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State Plans toEnsure Equitable Access toExcellent EducatorsCentral and South Central Comprehensive Centersat the University of Oklahomain collaboration with theCenter on Great Teachers and Leadersat American Institutes for Research
Welcome and Introductions
Sarah HallSC3 Associate Director and New Mexico/OklahomaTechnical Assistance Coordinator
State Plans to Ensure Equitable Access to Excellent Educators— Webinar 1
December 18, 2014Ellen Sherratt, Ph.D.
Copyright © 2014 American Institutes for Research. All rights reserved.
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This webinar will provide an overview of the following:• Requirements and recommendations of the contents to include in State
Plans to Ensure Equitable Access to Excellent Educators
• Resources available to support the development of plans
• Key challenge areas states may face
• Highlights from Missouri’s equitable access planning process
Webinar Overview
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The six requirements in the federal FAQ guidance:• Describe and provide documentation of the steps taken by the state education
agency (SEA) to consult stakeholders.
• Identify equity gaps and explain the calculations and the process of identification.
• Explain the likely cause(s) of the identified equity gaps. (For example, an SEA might conduct a root-cause analysis.)
• Set forth the SEA’s steps to eliminate identified equity gaps (strategies, timelines for implementation, and mechanisms for monitoring).
• Describe the measures that the SEA will use to evaluate progress toward eliminating the identified equity gaps, including the method and timeline.
• Describe how the SEA will publicly report on its progress in eliminating the identified gaps, including timelines for this reporting.
Excellent Educators for All Requirements
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Several supports are available, including:• Data profiles from the U.S. Department of Education
• New Equitable Access Support Network
• Center on Great Teachers and Leaders Overview Webinar: http://www.gtlcenter.org/products-resources/ensuring-equitable-access-great-teachers-and-leaders
• Center on Great Teachers and Leaders Equitable Access Toolkit: http://www.gtlcenter.org/learning-hub/equitable-access-toolkit
Excellent Educators for All Supports
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Important information about engaging stakeholders:• Engage stakeholders early.
• Provide multiple opportunities for meaningful input.
• Engage a broad range of stakeholders, including not only teachers, principals, districts, and parents but also civil rights organizations, students with disabilities and English learner groups, businesses, Native American tribal groups, local boards of education, higher education, and human resources directors.
Stakeholder Engagement
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Stakeholder engagement resources include:• Stakeholder engagement guide and 12 supplementary resources:
http://www.gtlcenter.org/learning-hub/equitable-access-toolkit/stakeholder-engagement-guide– Includes step-by-step guidance, sample timelines and meeting agendas, communications and
messaging tips, discussion protocols and activities, a sample kickoff slide presentation, and steps for translating the material into a statewide guide for local education agencies (LEAs)
– Includes suggestions for creating a long-term educator equity coalition of stakeholders
• Summary stakeholder engagement guide document and an online interactive tool (coming soon!)
Key challenge area = capacity• Solutions?
Stakeholder Engagement
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Stakeholder engagement resources include:• Stakeholder engagement guide and 12 supplementary resources:
http://www.gtlcenter.org/learning-hub/equitable-access-toolkit/stakeholder-engagement-guide– Includes step-by-step guidance, sample timelines and meeting agendas, communications and
messaging tips, discussion protocols and activities, a sample kickoff slide presentation, and steps for translating the material into a statewide guide for local education agencies (LEAs)
– Includes suggestions for creating a long-term educator equity coalition of stakeholders
• Summary stakeholder engagement guide document and an online interactive tool (coming soon!)
Key challenge area = capacity• Solutions? Consider having stakeholder group leaders engage their
members and report back key findings (see www.EveryoneAtTheTable.org).
Stakeholder Engagement
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Equity gaps are defined as the difference between the rates of students from low-income families or students of color are taught by inexperienced, unqualified, or out-of-field teachers compared with the rates at which other students are taught by these teachers.
Equity gaps should reflect all public elementary and secondary schools in the state.
