Tag Archives: Teacher preparation

Teacher Compensation Work Group Convenes

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After two years since the passage of legisation to examine and potentially modify how teachers are paid in Washington, the Compensation Technical Working Group convened for the first time this week.

The Compensation Technical Working Group, a fifteen member group, was established in HB 2261 in 2009 and modified through HB 2776 in 2010.  The focus of the group is to examine the current enhanced salary allocation model (SAM) for teachers and compensation issues related to classified staff and administrators.

The Work Group is charged with recommending details of an enhanced model that aligns state expectations for educator development and certification with the compensation system and providing an implementation schedule.  The law requires the Work Group to make recommendations on several issues, including:

  • How to reduce the number of tiers within the existing model
  • How to account for labor market adjustments
  • How to account for different geographic regions and recruiting/retention challenges
  • The role of and type of bonuses available
  • Ways to accomplish salary equalization
  • Fiscal estimates for implementing recommendations

The Work Group faces a demanding schedule over the next 18-months. The recommendations and report of the Work Group are due to the Governor and Legislature by December 1, 2012.

TEACH Legislation Reintroduced in Congress

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This week U.S. Representative Baca (D-CA) reintroduced the Teacher Education Assistance Creating Hope (TEACH) for Our Future Act. 

The legislation is intended to provide all public elementary and high school teachers in the U.S. who have taught full time for five consecutive years the opportunity to receive $25,000 in student loan forgiveness.

Race To The Top Finalists Named…Washington Not One of Them

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This afternoon the Obama Administration named eighteen states and the District of Columbia as finalists for Race to the Top dollars. Washington was not a finalist.

Of the 36 states that competed for the dollars, the following states and the District of Columbia were named finalists: Arizona, California, Colorado, Florida, Georgia, Hawaii, Illinios, Kentucky, Louisiana, Maryland, Massachusetts, New Jersey, New York, North Carolina, Ohio, Pennsylvania, Rhode Island, and South Carolina.

Finalists will make formal, in-person presentations before a judging panel in August. Winners will be named in September.

The U.S. Education Department used a panel of outside judges to score each applicatioon based on 19 criteria, including willingness to open charter schools, efforts to link teacher evaluations to student achievement and dedication to transforming the lowest-performing schools.

During the 2010 supplemental session Washington developed and passed legislation to put into place the necessary structures and policies to support the state’s Race to the Top application. Washington’s application requested $250 million to support these efforts through Race to the Top dollars.

The Race for “Race to the Top” Funds is On

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Thirty-five states, plus the District of Columbia, have submitted proposals for Race to the Top dollars in hopes of capturing some of the remaining $3.4 billion in funds leftover from the first round. Only two states, Delaware and Tennessee, were awarded grants in the first round out of 40 applicants.  

After the first round of funds, many states re-examined submitted proposals. While other states, such as Washington, tried to learn from the first round in order to strengthen their application in the second round of funding.

As a result many states changed laws to revamp teacher evaluations, increased efforts to gain support from districts and teachers’ unions, and intensified efforts to turn around low-performing schools. Washington drafted and passed new legislation in the 2010 supplemental session (SB 6696) that included several education reform measures (i.e. alternate routes to teacher education).

The results for the second round of Race to the Top dollars will be announced in September 2010.

Recent Report Suggests Putting Brakes on Teacher Reform

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This week the Committee on the Study of Teacher Preparation Programs in the United States released a report urging the U.S. Department of Education and states to collect more data on teachers and their routes to becoming teachers before initiating widespread reform of education schools and alternative route programs.

The report, Preparing Teachers: Building Evidence and Sound Policy, was published by the National Research Council and funded by the Education Department’s Institute for Education Sciences.

The Committee essentially responded with a “none-of-the-above” statement to the congressional charge to collect and analyze data and research on undergraduate and graduate teacher preparation programs, as well as alternative routes to certification; and determine whether teachers of reading, math, and science were well-prepared for their jobs.

The Committee concluded that “because of the paucity of systematic research as well as the enormous variation in virtually all aspects of teacher education programs and pathways we cannot draw any specific conclusions about the characteristics of current teacher preparation programs.”

According to Ellen Condliffe Lagemann, the Committee Chair, “at a time that people care a lot about education and want to improve it, there is so little known about teacher preparation at a national level. Strong policy has to be built on strong evidence and we don’t have strong evidence.”

