ohio’s teacher equity progress: a national, state, and local partnership
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Ohio’s Teacher Equity Progress: A National, State, and Local Partnership. 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 - PowerPoint PPT PresentationTRANSCRIPT
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Ohio’s Teacher Equity Progress:A National, State, and Local Partnership
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).
A High Quality Teacher
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2006-2007Ohio HQT Distribution
PERCENT OF OHIO TEACHERS HIGHLY QUALIFIED
89.5% in
highpoverty
elementary schools
87.3% in
highpoverty
secondary schools
96.5% core courses taught by highly qualified teachers
% of core academic courses* taught by teachers who meet the federal definition of highly qualified
% of English, language arts, mathematics, science and social
studies classes taught by teachers credentialed in those subjects
98.7%credentialed
intested
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.
99.2% in
lowpoverty
elementary schools
98.8% in
lowpoverty
secondary schools
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PERCENT OF OHIO TEACHERS HIGHLY QUALIFIED
99.2
89.5
98.8
87.3
96.5 98.599.997.3 99.2
94.898.5 98.3
0.0
25.0
50.0
75.0
100.0
Low povertyelementary schools
High povertyelementary schools
Low povertysecondary schools
High povertysecondary schools
Core courses taughtby highly qualified
teachers
Credentialed intested subjects
2006-2007 2007-2008
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Count of Core Courses Taught by a Not Highly Qualified Teacher
18,131
6,300
4,430
13,463
0
2,000
4,000
6,000
8,000
10,000
12,000
14,000
16,000
18,000
20,000
2006-2007 2007-2008
Urban
Entire State
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Highly Qualified Percent by School Type and Poverty Level for All Schools
88.90
99.2096.6
99.2
81.5
98.997.80 99.9096.7
99.895.3
99.2
0.00
25.00
50.00
75.00
100.00
Elementary HighPoverty
Elementary LowPoverty
Middle SchoolHigh Poverty
Middle SchoolLow Poverty
High School HighPoverty
High School LowPoverty
2006-20072007-2008
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Highly Qualified Percent by School Type and Poverty Level for the Urban 21
82.40
99.7095.1 97.1
79.2
97.897.10100.00
95.6 97.594.8
91.4
0.00
25.00
50.00
75.00
100.00
Elementary HighPoverty
Elementary LowPoverty
Middle School HighPoverty
Middle School LowPoverty
High School HighPoverty
High School LowPoverty
2006-20072007-2008
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Not Highly Qualified Percent by School Type and Poverty Level for All Schools
11.1
0.83.4
0.8
18.5
1.12.2 0.13.3
0.24.7
0.80.0
20.0
40.0
60.0
80.0
100.0
Elementary HighPoverty
Elementary LowPoverty
Middle School HighPoverty
Middle School LowPoverty
High School HighPoverty
High School LowPoverty
2006-2007
2007-2008
10
Not Highly Qualified Percent by School Type and Poverty Level for the Urban 21
17.6
0.34.9 2.9
20.8
2.22.900.00
4.4 2.55.2
8.6
0.00
20.00
40.00
60.00
80.00
100.00
Elementary HighPoverty
Elementary LowPoverty
Middle School HighPoverty
Middle School LowPoverty
High School HighPoverty
High School LowPoverty
2006-2007
2007-2008
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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
Teacher Equity
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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
Teacher Equity PlanTeacher Equity Plan
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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.
Equitable Teacher Distribution
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Teacher Distribution Data AnalysisTeacher 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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.
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.
Equitable Teacher Distribution
(IRN001) Equity High School
(IRN001) Equity High School
(IRN002) Winners Middle School
(IRN002) Winners Middle School
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#1 - The HQT course count is the number of courses being taught by a highly qualified teacher. These are the standard HQT elementsbroken 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.
ContactsIf 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 Equity614-728-1726 [email protected]
If you have questions regarding specific data in the document, please contact:Matthew Danzuso Data Administration Manager614-644-2652 [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)
Teacher Equity
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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.
Equitable Teacher DistributionEquitable Teacher Distribution
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• 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).
District Teacher Equity ProjectDistrict Teacher Equity Project
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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.
Citizens' Commission on Civil Rights
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• 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.
Coherent Human Capital Management Pilot (CHCM)
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• 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.
Teacher Exit Survey Pilot
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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
Teacher Equity
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Contact information
Office of Educator EquityWesley G. Williams, II, Director
Contact information
Office of Educator EquityWesley G. Williams, II, Director
Ohio’s Teacher Equity Plan:Ensuring a high-quality for every classroom
Ohio’s Teacher Equity Plan:Ensuring a high-quality for every classroom