Resource 9 provides a sample State Plan to Ensure Equitable Access to Excellent Educators, similar to those that will be submitted to the U.S. Department of Education (ED) in June 2015. It is intended as a resource for use by state education agencies (SEAs) as they create their own equitable access plans. This document is not intended to prescribe the sole way to develop an equitable access plan; instead, it provides an example to help guide SEAs. It will be updated over time as additional information becomes available.
Note: This resource is one of 12 companion resources to the Moving Toward Equity Stakeholder Engagement Guide (http://www.gtlcenter.org/stakeholder_engagement_guide). The 12 resources are provided in a format that allows for state adaptation (e.g., Microsoft Word, PowerPoint) so that they are useable in each state’s unique context. The Center on Great Teachers and Leaders grants permission for you to use or adapt the Moving Toward Equity resources for your SEA or local education agency (LEA) as needed.
Teacher and Leader Equitable Access Plan for State A
Section 1. Introduction
The State A Department of Education (ADOE) is pleased to submit to the U.S. Department of Education the following plan that has been developed to address the long-term needs for improving equitable access to great teachers and leaders in State A. This plan responds to Education Secretary Arne Duncan’s July 7, 2014, letter to SEAs, as augmented with additional guidance published on November 10, 2014. State A’s plan complies with (1) the requirement in Section 1111(b)(8)(C) of the Elementary and Secondary Education Act (ESEA) that each state’s Title I, Part A plan include information on the specific steps that the SEA will take to ensure that students from low-income families, students of color, and students with special needs are not taught at higher rates than other children by inexperienced, unqualified, or out-of-field teachers, and the measures that the agency will use to evaluate and publicly report the progress of the agency with respect to such steps; and (2) the requirement in ESEA Section 1111(e)(2) that a state’s plan be revised by the SEA if necessary. Given the importance of strong leadership, our plan also includes the specific steps that we will take to ensure that students from low-income families, students of color, and students with special needs are not disproportionately attending schools led by inexperienced or unqualified principals.
This plan details our approach to achieving our objective of improving access to excellent educators for our state’s most disadvantaged youth. However, State A is committed to improving student outcomes across the state by expanding access to excellent teaching and leading for all students. As such, the plan is not about a narrow and impractical redistribution of high-quality educators from
low-need to high-need districts, schools, and classrooms, but rather a comprehensive approach to strengthening and maintaining teacher and principal effectiveness across the state, with an emphasis on our schools and classrooms with the greatest need.
To create this plan, a team of leaders at ADOE, led by the Director of Teacher and Leader Effectiveness, took the following steps:
Developed and began implementing a long-term strategy for engaging stakeholders in ensuring equitable access to excellent educators.
Reviewed data provided by ED and our own Public Educator Data System to identify equity gaps.
Conducted root-cause analyses, based on data and with stakeholders, to identify the challenges that underlie our equity gaps to identify and target our strategies accordingly.
Set measurable targets and created a plan for measuring and reporting progress and continuously improving this plan.
Scan of State-Level Policies, Initiatives, and Currently Available Data
To begin this process in an informed way, ADOE performed a scan of current policies and initiatives that State A has been implementing in recent years as well as a review of relevant and available data. This scan was conducted in collaboration with multiple teams within ADOE. Specifically, we reviewed:
The status of State A’s efforts to develop, test, and implement a new Educator Effectiveness Evaluation System, which was field-tested in school year 2014–15 and will be implemented in all State A school districts in 2015–16. We identified the elements included in the system that can be used as performance metrics to measure equity gaps (e.g., classroom observation scores using tested protocols, student growth measures, summative ratings using multiple metrics for teachers, and school surveys and schoolwide growth measures for principals).
Available data identified as relevant to the development and implementation of our state’s equitable access plan. As a starting point, we reviewed the data profile prepared by ED, in particular the Civil Rights Data Collection (CRDC) data submitted by our state’s school districts; EDFacts data that we provided to ED on classes taught by highly qualified teachers; state data similar to what is found in the Common Core of Data, including basic information such as demographic and comparable wage data on teacher salaries. To build on these data, we also reviewed additional relevant data that we have as part of our state’s longitudinal data system―such as teacher and principal turnover rates, and effectiveness ratings as mentioned above. Our state director of data management led the process of collecting and reconciling these disparate state and national data sources. Any strictly technical issues that arose were resolved by her and her team.