1. Highly Qualified/Highly Effective Teachers

2. Presenter  Bev Pratt Education Specialist, ODE bev.pratt@state.or.us (503) 947-5806

3. Who needs to be HQ?  All teachers of core academic subjects  Long term substitutes of 4 or more weeks

4. Core Academic Subjects  English (Language Arts)  Mathematics  Science  Foreign Language  The Arts  Geography  History  Civics and Government  Economics

5. What is the definition of a Highly Qualified Teacher?  Obtain full state licensure  Holds a minimum of a bachelor’s degree  Demonstrate subject matter competency

6. Licenses Considered Full State Certification  Basic and Standard Licenses  Five Year Licenses  Initial and Continuing Licenses  Approved NCLB Alternative Route Teaching License

7. Demonstrating Subject Matter Competency  Hold an undergraduate or graduate degree in the core academic subject matter area or  Complete coursework equivalent to an undergraduate major in the core academic area (minimum 34 quarter hours) or  Passing a rigorous state exam in the core academic subject matter area or

8. Demonstrating Subject Matter Competency (continued)  High Objective Uniform State Standards of Evaluation (HOUSSE)

9. What about alternative education?  Must meet requirements of HQT in all core academic subjects they teach

10. Alternative Education Continued  Using Plato, Odysseyware, Rosetta Stone, etc. –These programs are the textbook and still require a HQ teacher –Some standards cannot be met with these programs and must be supplemented by HQ teacher –Student work must be assessed by HQ teacher

11. Credit by Proficiency  Core Academic content must be taught by a HQT  Evidence of proficiency and sufficiency must be determined by a HQT

12. What about Special Education Teachers?  Must meet the requirements for HQT in all core academic subjects they teach  K-8 must demonstrate subject matter competency in the same way elementary teachers do  9-12 must demonstrate subject matter competency the same way HS teachers do  High School exception for students taking alternative assessment

13. Special Education and Modified Diplomas  http://www.ode.state.or.us/gradelev el/hs/transition/moddipopt- hglyqualtea.pdf http://www.ode.state.or.us/gradelev el/hs/transition/moddipopt- hglyqualtea.pdf http://www.ode.state.or.us/gradelev el/hs/transition/moddipopt- hglyqualtea.pdf

14. Matching Licenses to Courses  http://www.tspc.state.or.us/new/cor e/licensure.asp?op=10&id=0 http://www.tspc.state.or.us/new/cor e/licensure.asp?op=10&id=0 http://www.tspc.state.or.us/new/cor e/licensure.asp?op=10&id=0

15. What if I cannot find a HQT?  Procedure to follow:  Contact ODE  Complete Individual Teacher Plan http://www.ode.state.or.us/opportunities/ grants/nclb/title_ii/a_teacherquality/teach erplan.rtf http://www.ode.state.or.us/opportunities/ grants/nclb/title_ii/a_teacherquality/teach erplan.rtf  Send Copy of Plan to ODE

16. Staff Assignment Collection  Tools https://district.ode.state.or.us/

17. Staff Assignment Changes 2010-11  Collecting data on all classes taught during the year, not a snapshot of the classes.

18. Over the past 15 years, a lot of research. Principal finding: Teachers matter more to student learning than anything else. And there are far bigger differences among them than we ever knew.

19. Sourc e: Low-achievers become high achievers with effective teachers Pass rates of previously low-achieving students according to the effectiveness of their teachers READING Babu & Mendro, Teacher Accountability: HLM-Based Teacher Effectiveness Indices in the Investigation of Teacher Effects on Student Achievement in a State Assessment Program, Dallas TX public schools, AERA, 2003. percent passing

20. Cumulative Teacher Effects On Students’ Math Scores in Dallas (Grades 3-5) Source: Heather Jordan, Robert Mendro, and Dash Weerasinghe, The Effects of Teachers on Longitudinal Student Achievement, 1997. Beginning Grade 3 Percentile Rank= 55 Beginning Grade 3 Percentile Rank= 57

21. “Massive Impact” “If the effects were to accumulate, having a top-quartile teacher rather than a bottom quartile teacher four years in a row would be enough to close the black-white test score gap.” Source: Gordon, R., Kane, T.J., and Staiger, D.O. (2006). Identifying Effective teachers Using Performance on the Job. Washington, D.C.: The Brookings Institution.

22. Teachers are the greatest school-based influence on student achievement (Nye, Konstantopolous, & Hedges, 2004; Rockoff, 2004). Teachers are the greatest school-based influence on student achievement (Nye, Konstantopolous, & Hedges, 2004; Rockoff, 2004). Every student should have a high-quality teacher. Every student should have a high-quality teacher. Currently, we use “highly qualified” to define this characteristic, but is that the same thing? Currently, we use “highly qualified” to define this characteristic, but is that the same thing? What We Know 22

23. Evolving Definition of High Quality Teaching Teaching Quality PracticeKnowledge Teacher Quality Qualifications CharacteristicsPractice ??? Student outcomes Teacher Effectiveness Student Learning ??? Other measures 23

24. 24 How do we measure teacher effectiveness?  "It's a hard nut to crack. The things that are easy to measure don't matter that much, and the things that matter aren't easy to measure." Adam Gamoran, interim dean at the University of Wisconsin School of Education, talking to Teacher Magazine in December 2008

25.  Elementary HQT Percentage –High Poverty97.3% –Low Poverty93.1%  Elementary Percentage Schools not making AYP –High Poverty12.95% –Low Poverty1.03% What does Oregon’s Data say?

26.  Secondary HQT Percentage –High Poverty94.3% –Low Poverty94.9%  Secondary Percentage Schools not making AYP –High Poverty68.86% –Low Poverty32.11% What does Oregon’s Data say? (continued)

27. Research has, at this point, shown that these “teacher inputs” (certification status, degree, subject-area major) do not greatly impact student achievement (Goldhaber & Brewer, 2000; Rice, 2003). Research has, at this point, shown that these “teacher inputs” (certification status, degree, subject-area major) do not greatly impact student achievement (Goldhaber & Brewer, 2000; Rice, 2003). In other words, there are weak and mixed effects of teacher qualifications on student achievement test scores (Wayne & Youngs, 2003; Wilson & Floden, 2003). In other words, there are weak and mixed effects of teacher qualifications on student achievement test scores (Wayne & Youngs, 2003; Wilson & Floden, 2003). 27 What We Know

28. Most recently, there has been a shift from teacher quality to teaching quality to teacher effectiveness. Most recently, there has been a shift from teacher quality to teaching quality to teacher effectiveness. As a concept, teacher effectiveness measures teaching quality through contributions to student growth and learning. As a concept, teacher effectiveness measures teaching quality through contributions to student growth and learning. This is where the research is headed. This is where the research is headed. What We Know 28

29.  How do we define teacher effectiveness in Oregon? Teacher Effectiveness

30. Questions