Raymond Simon to
  Patricia Hamamoto (Superintendent Hawaii
  Department of Education, CC copy to Governor
  Linda Lingle) www.ed.gov/admisn/lead/account/stat
  eplans03/index.html
• Decision Letter on Request to Amend Guam
  Accountability Plan (2008) from William Knudsen
  (Acting Director Office of Special Education
  Programs) to Honorable Wilfred Aflague Interim
  Superintendent Of Education Department of
  Education, Guam. http//spp-apr-calendar.rrfcnetwo
  rk.org/
• Decision Letter on Request to Amend Puerto Rico
  Accountability Plan (2006) from Henry L. Johnson
  to Honorable Rafael Argunde Torres, Secretary of
  Education Puerto Rico. ) www.ed.gov/admisn/lead/a
  ccount/stateplans03/index.html

55
Articles Reviewed

• Effectiveness of No Child Left Behind
• Highly Qualified Teacher (HQT) Requirements for
  NCLB prepared by Region
• No Child Left Behind In depth Coverage

56
U.S. Department of Education

• Atkinson, Luisa
• Information Resource Specialist
• Witt, Elizabeth
• Office of Elementary and Secondary Education

57
Comments on survey question Should the ACT
propose any amendments to our current state plan
for highly qualified teachers?

• Teachers have been informed, they have had time
• Maybe consider a 3-5 reduction per year for
  Non-HQTs
• Its the right thing to do
• If we know theres something wrong, we should go
  back and fix it
• Only Praxis II to meet averages accepted by other
  states
• In house or grandfather in veteran teachers
• ESL additional time allowed
• Considering current percentage of teachers not
  HQT (most especially veteran teachers) and of no
  requirement for salary reduction (as set by
  NCLB) consider effectiveness and years of
  service.

58
Amendment comments (cont.)

• We need to make amendments because we are losing
  teachers who have been in the system and are very
  effective but many have anxiety in taking tests.
• Yes, but only to allow extended time in Praxis
  for teachers whose first language isnt English.
• The current state plan for HQT weeds out
  teachers who dont know how/what to teach. Were
  making ourselves better that way. System before
  the Praxis was faulty because administrators
  dont evaluate well.
• We should consider veteran teachers. Maybe a
  different (lower probably) passing score if
  theyve taught a certain number of years.
• Make accommodations for veteran teachers, have
  other ways to validate highly qualified teachers.
• Yes, because teachers (veteran) shouldnt be
  penalized for not being able to pass Praxis. It
  takes away the morale and passion of why theyve
  been in the business for so long.
• No, dont changepolicy is already set.

59
Comments on Survey Question Should the ACT
recommend an adjustment of Praxis I passing
scores?

• No, more expense
• Fair score
• Reasonable
• No need to adjust
• Already minimum, why dumb it down?
• Goes against being highly qualified
• Dont lower standards on our teachers

60
Comments on Survey Question Should the ACT
recommend an adjustment of Praxis II passing
scores?

• Adjust Praxis II scores to lowest of the states
• Should be based on needs of NMI
• It should be determined after doing research and
  determining what is fair and realistic
• Use the median (comment on several surveys)
• No reason our passing scores should be higher
  than any other state. Match our score with the
  2nd lowest state.
• We should take into consideration a high number
  of our teachers are ESL

61
Survey Comments on QuestionShould ACT request
the Development of a High, Objective, Uniform
State Standard of Evaluation (HOUSSE)?

• Our plan for determining HQT status should
  reflect and take our cultural diversity and work
  experience into account
• Not at this late date
• We need to define what a veteran is
• Veteran Teachers only
• For veteran teachers 20 or more years teaching

62
Survey Comments on questionShould we consider
developing an alternative system for veteran
teachers to prove competency in content areas
after failing a praxis exam?

• Create a portfolio instead of paper/pencil
  assessment for teachers over 10 years
• Only for areas not tested, such as bilingual if
  they have met certifications as per PSS policy
• Make it rigorous and a hassle after at least
  three attempts
• If a teacher has a degree in education he/she
  should already be certified since they took
  courses in education
• Same thing we do when teaching children, we look
  at multiple intelligence of these students and
  find out their strength. Why not with adults as
  well? Im sure there are other things teachers
  can do to demonstrate subject matter competency.
• Portfolio system-look at other entities and
  states and what would be relevant to our island
  community without compromising the importance of
  content skill and knowledge
• Experience and professional development are more
  effective than test scores
• Veteran teachers should be clearly defined and
  identify when its time to call it quits

63
Comments on Survey QuestionShould PSS allow ESL
accommodations in Praxis Exam? (Consists of a 20
minute extension in time allowed)

• Yes, common sense English is not our first
  language
• A majority of our teachers are ELS
• Its our right
• Sure, I dont think 20 minutes will harm anyone.
• We as an entire community consist of a majority
  of English Language Learners
• Yes, this is very important
• NO- BA/MA degree holders primarily learn in
  English. They received such degrees in English.
  99 of all learning material is taught in
  English.

64
Comments on Survey Question Should we recommend
teacher salaries immediately be reinstated or
request step increases based on a teachers good
faith effort toward passing?

• No-the writing was on the wall
• Right wrongs! I am a peace builderdont we
  teach our students this?
• Reinstating teachers salaries will create a lot
  of chaos. It may lead for teachers to ask for
  retro/repayment from the day their salary was cut
  to present.
• No, because most of us sucked it up and did the
  work to pass praxis in order to reinstate our
  salary.
• Step increases based on efforts toward passing
• Reinstate at least
• How are you going to keep a morale problem from
  occurring with HQT that busted their buns to
  meet requirements? There needs to be an excellent
  explanation up front if restoring salaries
  becomes a reality.
• This might send out the wrong message to other
  teachers and purposely or does not give 100
  effort to pass just for the incentives.
• Yes, but be careful in defining good faith
  effort
• Yes, experience and professional development are
  more effective than test scores.