Transcript Slide 1

Ohio’s Teacher Equity Progress:
A National, State, and Local Partnership
October 24, 2008
Wesley G. Williams, II
Director of the Office of Educator Equity
Center for the Teaching Profession
Ohio Department of Education
2008 OCTEO Fall Conference
Partnering for a Better Ohio
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A High Quality Teacher
If there is one clear message
that has emerged from
educational research, it is
this: Teachers make a
difference in student learning.
Teachers matter most, and
high quality teachers matter
even more (Ohio’s Teacher
Equity Plan).
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2006-2007
Ohio HQT Distribution
PERCENT OF OHIO TEACHERS HIGHLY QUALIFIED
96.5%
core courses
taught by
highly
qualified
teachers
99.2%
in
low
poverty
elementary
schools
89.5%
in
high
poverty
elementary
schools
98.8%
in
low
poverty
secondary
schools
87.3%
in
high
poverty
secondary
schools
% of core academic courses* taught by teachers who meet the federal definition of highly
qualified
98.7%
credentialed
in
tested
subjects
% of English, language arts,
mathematics, science and social
studies classes taught by teachers
credentialed in those subjects
High and low poverty schools are measured by the percentage of economically disadvantaged students enrolled in the school.
*Core academic courses are English, language arts, reading, science, mathematics, arts foreign language, government and civics, history, economics and geography.
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4
PERCENT OF OHIO TEACHERS HIGHLY QUALIFIED
2006-2007
2007-2008
100.0
99.2
99.9
97.3
98.8
99.2
89.5
94.8
96.5
98.5
98.5
98.3
87.3
75.0
50.0
25.0
0.0
Low poverty
High poverty
elementary schools elementary schools
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Low poverty
secondary schools
High poverty
Core courses taught
secondary schools by highly qualified
teachers
Credentialed in
tested subjects
Count of Core Courses Taught by a Not Highly Qualified Teacher
Urban
Entire State
20,000
18,000
18,131
16,000
14,000
12,000
13,463
10,000
8,000
6,000
6,300
4,000
4,430
2,000
0
2006-2007
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2007-2008
Highly Qualified Percent by School Type and Poverty Level for All
Schools
2006-2007
2007-2008
100.00
97.80
99.20
99.90
96.6
96.7
99.2
99.8
95.3
98.9
99.2
88.90
81.5
75.00
50.00
25.00
0.00
Elementary High Elementary Low
Poverty
Poverty
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Middle School
High Poverty
Middle School High School High High School Low
Low Poverty
Poverty
Poverty
Highly Qualified Percent by School Type and Poverty Level
for the Urban 21
2006-2007
2007-2008
100.00
97.10
75.00
99.70
100.00
95.1
95.6
97.1
97.5
82.40
94.8
97.8
91.4
79.2
50.00
25.00
0.00
Elementary High
Poverty
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Elementary Low
Poverty
Middle School High Middle School Low
Poverty
Poverty
High School High
Poverty
High School Low
Poverty
Not Highly Qualified Percent by School Type and Poverty Level
for All Schools
2006-2007
2007-2008
100.0
80.0
60.0
40.0
18.5
20.0
11.1
2.2
0.8
0.1
3.4
3.3
0.8
4.7
0.2
1.1
0.8
0.0
Elementary High
Poverty
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Elementary Low
Poverty
Middle School High
Poverty
Middle School Low
Poverty
High School High
Poverty
High School Low
Poverty
2006-2007
2007-2008
Not Highly Qualified Percent by School Type and Poverty Level
for the Urban 21
100.00
80.00
60.00
40.00
20.00
20.8
17.6
2.90
4.9
0.3
4.4
0.00
2.9
2.5
5.2
8.6
2.2
0.00
Elementary High
Poverty
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Elementary Low
Poverty
Middle School High
Poverty
Middle School Low
Poverty
High School High
Poverty
High School Low
Poverty
25.00
21.8
20.00
19.40
17.20
21.6
22.9
22.3
21.2
20.2
20.10
19.0
16.5
15.00
10.00
2006-2007
2007-2008
Percent of Inexperienced Teachers by School Type
and Poverty Level
10.20
5.00
0.00
Elementary High
Poverty
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Elementary Low Middle School High Middle School Low High School High
Poverty
Poverty
Poverty
Poverty
High School Low
Poverty
Percent of Inexperienced Teachers by School Type and
Poverty Level for the Urban 21
2006-2007
2007-2008
25.00
22.4
20.00
15.00
15.8
10.00
15.5
15.4
14.4
22.0
14.8
10.70
8.60
5.00
6.40
7.2
5.50
0.00
Elementary High
Poverty
