Engaging Stakeholders in Ensuring Equitable Access to Excellent Educators Copyright © 2014 American Institutes for Research. All rights reserved. [Name of Presenter(s)] [Position(s)] [Date] Resource 11: PowerPoint Template

 Goal of Meeting  Findings From Research on Equitable Access  Historical Background on Equitable Access  Overview of Excellent Educators for All Initiative  Equitable Access in [Our State or District]  Dialogue Activity  Next Steps and Future Opportunities for Stakeholder Engagement Agenda 2

 Engage stakeholders, with the purpose of informing the design of a State Plan to Ensure Equitable Access to Excellent Educators.  Encourage stakeholders to offer their ideas, insights, and perspectives to improve educator equity.  Provide stakeholders with the background information they need to offer informed feedback.  Use this input to help ensure that states’ equitable access plans are designed and implemented in a way that not only complies with federal requirements but also leads to meaningful educational advancements. Goal of Meeting 3

What Is Equitable Access? 4

The following student groups are less likely to have access to great teachers and school leaders according to virtually every metric available:  Students of color  Students from low-income families  Rural students  Students with disabilities  Students with limited English proficiency  Students in need of academic remediation Source: Institute of Education Sciences, data from the U.S. Department of Education’s Office for Civil Rights Findings From Research on Equitable Access 5

 The 2002 reauthorization of the Elementary and Secondary Education Act, known as No Child Left Behind, called for all students to be taught by highly qualified teachers by  States also were required to create plans to ensure that students from low-income families and students of color are not taught at higher rates than other students by underqualified, inexperienced, or out-of-field teachers. Historical Background 6

What Have States Been Asked to Do? 7

The three-part initiative includes:  Educator Equable Access Plans  Educator Equity Profiles  Educator Equity Support Network Excellent Educators for All Initiative 8

New plans must be submitted to the U.S. Department of Education by June 2015 and must include:  Analysis of state data  Consideration of root causes of equity gaps  Engagement of teachers, principals, districts, parents, and community organizations [Insert update on the plan for your state.] Part 1: Plans to Ensure Equitable Access to Excellent Educators 9

 The U.S. Department of Education provided each state with an educator equity data profile based on statistics from the Civil Rights Data Collection (CRDC) to help states identify (1) gaps in access to quality teaching for students from low-income families and students of color and (2) high-need schools that are successfully recruiting and retaining excellent educators.  The data for our state indicated the following: [Insert Key Data Finding 1.] [Insert Key Data Finding 2.] [Insert Key Data Finding 3.] Part 2: Educator Equity Profiles 10

 The U.S. Department of Education also established a $4.2 million technical assistance network to support states and districts in developing and implementing their plans.  The network will develop model plans, share promising practices, provide communities of practice for educators, and create a network of support for educators working in high-need schools.  Our state has been involved with this network in the following ways: [Insert information about state involvement with the network.] Part 3: Educator Equity Support Network 11

 [Insert notes on previous equity work from 2006 (e.g., policies already passed, task forces or committees established).]  [Insert names of key stakeholders in current equitable access work and how and when they have been or will be involved in the process.] Equitable Access in [Insert State or District Name] 12

Addressing Equitable Access in [State] 13

 Additional data show that: [Insert any additional state-level or district-level data about equitable access patterns.] [Insert any research findings about the effectiveness of school or district approaches to address equitable access in your state (if available).] Additional Data on Equitable Access in [Insert State or District Name] 14

 Today we will engage in a dialogue on [insert topic].  We encourage everyone to participate in the conversation and share ideas, insights, and perspectives to improve educator equity in [our state or district].  [Insert information about the activity.] Instructions for Dialogue Activity 15

 Before we begin, let’s clarify some key terminology: [Insert definition 1.] [Insert definition 2.] [Insert definition 3.] [Insert definition 4.] [Insert definition 5.] Key Terminology 16

 [Insert group norms if appropriate.]  For example: Show courtesy when listening; do not interrupt. Disagree with ideas, not people. Turn off mobile devices. Group Norms 17

 [Insert instructions for today’s dialogue.] Let’s Hear From You 18

 Additional opportunities for stakeholder engagement in ensuring equitable access to excellent educators include: [Insert Opportunity 1, Date and Time, Location.] [Insert Opportunity 2, Date and Time, Location.] Continuing the Conversation 19

 [Insert contact details.] Questions and Answers 20