The Committee, in the report, calls for research that would compare programs’ selectivity, timing, and characteristics, as well as various means of teaching classroom management skills and how to teach a wide range of students, to help determine essential components of teacher preparation programs.

National Education Association Offers Alternative to Administration’s Rewrite of ESEA

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This week the National Education Association (NEA) put forward detailed recommendations for the overhaul of the Elementary and Secondary Education Act (ESEA).  The ESEA is up for renewal this year.

Many of the NEA’s recommendations offer an alternative approach to the Obama Administration’s blueprint for rewriting the Act. The different approach recommended by the NEA continues a recent divergence that began with the Association’s objections to the structure of the Race to the Top Fund.

The recommendations put forth by NEA differ in many ways, including:

  • Failing to refer to the idea of “teacher effectiveness” as measured by evaluations that incorporate student academic growth.
  • Providing a less prescriptive approach with regard to interventions to turn schools around.
  • Proposing fewer standardized tests.
  • Judging schools on growth toward an annual performance target and on their progress in closing achievement gaps. Schools that fell below the 5th percentile on one of these indicators would be subject to school improvement which would be local and involve input from external school review teams.
  • Adopting the Teacher for Excellence for All Children legislation sponsored by U.S. Rep. George Miller (D-CA).
  • Establishing stricter entry standards and changes to the law’s current “highly-qualified” teacher designation.
  • Creating new requirements on teachers entering the profession through alternative routes.

The release of these recommendations by the NEA is likely to be one of many voices that will be heard in the coming months with regard to changes to the ESEA.

Nine School Districts Statewide to Receive Federal Grants for Improvement

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Nine Washington school districts – Seattle, Tacoma, Marysville, Yakima, Wellpinit, Sunnyside, Highline, Grandview and Longview – met federal criteria to receive grants meant to improve student performance. The grants, valued at an average of $17 million each, are given to “consistently lowest achieving,” or Tier III schools.

The schools receiving funding will work with the Office of Superintendent for Public Instruction to determine how the funds will be best utilized. Those districts receiving funding were required to apply for assistance.

What and Where are the Bills of Special Session

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The Governor, the Senate and the House all stated that the focus of the first special session of 2010 would be budgets, revenue, and job creation. While it is clear that the bills that would implement the 2010 supplemental operating and capital budgets and any revenue increases are necessary, several other bills are also required to pass to implement the budget and revenue proposals of the Legislature.

Bills, referred in the political arena as NTIB (Necessary to implement the budget), are widely defined. Many are deemed NTIB because they allow for implementation of budget policies, create cost savings, and/or are take home bills for policymakers.

During this first week of the first special session of 2010 several bills have been reintroduced that did not pass the Legislature prior to adjournment of the regular session.

A summary of the five bills Evergreen is tracking through the course of the special session are below.

House Bill 2561

 House Bill 2561 authorizes the State Finance Committee to issue $861 million in general obligation bonds, to be known as Jobs Act Bonds (Act), for the purpose of creating jobs by constructing capital improvements that lead to energy-related cost savings in public schools, state colleges and universities, and other public facilities. Public schools, colleges and universities and other public facilities would compete for funds in two rounds of competitive grant funding for the dollars according to criteria laid out in the bill. The first round is dedicated solely to education and higher education.

House Bill 2561 has been referred to in the media as one of the vehicles that the Legislature may consider as part of its job creation efforts in the special session.

HB 2561 passed the House 54-39 on the second day of the special session and awaits further action in the Senate Ways & Means Committee.

House Bill 2854

House Bill 2854 determines student eligibility for the Higher Education Loan Program (HELP). To be eligible a student is defined as one that: (1) has an annual family income, adjusted for family size, that is no greater than 130 percent of the Washington median family income; (2) has completed the free application for federal student aid; (3) is a Washington resident; (4) is not enrolled in Theology as a field of study; (5) is enrolled at least half-time in a first-aid-eligible certificate or degree program up to and including graduate and professional degrees; (6) maintains satisfactory academic progress as determined by the attending institution; (7) is not delinquent or in default on a federal or state student loan; and (8) is not past due in child-support obligations.

The bill also establishes a limit on the loan amount granted per academic year is established as the cost of attendance minus any other student financial aid received.

HB 2854 passed the House 58-35 on the second day of the special session. A public hearing on the bill was held in Senate Ways & Means Committee on March 17.