Equity gaps can include educator evaluation data and may include classroom-, school-, or district-level gaps.
Identify Equity Gaps
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Equity gaps may include:• Data from the Data Profile:
– Percentage of teachers in Year 1 of teaching
– Percentage of teachers lacking certification or licensure
– Percentage of classes taught by teachers who are not highly qualified
– Percentage of teachers absent more than 10 days
– Average teacher salary (adjusted for regional cost of living differences)
• Additional state data
Key challenge areas = definitions and securing complete, high-quality data• Solutions?
Identify Equity Gaps
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Equity gaps may include:• Data from the Data Profile:
– Percentage of teachers in Year 1 of teaching
– Percentage of teachers lacking certification or licensure
– Percentage of classes taught by teachers who are not highly qualified
– Percentage of teachers absent more than 10 days
– Average teacher salary (adjusted for regional cost of living differences)
• Additional state data
Key challenge areas = definitions and securing complete, high-quality data• Solutions? Stakeholder engagement on definitions; including in your plan
your strategy for improving data quality
Identify Equity Gaps
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The Moving Toward Equity Data Review Tool helps states think through equitable access metrics, data analysis, and data presentation for stakeholders. It includes: • Menu of example metrics
• Guiding questions to tell your state’s “story”
• Sample district data
• Information about data displays
Data Review Tool
High-poverty, high-minority
High-poverty, non-high-minority
Non-high-poverty, high-minority
Non-high-poverty, non-high-minority
0% 20% 40% 60% 80% 100%
8.3
14.3
5.8
7.2
91.7
71.4
90.8
81.2
0.0
14.3
3.5
11.6
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A root-cause analysis is intended to explain the existing equity gaps.
The Moving Toward Equity Root-Cause Analysis Workbook takes users through eight steps:• Step 1: Specify the challenges to be addressed.
• Step 2: Identify root causes.
• Step 3: Categorize the causes.
• Step 4: Visualize your causes and categories.
• Step 5: Determine strategies for educator talent.
• Step 6: Create a theory of action.
• Step 7: Determine how to measure progress.
• Step 8: Put your plan into motion.
Root-Cause Analysis
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Root-Cause Analysis “Fishbone” Diagram
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Strategies for eliminating equity gaps should be:• Tied directly to the root causes
• Evidence-based
• Targeted to students with the least access to excellent educators
• Fluid over time as new data become available
• Articulated in a timeline that includes beginning and completion dates, responsible persons, and resources needed
States should articulate how they will ensure that LEAs are taking steps to close equity gaps.
Strategies for Eliminating Equity Gaps
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Key challenge areas = allaying fears of forced transfers; identifying policy levers• Solutions?
Strategies for Eliminating Equity Gaps
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Key challenge areas = allaying fears of forced transfers; identifying policy levers• Solutions? Communication strategies; thoughtful use of technical assistance
resources
Strategies for Eliminating Equity Gaps
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Key challenge areas = allaying fears of forced transfers; identifying policy levers• Solutions? Communication strategies; thoughtful use of technical assistance
resources
Supports for developing strategies include the Moving Toward Equity online tool and the Quick-Start Guide.
Strategies for Eliminating Equity Gaps
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Moving Toward Equity Tools: Printable Quick-Start Guide
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Talent Development Framework
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Great Teachers and Leaders for All Learners Blog
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Dedicated to exploring ways to ensure ALL students have access to truly great teaching and leading…
in every classroom
in every school
every day
Featured Posts Keeping Professional Learning at the Heart of Educator Evaluation—by Lisa
Foehr, Director of the Educator Quality, Rhode Island Department of Education, April 23, 2014
Leading to Equitable Access: Three Steps for Principals—by Matthew Clifford, GTL Center staff, May 19, 2014
Involve Teachers and They Will Understand—by Christopher Poulos, Teacher Leader in Residence, Connecticut State Department of Education, March 20, 2014
Source: http://www.gtlcenter.org/blog
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This module, designed in collaboration with the New Teacher Center, helps participants:• Learn how teaching conditions at the state,
district, and school levels can create a more positive teaching and learning environment.
