Issues and Actions:Joint Study Committee of Teacher Training and

Certification&

Alliance Math and Science Task Force

Kelly Henson, Executive Director PSCLynne Weisenbach, Vice Chancellor, USG

Cindi Chance, Dean

Issues and Actions:Joint Study Committee of Teacher Training and

Certification&

Alliance Math and Science Task Force

Kelly Henson, Executive Director PSCLynne Weisenbach, Vice Chancellor, USG

Cindi Chance, Dean

Alliance Math/Science Task Force

Alliance Math/Science Task Force

Charge: Produce, recruit and retain more highly qualified, highly effective math and science teachers in Georgia Classrooms

Why Math/Science? Teacher ShortageProductionChange in Public PolicyCritical Importance of Subject Matter

Charge: Produce, recruit and retain more highly qualified, highly effective math and science teachers in Georgia Classrooms

Why Math/Science? Teacher ShortageProductionChange in Public PolicyCritical Importance of Subject Matter

Joint Study CommitteeHR 1103

Joint Study CommitteeHR 1103

“Study the conditions, needs, issues, and problems associated with teacher quality, training, production, certification and retention.”

HR 1103 focused on legislation that would positively impact these items.

HR 1103 fully supported the proposals of the Math/Science Task Force as well as other recommendations.

“Study the conditions, needs, issues, and problems associated with teacher quality, training, production, certification and retention.”

HR 1103 focused on legislation that would positively impact these items.

HR 1103 fully supported the proposals of the Math/Science Task Force as well as other recommendations.

Teacher Preparation and Production

Teacher Preparation and Production

Differentiated PayDifferentiated Pay All newly employed, fully certified, math and

science teachers will skip steps E 1,2,3 on the salary scale and begin on step 4. Veteran teachers below step 4 will rise to that level.

Both the Task Force and the Study Committee agree that other disciplines; special education, for example, need to be considered for differentiated pay.

This is not where we end this discussion but clearly the right place to start.

All newly employed, fully certified, math and science teachers will skip steps E 1,2,3 on the salary scale and begin on step 4. Veteran teachers below step 4 will rise to that level.

Both the Task Force and the Study Committee agree that other disciplines; special education, for example, need to be considered for differentiated pay.

This is not where we end this discussion but clearly the right place to start.

Alternative RoutesAlternative Routes

Create new and more efficient routes to certification.

In addition to existing routes: Adjunct Teacher License Core Content Certification

Create new and more efficient routes to certification.

In addition to existing routes: Adjunct Teacher License Core Content Certification

Teach for AmericaTeach for America

Expand Teach for America Program TFA has limited presence in Georgia Designed for hard-to-staff

systems/schools Will never produce exceedingly large

numbers

Expand Teach for America Program TFA has limited presence in Georgia Designed for hard-to-staff

systems/schools Will never produce exceedingly large

numbers

USG 20,000 by 2020USG 20,000 by 2020

Where do teachers come from?? USG institutions – approximately 30% Private Georgia institutions – approx. 20% Out of state preparation – approx. 20% In state alternative routes (not within institutions) – approx. 30%

Where do teachers come from?? USG institutions – approximately 30% Private Georgia institutions – approx. 20% Out of state preparation – approx. 20% In state alternative routes (not within institutions) – approx. 30%

USG 20,000 X 2020USG 20,000 X 2020

Highly targeted, data informed, regional approach

Creative use of resources & technology (e.g., MAT/STEM on line collaborative)

Strong partnerships (districts, PSC, DOE, etc.)

Highly targeted, data informed, regional approach

Creative use of resources & technology (e.g., MAT/STEM on line collaborative)

Strong partnerships (districts, PSC, DOE, etc.)

Service Cancelable LoansService Cancelable Loans 30 % of teachers enter the profession via routes

not associated with a college/university Task Force recommendation: GSFC set aside

$1m Promise and $2m HOPE funds for math/sci scholarships. (October 31 release any unused)

Committee recommends that HOPE and/or Promise Scholarships be available to candidates in alternative routes (TAPP, MAT, One-Year Supervised, etc.)

No new funds—redirected funds for both recs.