House Bill 3193

House Bill 3193 reduces the bonus for National Board-certified teachers teaching in high poverty schools from $5,000 to $2,500 during the 2010-11 school year.  In addition, persons receiving the National Board bonus are required to be in “instructional assignments” in a Washington public school.

HB 3193 awaits further action on the House floor.

SB 6409

Senate Bill 6409 creates the Washington Opportunity Pathways Account. Beginning in state fiscal year 2011, all net revenues from in-state lottery games that are not otherwise dedicated to debt service on the Safeco Stadium and Qwest Field and Exhibition Center are dedicated to the new account. All net income from the multi-state lottery games, other than those dedicated to the Problem Gambling Account, are deposited into the Washington Opportunity Pathways Account rather than into the General Fund.

The Washington Opportunity Pathways Account is subject to appropriation by the Legislature, and may only be used for the following programs: recruitment of entrepreneurial researchers, innovation partnership zones, and research teams; the early childhood education and assistance program (ECEAP); the State Need Grant; the State Work Study program; College Bound Scholarships; Washington Promise Scholarships; Washington Scholars; the Washington Award for Vocational Excellence (WAVE); the Passport to College Promise; the Educational Opportunity Grant; and GET Ready for Math & Science Scholarships.

SB 6409 passed the Senate  32-10 on the second day of the special session and awaits further action on the House floor.

SB 6503

Senate Bill 6503 as passed by the Senate on March 16 expresses the intention of the Legislature that state agenices and institutions of higher education reduce government operating costs. In doing so agencies and institutions of higher education are required to preserve family wage jobs. The bill further requires the following:

  • The Office of Financial Management (OFM) certify to each state agency the compensation reduction amount to be achieved by the executive branch agency or institution as provided in the omnibus appropriations act.
  • Executive branch general government state agencies and higher education institutions may submit plans that achieve compensation cost savings to OFM. The State Board for Community and Technical Colleges shall submit a single plan on behalf of all community colleges.
  • Compensation reduction plans submitted by higher education institutions may include leave without pay, temporary layoffs, reductions in force, reduced work hours, and voluntary retirement, separation, and other incentive programs authorized by law.
  • OFM shall review, approve, and submit the higher education institution plans that achieve the required cost reductions to the legislative fiscal committees. Those institutions that do not have approved plans will close on the ten dates specified in the amendment.
  • Legislative branch agency plans for mandatory and voluntary leave will achieve savings as provided in the omnibus appropriations act and are subject to the approval of the Chief Clerk of the House of Representatives and the Secretary of the Senate.
  • Judicial branch agencies will similarly submit plans for review and approval by the Supreme Court. Agency closure days will not prevent actions from being considered timely on the next business day.
  • Specified activities of agencies and institutions are exempt from closure or reductions. Minimal use of state employees by any agency or institution is permitted as necessary to protect public assets, protect information technology systems, and maintain public safety. For higher education classroom instruction, operations not funded from state funds or tuition, campus police and security, emergency management and response, and student health care are exempt.
  • The agency employing an employee not scheduled to work on an agency closure day must designate an alternative day during the same month for the employee to take temporary leave without pay.
  • Employees earning less than $30,000 per year may use annual leave or shared leave in lieu of a temporary layoff.
  • Implementation subject to bargaining will be performed consistent with applicable laws.
  • For state agencies, temporary layoff impacts will be negotiated between each agency and one coalition of all exclusive bargaining representatives.
  • For higher education institutions that have negotiations conducted by the Governor or Governor’s designee, and that have submitted a reduction plan, negotiations regarding impacts shall be conducted between coalitions of representatives at each college, college district, or university of all the exclusive representatives.
  • For institutions that do not submit aplan, negotiations regarding impacts shall be conducted between the Governor or Governor’s designee and one coalition of all the exclusive bargaining representatives. Institutions that do not have negotiations conducted by the Governor or Governor’s designee shall each negotiate institutional impacts.
  • An exception to the requirement that agencies remain open 40 hours per week is provided.
  • In addition to the Public Employees Retirement System provisions in current law eliminating the effect of temporary salary reductions on pension calculations (chapter 430, Laws of 2009), members of the Teachers’ Retirement System, the Public Safety Employees’ Retirement System, the Law Enforcement Officers’ and Firefighters’ Retirement System and the Washington State Patrol Retirement System will not have pension calculations reduced for salary not earned as a result of compensation reductions integral to expenditure reduction efforts.
  • The act contains an emergency clause and takes effect immediately. 

