virginia department of education teacher … stakeholder input ~ meeting notes ... leadership...

Virginia Department of Education Teacher Effectiveness Roundtable

Every Student Succeeds Act of 2015 (ESSA) September 30, 2016

9 a.m. - Noon

James Monroe Building, Lobby Room B 101 N. 14th Street

Richmond, Virginia 23219

AGENDA

9 - 9:40 a.m. Welcome, Introductions, Overview of ESSA Location: Lobby Room B

9:40 a.m. - 10:45 a.m. Teacher Effectiveness Breakout Discussions

I. Teacher/Principal Effectiveness Definition Location: Lobby Room B Blue

II. Leadership Preparation and Professional Development

Location: Madison Conference Room- 25th Floor Green

III. Teacher Preparation, Mentoring and Professional

Development Location: Wilson Conference Room- 20th Floor Red

IV. Recruitment and Retention of Effective

Teachers/Principals Location: Jefferson A Conference Room- 22nd Floor Yellow

10:45 a.m. - 11 a.m. Break

11 a.m. - noon Report Out and Conclusion Location: Lobby Room B


ESSA Stakeholder Input ~ Meeting Notes September 30, 2016

(Break Out) Teacher Effectiveness Definition Proposed regulations in ESSA require states and school divisions to define “ineffective teacher” or provide guidelines that enable the reporting on the percentages of low-income and minority students taught by ineffective teachers in Title I schools, compared with non-low-income and non-minority students in schools not receiving Title I funds. The following states have posted draft definitions for “Ineffective Teacher”:

Arizona - An “ineffective teacher” is one who consistently fails to meet expectations and

requires a change in performance due to minimal competency with adopted professional

standards. Students with an ineffective teacher generally make unacceptable levels of academic

progress.

Illinois (draft) - A teacher who has received an “unsatisfactory” rating in his/her most recent

performance evaluation rating or a teacher who has received a “needs improvement” on an

evaluation and in a subsequent evaluation has received an “unsatisfactory” or “needs

improvement.”

Pennsylvania (draft) - Ineffective teachers are not properly credentialed (have not completed an

approved teacher certification program), and are incompetent in subject matter and

instructional practice for the core content area(s) they teach. These teachers fail to demonstrate

proficiency in one or more of the four Danielson Framework domains (or an approved alternate

measure). An ineffective teacher is one who has failed to improve after they are given an

improvement plan and appropriate supports.

What are the pros and cons to each of these definitions? Are there elements above that you think Virginia

should consider? What do you suggest would be an appropriate definition of “ineffective teacher” for

Virginia? Consider implications for data collection and public reporting locally and at the state level.

Name ______________________________________

School Division or Organization _______________________________________

How does your division measure teacher effectiveness/ineffectiveness? What challenges have you

encountered with your division’s system or definitions?

From your perspective, what do you feel should be the state’s top priority related to teacher and principal

effectiveness in the ESSA state plan and why?

What should the state consider regarding data collection and reporting for this required element?

Additional Comments



(Break Out)

Leadership Preparation and Professional Development

ESSA permits states to set aside up to 3 percent of Title II, Part A funds to establish leadership academies or institutes for

principals and other school leaders. If funds are used for this purpose, LEA allocations would be reduced. (Section

2101(c)(4)) Other state and LEA funds may also be used to support leadership development efforts.

ESSA permits states to used Title II, Part A, state set-aside funds for a number of purposes, including leadership

preparation and professional development (especially for working with diverse student populations/hard-to-staff

schools). (Section 2101(c)(4))

What leadership development programs or activities do you offer in your division? What initiatives would best

serve the needs of your school division/organization? [Academies (all administrator participation), residency

programs (new administrator participation), or other leadership development initiatives, specific professional

development activities, etc.]

What are potential benefits to implementing the 3% of Title II, Part A funds to be distributed through

subgrants used to form leadership academies or residency programs? What are the drawbacks?

Name _________________________________________________________________________________

Organization or School Division _____________________________________________________________

Additional Comments

From your perspective, what do you feel should be the State’s top priority related to teacher and principal

effectiveness in the ESSA State Plan and why?

What leadership preparation or professional development opportunities do you feel are needed to support

school leaders as they work to meet the needs of diverse student populations?



(Break Out)

Teacher Preparation, Mentoring, and Professional Development Teacher Preparation ESSA permits states to use Title II, Part A, state set-aside funds for a number of purposes, including reforming teacher preparation program standards and approval processes to ensure that teachers have the necessary skills to help students met challenging state standards. (Section 2101(c)(4)(B)(i))

In what areas do you feel teachers are most prepared during pre-service programs to address the learning needs of students, including: low-income students; lowest-achieving students; English learners; children with disabilities; children and youth in foster care; migratory children; homeless children and youths; neglected, delinquent, and at-risk children; immigrant children and youth; students in LEAs eligible for grants under the Rural and Low-income Schools Program; American Indian and Alaska Native students, students with low literacy levels; and students who are gifted and talented?

In what areas do you feel teachers are least prepared during pre-service programs surrounding the student reporting groups listed above?

What would you like to see emphasized in pre-service programs to better prepare teachers to address the needs of the student reporting groups listed above?

Teacher Mentoring and Induction Under ESSA, Title II, Part A, allowable activities include developing new teacher, principal, or other school leader induction and mentoring programs. (Sections 2101(c) (4)(B)(vii)(III) and 2103(b)(3)(B)(iv))

Describe what works in your division’s mentoring program.

How could the state support divisions in developing mentoring programs to help teachers address the needs of the student reporting groups listed above?

Professional Development Title II, Part A, allowable activities include developing programs and activities that increase the ability of teachers to effectively teach children with disabilities, including children with significant cognitive disabilities, and English learners. (Section 2103(b)(3)(B)(iv))

What types of programs and activities increase the ability of teachers to effectively teach children with disabilities and English learners?

What are the challenges in developing and implementing these programs?

From your unique perspective, what do you feel should be the state’s top priority related to teacher and

principal effectiveness in the ESSA state plan and why?

Name ____________________________________________

Organization or School Division ___________________________________

Additional Comments



(Break Out)

Recruitment and Retention of Effective Teachers (particularly in high-need schools) ESSA permits states to use Title II, Part A, state set-aside funds for a number of purposes, including recruitment and retention of effective teachers, principals, and other school leaders, particularly in high-need academic subjects in low-income schools and school divisions. (Section 2101(c)(4)(v) and 2101(c)(4)(vii)) Recruitment (particularly in high-poverty/high-minority schools) - What activities or programs has your

school or school division implemented to recruit teachers using local, state, or federal funds? Or, what

recruitment efforts would you like to see implemented at the local or state level?

Retention (particularly in high-poverty/high-minority schools) - What activities or programs has your school

or school division implemented to retain teachers using local, state, or federal funds? Or, what retention

efforts would you like to see implemented at the local or state level?

Identifying Priorities - What could be included in the statewide application to allow/encourage school division

programs that have the potential for success to support teacher recruitment and retention?

Identifying Challenges - What barriers or challenges has your school or school division experienced, related to

the recruitment and/or retention of effective teachers/principals? How could the state support divisions in

addressing these barriers or challenges?

Name ____________________________

Organization or School Division ___________________________________

From your perspective, what do you feel should be the state’s top priority related to teacher and

principal effectiveness in the ESSA state plan and why?

Additional Comments

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