Issues and Actions: Joint Study Committee of Teacher Training and Certification & Alliance Math and Science Task Force Kelly Henson, Executive Director PSC Lynne Weisenbach, Vice Chancellor, USG Cindi Chance, Dean

Alliance Math/Science Task Force / Charge: Produce, recruit and retain more highly qualified, highly effective math and science teachers in Georgia Classrooms / Why Math/Science? Teacher Shortage Production Change in Public Policy Critical Importance of Subject Matter / Charge: Produce, recruit and retain more highly qualified, highly effective math and science teachers in Georgia Classrooms / Why Math/Science? Teacher Shortage Production Change in Public Policy Critical Importance of Subject Matter

Joint Study Committee HR 1103 / “Study the conditions, needs, issues, and problems associated with teacher quality, training, production, certification and retention.” / HR 1103 focused on legislation that would positively impact these items. / HR 1103 fully supported the proposals of the Math/Science Task Force as well as other recommendations. / “Study the conditions, needs, issues, and problems associated with teacher quality, training, production, certification and retention.” / HR 1103 focused on legislation that would positively impact these items. / HR 1103 fully supported the proposals of the Math/Science Task Force as well as other recommendations.

Teacher Preparation and Production

Differentiated Pay / All newly employed, fully certified, math and science teachers will skip steps E 1,2,3 on the salary scale and begin on step 4. Veteran teachers below step 4 will rise to that level. / Both the Task Force and the Study Committee agree that other disciplines; special education, for example, need to be considered for differentiated pay. / This is not where we end this discussion but clearly the right place to start. / All newly employed, fully certified, math and science teachers will skip steps E 1,2,3 on the salary scale and begin on step 4. Veteran teachers below step 4 will rise to that level. / Both the Task Force and the Study Committee agree that other disciplines; special education, for example, need to be considered for differentiated pay. / This is not where we end this discussion but clearly the right place to start.

Alternative Routes / Create new and more efficient routes to certification. / In addition to existing routes: / Adjunct Teacher License / Core Content Certification / Create new and more efficient routes to certification. / In addition to existing routes: / Adjunct Teacher License / Core Content Certification

Teach for America / Expand Teach for America Program / TFA has limited presence in Georgia / Designed for hard-to-staff systems/schools / Will never produce exceedingly large numbers / Expand Teach for America Program / TFA has limited presence in Georgia / Designed for hard-to-staff systems/schools / Will never produce exceedingly large numbers

USG 20,000 by 2020 / Where do teachers come from?? / USG institutions – approximately 30% / Private Georgia institutions – approx. 20% / Out of state preparation – approx. 20% / In state alternative routes (not within institutions) – approx. 30% / Where do teachers come from?? / USG institutions – approximately 30% / Private Georgia institutions – approx. 20% / Out of state preparation – approx. 20% / In state alternative routes (not within institutions) – approx. 30%

USG 20,000 X 2020 / Highly targeted, data informed, regional approach / Creative use of resources & technology (e.g., MAT/STEM on line collaborative) / Strong partnerships (districts, PSC, DOE, etc.) / Highly targeted, data informed, regional approach / Creative use of resources & technology (e.g., MAT/STEM on line collaborative) / Strong partnerships (districts, PSC, DOE, etc.)

Service Cancelable Loans / 30 % of teachers enter the profession via routes not associated with a college/university / Task Force recommendation: GSFC set aside $1m Promise and $2m HOPE funds for math/sci scholarships. (October 31 release any unused) / Committee recommends that HOPE and/or Promise Scholarships be available to candidates in alternative routes (TAPP, MAT, One-Year Supervised, etc.) / No new funds—redirected funds for both recs. / 30 % of teachers enter the profession via routes not associated with a college/university / Task Force recommendation: GSFC set aside $1m Promise and $2m HOPE funds for math/sci scholarships. (October 31 release any unused) / Committee recommends that HOPE and/or Promise Scholarships be available to candidates in alternative routes (TAPP, MAT, One-Year Supervised, etc.) / No new funds—redirected funds for both recs.

School / University Partnerships / Partnerships are effective ways to recruit, train and support teachers and school initiatives. / Many excellent partnerships exist. / (Coweta Co and U of West Georgia; Brenau University and Gainesville City; Georgia Southern and Screven Co) / Recommendations: Resolution that DOE, BOR, Private Colleges /Universities and local systems work together to promote partnerships. PSC provide flexibility needed to promote partnerships College and Universities value partnership work in tenure and promotion decisions. / Partnerships are effective ways to recruit, train and support teachers and school initiatives. / Many excellent partnerships exist. / (Coweta Co and U of West Georgia; Brenau University and Gainesville City; Georgia Southern and Screven Co) / Recommendations: Resolution that DOE, BOR, Private Colleges /Universities and local systems work together to promote partnerships. PSC provide flexibility needed to promote partnerships College and Universities value partnership work in tenure and promotion decisions.

Teacher Professional Development and Retention

Teacher Induction and Retention / Need to reduce Georgia’s attrition rate. / Committee recommendation: “..All school systems, working collaboratively with college and Universities, the DOE and teacher professional organizations, have in place an effective support system for new teachers…..that special education be the initial focus of this effort with a plan to expand the state program to include all beginning teachers.” The DOE will be responsible for implementing. / Need to reduce Georgia’s attrition rate. / Committee recommendation: “..All school systems, working collaboratively with college and Universities, the DOE and teacher professional organizations, have in place an effective support system for new teachers…..that special education be the initial focus of this effort with a plan to expand the state program to include all beginning teachers.” The DOE will be responsible for implementing.

Teacher Retention / Induction Continued / Task Force Recommendation: “The Alliance of Education Agency Heads should implement a comprehensive induction system that works for Georgia. A full proposal for this comprehensive induction system will be developed by the Implementation Team of the Alliance of Education Agency Heads.” (Details on page 31 of Math / Sci Task Force document) / Task Force Recommendation: “The Alliance of Education Agency Heads should implement a comprehensive induction system that works for Georgia. A full proposal for this comprehensive induction system will be developed by the Implementation Team of the Alliance of Education Agency Heads.” (Details on page 31 of Math / Sci Task Force document)

5 Year Vesting / Move to a 5 Year vesting model for TRS / Regionally most states have less than 10 year vesting model / Move to a 5 Year vesting model for TRS / Regionally most states have less than 10 year vesting model

Teacher Working Conditions / Has not been shared on large scale basis with districts to impact working conditions in Georgia / Data has been collected (e.g., Quality Learning and Teaching Environment working conditions surveys) / Recommendation : DOE review of data -- information disseminated. / Has not been shared on large scale basis with districts to impact working conditions in Georgia / Data has been collected (e.g., Quality Learning and Teaching Environment working conditions surveys) / Recommendation : DOE review of data -- information disseminated.

Leadership

Principal Professional Development / Agreement on critical role of the principal re: student learning / Recommendation to create a design team to develop a program to enhance knowledge, skills, and performances. / Support for current implementation of new Leadership Preparation rule. / Agreement on critical role of the principal re: student learning / Recommendation to create a design team to develop a program to enhance knowledge, skills, and performances. / Support for current implementation of new Leadership Preparation rule.

Merit Pay / Unused Leadership Degrees / Reward excellent performance / Allow the recruitment and retention of the "best and brightest" / Use of a growth or value added model to measure student achievement / Build a career path for teacher leadership / Reward excellent performance / Allow the recruitment and retention of the "best and brightest" / Use of a growth or value added model to measure student achievement / Build a career path for teacher leadership

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