Senate Bill was further amended on the Senate floor to:

  • Direct that state agencies and institutions reduce expenditures on salaries and benefits for Washington Management Service and exempt management positions by amounts provided in the omnibus appropriations act. The reductions shall be sufficient to save $10 million General Fund-State in Fiscal Year 2011
  • In higher education institutions, the amendment exempts student employees from the compensation reduction plans and the agency closure dates.

Overhaul of No Child Left Behind to Focus on College

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Over the weekend, the Obama Administration unveiled their plan to change the Elemenatry and Secondary Education Act (ESEA), a.ka. No Child Left Behind. The Administration’s blueprint for revising ESEA  focuses on assisting states in raising expectations of students and rewarding schools for producing dramatic gains in student achievement.

The blueprint provides incentives for states to adopt academic standards that prepare students to succeed in college and the workplace and create accountability systems that measure student growth toward meeting the goal that all children graduate and succeed in college rather than grade-level proficiency.

In addition, the Administration’s blueprint would allow states to use subjects (i.e. art, history, science) other than reading and math as part of their measures for meeting federal goals. Also for the first time in the 45-year history of the law the Administration proposes a $4 billion increase in federal education spending, most of which would go to increase the competition among states for grant money and move away from formula-based funding.

Other highlights of the blueprint include:

  • By 2020 all students graduating from high school would need to be ready for college or a career.
  • Provides more rewards (i.e. money and flexibility) to high-poverty schools that are seeing big gains in student achievement and uses them as a model for other schools in low-income neighborhoods that struggle with performance.
  • Punishes the lowest-performing 5 % of schools using aggressive measures (i.e. state takeover of federal funding for poor students, replacing principals and 50% of teaching staff, closing the school).

The Administration’s blueprint now goes before the U.S. House Education and Labor Committee this week.

House Ways and Means Committee Hears More Bills and Takes Action on Some

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This afternoon the House Ways & Means Committee held a public hearing  and took action on three bills of interest to Evergreen.

Senate Bill 6409

Senate Bill 6409 creates the Washington Opportunity Pathways Account. Beginning in state fiscal year 2011, all net revenues from in-state lottery games that are not otherwise dedicated to debt service on the Safeco Stadium and Qwest Field and Exhibition Center are dedicated to the new account.

The Washington Opportunity Pathways Account is subject to appropriation by the Legislature, and may only be used for the following programs: recruitment of entrepreneurial researchers, innovation partnership zones, and research teams; the early childhood education and assistance program (ECAP); the State Need Grant; the State Work Study program; College Bound Scholarships; Washington Promise Scholarships; Washington Scholars; the Washington Award for Vocational Excellence (WAVE); the Passport to College Promise; the Educational Opportunity Grant; and GET Ready for Math & Science Scholarships.

The Washington Student Association, the Higher Education Coordinating Board (HECB), and the four-year public baccalaureates testified in support of the legislation. Students asked the Committee to support the bill as an opportunity to fund financial aid. The HECB and the four-year institutions also expressed support but reminded the committee that the funding source in the bill would not fully fund the financial aid programs listed and encouraged the committee to ensure that financial aid is funded as this option matures.

The Committee took no further action on the bill.

Senate Bill 6833

The Committee held a public hearing and took action on Senate Bill 6833. SB 6833 allows the Office of the State Treasurer to enter agreements with state agencies for investment by the Treasurer of funds not currently deposited with the Treasurer.  At this time higher education is exempt from the bill. 

The bill was amended in Committee to include, in addition to the existing requirments for monthly reporting on individuals accounts, the Office of the State Treasurer is directed to post the monthly report on the OST website and to include a graph displaying month end balances for the general fund, total funds in the treasury and treasurer’s trust fund, and total funds managed by the state treasurer.

Senate Bill 6833 now goes to the House floor for further consideration.

House Bill 3193

The House Ways & Means Committee held a public hearing and took action on House Bill 3193 . HB 3193 reduces the bonus for National Board for Professional Teaching Standards (National Board)-certified teachers teaching in high poverty schools from $5,000 to $2,500 during the 2010-11 school year and requires persons receiving the National Board bonus to be in “instructional assignments” in a Washington public school.

In addition, the bill would revise the statutory definition of a “high poverty school” to conform with language currently used in the operating budget; this results in no change to current practice.

House Bill 3193 now goes to the floor for further consideration.