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Elementary Low Middle School High Middle School Low High School High
Poverty
Poverty
Poverty
Poverty
High School Low
Poverty
Teacher Equity
• Federal law: Sections
1111(b)(8)(C) and 1112
(c)(1)(L) of the ESEA
• USDOE Commendation
• Ohio leads the way
through its
– Teacher Equity
Infrastructure
– Teacher Equity Pilot
Projects
– National Partnerships
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Teacher Equity Plan
Office of Educator Equity Goals (Year One)
•Establish Cross-agency collaboration
•Maintain TE documentation system
•Conduct Detailed District Visits (DDV)
•Create a summative DDV report
•Align TE to Educator Standards alignment
•Administer District Teacher Equity Project (DTEP)
•Roll out plan to stakeholders
•Establish TE Communications Plan
•Build Teacher Equity Infrastructure
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Equitable Teacher Distribution
States and local school districts should collaborate
to comply with the federal law requiring equitable
teacher distribution (Sections 1111(b)(8)(C) and
1112 (c)(1)(L) of the ESEA).
To ensure a more equitable distribution of highly
qualified and experienced teachers for all students
in every classroom, it is essential to collect
accurate teacher distribution data.
Data drive how districts resolve teacher inequities.
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Teacher Distribution Data Analysis
The Office of Educator Equity (OEE) developed guidance to
districts in conducting a Teacher Distribution Data Analysis
(TDDA).
Urban districts as well as all districts in Ohio are conducting a
TDDA to ensure a more equitable teacher distribution of its
highly qualified teachers in compliance with the Highly Qualified
Teacher Components in the CCIP.
The analysis is to identify where and to what extent any teacher
distribution inequities exist on a school-by-school basis.
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Equitable Teacher Distribution
.
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District Data
Findings
Aligned
Strategies
Ongoing Progress
Measures
Conduct the TDDA
to ensure that core
subject area courses
in schools are taught
by highly qualified
teachers (use of the
Teacher Distribution
File developed for
every district is
encouraged).
Implement strategies
that align with what
the data reveal as
teacher inequities.
Continuously measure the
progress of district
strategies.
Complete this process
annually to ensure that all
students are taught by
highly qualified teachers.
(IRN001) Equity High School
(IRN001) Equity High School
(IRN002) Winners Middle School
(IRN002) Winners Middle School
#1 - The HQT course count is the number of courses being taught by a highly
qualified teacher. These are the standard HQT elements
broken down by the core subject area.
#2 – This is the poverty level indicator of the school. The calculation of the poverty
level is performed by ranking all schools by their percentage of economically
disadvantaged students. The EMIS definition of economically disadvantaged
students was applied for the rankings and June enrollment was used. The ranked
list was then divided into quartiles: high, medium-high, medium-low and low. Not
specified was the final group for those schools that did not have enrollment data.
Since high and low poverty were the only two levels appropriate to the teacher
distribution analysis, all other levels were re-coded into Not Applicable. Use this
school indicator in conjunction with the data from #1 to answer the second question.
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#3 – The number of minority and economically disadvantaged students taught by an
inexperience teacher is calculated by totaling up the number of those students in all the
core subject area classes. This will lead to “duplicate” counts of minority and
economically disadvantaged students if they are in more than one class within the core
subject area (i.e. a minority and economically disadvantaged student is counted twice if
he takes two math courses). The same rule applies to all other elements: any student
listed in more than one class for the core subject area would be counted that many
times. All data is from the October reporting period. Inexperienced teacher is defined
by 3 years or less of teaching experience.