• Understand how to use teaching conditions data to improve educator effectiveness.
• Explore resources that support effective school improvement planning based on teaching conditions data.
Understanding Teaching Conditions
A central online location for cutting-edge information and tools (http://www.gtlcenter.org/learning-hub/innovation-station)
Resources focused on innovative strategies for the following:• Recruiting and retaining great educators• Rewarding great educators• Extending the reach of great educators
to more students• Offering new career opportunities and
career ladders
Innovation Station Online Resource
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Measuring and reporting on progress should be:• Continuous
• Based on annual targets
• Publicized
• A way to prompt long-term revisiting of data, root causes, and stakeholder outreach
Measuring and Reporting Progress
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Missouri has made significant progress as part of the Reform Support Network’s cohort of early equitable access planners• Convened 19 stakeholders and department staff
• Collected state data to supplement the data profile provided
• Determined the primary equity gap: – Inadequate recruitment and retention of teachers and principals in difficult-to-staff schools
• Conducted a root cause analysis at the state level and committed to stakeholder root cause analyses
• Began connecting strategies to root causes
• Is submitting a draft plan December 19th
State Example: Missouri
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Timeline: Winter and Spring 2014–15
Major Activities Parties Involved Expected Results
Meet with stakeholders to establish short- and long-term planning goals, roles, and responsibilities.
Stakeholders A shared vision is established, which includes a coalition of partners committed to sustaining and monitoring the plan throughout three to seven years.
Gather and review data as an SEA and with stakeholders.
Internal SEA team and stakeholders
Stakeholders gain an understanding of the data, and the SEA gains insight into on-the-ground realities and pinpoints areas for future research.
Review stakeholder input, begin setting priorities, and identify metrics.
Internal SEA team and stakeholders
SEA team sets priorities for the plan, using stakeholder input.
SEA drafts educator equity plan.
Internal SEA team An equitable access plan that includes contributions from a wide set of stakeholders.
Timeline: Spring and Summer 2015
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Major Activities Parties Involved Expected Results
Finalize the plan. SEA and U.S. Department of Education
Plan is submitted by June 1, 2015.
Implement the plan. Conduct ongoing monitoring and continuous improvement of the plan.
SEA, LEAs, and long-term coalition of stakeholders
Throughout implementation, ongoing adjustments strengthen the design and implementation of the plan.
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Additional resources include:• Sample equitable access plan
• Sample equitable access plan template
• State and district examples handout
Additional Resources Available
The Equitable Access Support Network (EASN) will deliver targeted, differentiated support to help States create high quality equity plans, including connecting States with each other and national experts.
• Convenings, webinars, and State-specific supports, including voluntary review of draft plans
• Communities of Practice (coming soon)• A Communities 360⁰ website which will include a
clearinghouse of relevant resources, tools, and research
Monica Young, Ph.D. – Project Director
Advancing state efforts to grow, respect, and retain great teachers
and leaders for all students
www.facebook.com/gtlcenter
www.twitter.com/gtlcenter
Ellen Sherratt, [email protected]
1000 Thomas Jefferson Street NWWashington, DC [email protected] | www.air.org
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SEA Technical Assistance Needs
Patricia FlemingC3 Associate Director and Technical Assistance Coordinator
SEA Technical Assistance Needs
Next Steps
Belinda Biscoe BoniSC3 Director and C3 Principal Investigator
Please note, you will be automatically redirected to a secure page after exiting this webinar to complete a brief and anonymous survey.
Thank you!
University of Oklahoma OutreachDivision of Public and Community Services1639 Cross Center Dr.Norman, OK 73019-5050
The Central and South Central Comprehensive Centers at the University of Oklahoma are funded by the U.S. Department of Education. Portions of this presentation may have been developed under a cooperative agreement with the U.S. Department of Education; however, the contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government. Portions © 2012–2014 The University of Oklahoma