30 % of teachers enter the profession via routes not associated with a college/university

Task Force recommendation: GSFC set aside $1m Promise and $2m HOPE funds for math/sci scholarships. (October 31 release any unused)

Committee recommends that HOPE and/or Promise Scholarships be available to candidates in alternative routes (TAPP, MAT, One-Year Supervised, etc.)

No new funds—redirected funds for both recs.

School / University Partnerships

School / University Partnerships

Partnerships are effective ways to recruit, train and support teachers and school initiatives.

Many excellent partnerships exist. (Coweta Co and U of West Georgia; Brenau University and Gainesville City; Georgia Southern and Screven Co)

Recommendations:Resolution that DOE, BOR, Private Colleges

/Universities and local systems work together to promote partnerships.

PSC provide flexibility needed to promote partnershipsCollege and Universities value partnership work in

tenure and promotion decisions.

Partnerships are effective ways to recruit, train and support teachers and school initiatives.

Many excellent partnerships exist. (Coweta Co and U of West Georgia; Brenau University and Gainesville City; Georgia Southern and Screven Co)

Recommendations:Resolution that DOE, BOR, Private Colleges

/Universities and local systems work together to promote partnerships.

PSC provide flexibility needed to promote partnershipsCollege and Universities value partnership work in

tenure and promotion decisions.

Teacher Professional Development and Retention

Teacher Professional Development and Retention

Teacher Induction and Retention

Teacher Induction and Retention

Need to reduce Georgia’s attrition rate. Committee recommendation:

“..All school systems, working collaboratively with college and Universities, the DOE and teacher professional organizations, have in place an effective support system for new teachers…..that special education be the initial focus of this effort with a plan to expand the state program to include all beginning teachers.”The DOE will be responsible for implementing.

Need to reduce Georgia’s attrition rate. Committee recommendation:

“..All school systems, working collaboratively with college and Universities, the DOE and teacher professional organizations, have in place an effective support system for new teachers…..that special education be the initial focus of this effort with a plan to expand the state program to include all beginning teachers.”The DOE will be responsible for implementing.

Teacher Retention / Induction Continued

Teacher Retention / Induction Continued

Task Force Recommendation:

“The Alliance of Education Agency Heads should implement a comprehensive induction system that works for Georgia. A full proposal for this comprehensive induction system will be developed by the Implementation Team of the Alliance of Education Agency Heads.”

(Details on page 31 of Math / Sci Task Force document)

Task Force Recommendation:

“The Alliance of Education Agency Heads should implement a comprehensive induction system that works for Georgia. A full proposal for this comprehensive induction system will be developed by the Implementation Team of the Alliance of Education Agency Heads.”

(Details on page 31 of Math / Sci Task Force document)

5 Year Vesting5 Year Vesting

Move to a 5 Year vesting model for TRS

Regionally most states have less than 10 year vesting model

Move to a 5 Year vesting model for TRS

Regionally most states have less than 10 year vesting model

Teacher Working ConditionsTeacher Working Conditions

Has not been shared on large scale basis with districts to impact working conditions in Georgia

Data has been collected (e.g., Quality Learning and Teaching Environment working conditions surveys)

Recommendation: DOE review of data --information disseminated.

Has not been shared on large scale basis with districts to impact working conditions in Georgia

Data has been collected (e.g., Quality Learning and Teaching Environment working conditions surveys)

Recommendation: DOE review of data --information disseminated.

LeadershipLeadership

Principal Professional Development

Principal Professional Development

Agreement on critical role of the principal re: student learning

Recommendation to create a design team to develop a program to enhance knowledge, skills, and performances.

Support for current implementation of new Leadership Preparation rule.

Agreement on critical role of the principal re: student learning

Recommendation to create a design team to develop a program to enhance knowledge, skills, and performances.

Support for current implementation of new Leadership Preparation rule.

Merit Pay / Unused Leadership Degrees

Merit Pay / Unused Leadership Degrees

Reward excellent performance Allow the recruitment and retention of the

"best and brightest" Use of a growth or value added model to

measure student achievement Build a career path for teacher leadership

Reward excellent performance Allow the recruitment and retention of the

"best and brightest" Use of a growth or value added model to

measure student achievement Build a career path for teacher leadership

Questions and AnswersQuestions and Answers