#4 – The number of minority and economically disadvantaged students taught by a not
highly qualified teacher is calculated by totaling up the number of those students in all
the core subject area classes. This will lead to “duplicate” counts of minority and
economically disadvantaged students if they are in more than one class within the core
subject area (i.e. a minority and economically disadvantaged student is counted twice if
he takes two math courses). The same rule applies to all other elements: any student
listed in more than one class for the core subject area would be counted that many
times. All data is from the October reporting period. Since the link to students is done
through the course, we are able to use the HQT status of the course.
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#5 – Unlike the 2006-2007 TDF, head counts are used instead of FTE’s. The counts
are simply the number of people teaching at least one class in the core subject area.
Those with 3 years of less experience were identified as inexperienced teachers. The
school poverty level is repeated to make the identification easier to find.
Contacts
If you have questions regarding your HQT plan, please contact your Federal Programs
Consultant.
If you have questions regarding Teacher Equity or requirement 3 of the HQT plan, please
contact:
Wesley Williams, II Director, Office of Educator Equity
614-728-1726 [email protected]
If you have questions regarding specific data in the document, please contact:
Matthew Danzuso Data Administration Manager
614-644-2652 [email protected]
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Teacher Equity
Office of Educator Equity Goals (Year Two)
•Continue Cross-agency collaboration
•Enhance Teacher Equity Infrastructure
•Administer Citizens' Commission on Civil Rights (QS)
•Continue OEE and Urban District Collaborative
•Conduct TE Monitoring Visits
•Establish Partnership with The New Teacher Project
•Administer (DTEP)
•Explore other national partnerships (LPA & UTRI)
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Equitable Teacher Distribution
OEE will conduct monitoring visits in
collaboration with the Center for School
Improvement to examine five urban districts'
equitable distribution strategies in the CCIP.
The Spring 2008 monitoring visits were in
Columbus, Dayton, Hamilton, Akron, and East
Cleveland.
OEE will conduct an analysis of the visits and
write recommendations for each report
annually.
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District
District Teacher
Teacher Equity
Equity Project
Project
• The District Teacher Equity Project (DTEP) is a teacher
distribution analysis that will provide urban districts with data
that can be utilized in implementing key strategies that will
address teacher inequities.
• Drawing from the existing strategies in the state’s Teacher
Equity Plan, the districts’ teacher equity plans will show
evidence of its strategic efforts to ensure that all children are
taught by highly qualified teachers.
• OEE is currently conducting a pilot of this project in three
urban school districts (Akron, Elyria, and Youngstown).
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Citizens' Commission on
Civil Rights
o OEE and the Citizens' Commission on Civil Rights
(CCCR) collaborated to analyze the teacher equity work
in urban districts in Ohio.
o Cleveland Heights-University Heights, East Cleveland,
Lima City and Youngstown are conducting a teacher
distribution qualitative study to identify best practices in
equitable teacher distribution.
o All four pilots had successful district visits with CCCR in
January and March of 2008.
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Coherent Human Capital
Management Pilot (CHCM)
• OEE has partnered with Learning Point Associates to
explore re-engineering Human Resource Systems in
Ohio through a federally funded pilot.
• Ohio is the only state participating and will publish its
results which will serve as a model for other states.
• The pilot measures existing human resources systems
against best practices in teacher recruitment, hiring,
induction, professional development, compensation,
working conditions, performance management, and
teacher leadership.
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Teacher Exit Survey Pilot
• OEE is conducting a Teacher Exit Survey Pilot in four
urban districts.
• The purpose of the pilot is to glean insight from teacher
"leavers" regarding factors that influence teacher mobility
and attrition.
• The urban districts that are participating in the Ohio
Teacher Incentive Fund (OTIF) are conducting the
Teacher Exit Survey to gather teacher mobility and
attrition data as well.
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Teacher Equity
Office of Educator Equity Goals (Yr. Three)
•Continue Cross-agency collaboration
•Publish CCCR & DTEP TE Studies
•Continue OEE & Urban District Collaborative
•Conduct TE Monitoring Visits
•Administer Teacher Exit Survey Pilot
•Administer CHCM Pilot with LPA
•Publish Teacher Equity State Report
•Prepare for USDE Monitoring Visit
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Ohio’s Teacher Equity Plan:
Ensuring a high-quality for every classroom
Contact information
Office of Educator Equity
Wesley G. Williams, II, Director
614.728.1726
[email protected]
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