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Highly Highly Qualified/High Qualified/High ly Effective ly Effective Teachers Teachers

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Page 1: Highly Qualified/Highly Effective Teachers. Presenter  Bev Pratt Education Specialist, ODE bev.pratt@state.or.us (503) 947-5806

Highly Highly Qualified/Highly Qualified/Highly

Effective TeachersEffective Teachers

Page 2: Highly Qualified/Highly Effective Teachers. Presenter  Bev Pratt Education Specialist, ODE bev.pratt@state.or.us (503) 947-5806

PresenterPresenter

Bev PrattBev PrattEducation Specialist, ODEEducation Specialist, ODE

[email protected](503) 947-5806(503) 947-5806

Page 3: Highly Qualified/Highly Effective Teachers. Presenter  Bev Pratt Education Specialist, ODE bev.pratt@state.or.us (503) 947-5806

Who needs to be HQ? Who needs to be HQ?

All teachers of core academic All teachers of core academic subjectssubjects

Long term substitutes of 4 or more Long term substitutes of 4 or more weeksweeks

Page 4: Highly Qualified/Highly Effective Teachers. Presenter  Bev Pratt Education Specialist, ODE bev.pratt@state.or.us (503) 947-5806

Core Academic SubjectsCore Academic Subjects

English (Language Arts) English (Language Arts) MathematicsMathematics Science Science Foreign LanguageForeign Language The ArtsThe Arts GeographyGeography HistoryHistory Civics and Government Civics and Government EconomicsEconomics

Page 5: Highly Qualified/Highly Effective Teachers. Presenter  Bev Pratt Education Specialist, ODE bev.pratt@state.or.us (503) 947-5806

What is the definition of a Highly What is the definition of a Highly Qualified Teacher?Qualified Teacher?

Obtain full state licensureObtain full state licensure

Holds a minimum of a bachelor’s Holds a minimum of a bachelor’s degreedegree

Demonstrate subject matter Demonstrate subject matter competencycompetency

Page 6: Highly Qualified/Highly Effective Teachers. Presenter  Bev Pratt Education Specialist, ODE bev.pratt@state.or.us (503) 947-5806

Licenses Considered Full State Licenses Considered Full State CertificationCertification

Basic and Standard LicensesBasic and Standard Licenses Five Year LicensesFive Year Licenses

Initial and Continuing LicensesInitial and Continuing Licenses

Approved NCLB Alternative Route Approved NCLB Alternative Route Teaching LicenseTeaching License

Page 7: Highly Qualified/Highly Effective Teachers. Presenter  Bev Pratt Education Specialist, ODE bev.pratt@state.or.us (503) 947-5806

Demonstrating Subject Matter Demonstrating Subject Matter CompetencyCompetency

Hold an undergraduate or graduate Hold an undergraduate or graduate degree in the core academic subject degree in the core academic subject matter area ormatter area or

Complete coursework equivalent to an Complete coursework equivalent to an undergraduate major in the core academic undergraduate major in the core academic area (minimum 34 quarter hours) orarea (minimum 34 quarter hours) or

Passing a rigorous state exam in the core Passing a rigorous state exam in the core academic subject matter area oracademic subject matter area or

Page 8: Highly Qualified/Highly Effective Teachers. Presenter  Bev Pratt Education Specialist, ODE bev.pratt@state.or.us (503) 947-5806

Demonstrating Subject Matter Demonstrating Subject Matter Competency (continued)Competency (continued)

High Objective Uniform State High Objective Uniform State Standards of Evaluation (HOUSSE)Standards of Evaluation (HOUSSE)

Page 9: Highly Qualified/Highly Effective Teachers. Presenter  Bev Pratt Education Specialist, ODE bev.pratt@state.or.us (503) 947-5806

What about alternative What about alternative education?education?

Must meet requirements of HQT in all Must meet requirements of HQT in all core academic subjects they teachcore academic subjects they teach

Page 10: Highly Qualified/Highly Effective Teachers. Presenter  Bev Pratt Education Specialist, ODE bev.pratt@state.or.us (503) 947-5806

Alternative Education ContinuedAlternative Education Continued

Using Plato, Odysseyware, Rosetta Using Plato, Odysseyware, Rosetta Stone, etc.Stone, etc.– These programs are the textbook and These programs are the textbook and

still require a HQ teacherstill require a HQ teacher– Some standards cannot be met with Some standards cannot be met with

these programs and must be these programs and must be supplemented by HQ teachersupplemented by HQ teacher

– Student work must be assessed by HQ Student work must be assessed by HQ teacherteacher

Page 11: Highly Qualified/Highly Effective Teachers. Presenter  Bev Pratt Education Specialist, ODE bev.pratt@state.or.us (503) 947-5806

Credit by ProficiencyCredit by Proficiency

Core Academic content must be Core Academic content must be taught by a HQTtaught by a HQT

Evidence of proficiency and Evidence of proficiency and sufficiency must be determined by a sufficiency must be determined by a HQTHQT

Page 12: Highly Qualified/Highly Effective Teachers. Presenter  Bev Pratt Education Specialist, ODE bev.pratt@state.or.us (503) 947-5806

What about Special Education What about Special Education Teachers?Teachers?

Must meet the requirements for HQT in all Must meet the requirements for HQT in all core academic subjects they teachcore academic subjects they teach

K-8 must demonstrate subject matter K-8 must demonstrate subject matter competency in the same way elementary competency in the same way elementary teachers doteachers do

9-12 must demonstrate subject matter 9-12 must demonstrate subject matter competency the same way HS teachers docompetency the same way HS teachers do

High School exception for students taking High School exception for students taking alternative assessmentalternative assessment

Page 13: Highly Qualified/Highly Effective Teachers. Presenter  Bev Pratt Education Specialist, ODE bev.pratt@state.or.us (503) 947-5806

Special Education and Modified Special Education and Modified DiplomasDiplomas

http://www.ode.state.or.us/gradelevel/hs/transition/moddipopt-hglyqualtea.pdf

Page 14: Highly Qualified/Highly Effective Teachers. Presenter  Bev Pratt Education Specialist, ODE bev.pratt@state.or.us (503) 947-5806

Matching Licenses to CoursesMatching Licenses to Courses

http://www.tspc.state.or.us/new/core/licensure.asp?op=10&id=0

Page 15: Highly Qualified/Highly Effective Teachers. Presenter  Bev Pratt Education Specialist, ODE bev.pratt@state.or.us (503) 947-5806

What if I cannot find a HQT?What if I cannot find a HQT?

Procedure to follow:Procedure to follow:Contact ODEContact ODE

Complete Individual Teacher PlanComplete Individual Teacher Plan

http://www.ode.state.or.us/opportunities/grants/nclb/title_ii/a_teacherquality/teacherplan.rtf

Send Copy of Plan to ODESend Copy of Plan to ODE

Page 16: Highly Qualified/Highly Effective Teachers. Presenter  Bev Pratt Education Specialist, ODE bev.pratt@state.or.us (503) 947-5806

Staff Assignment CollectionStaff Assignment Collection

ToolsToolshttps://district.ode.state.or.us/

Page 17: Highly Qualified/Highly Effective Teachers. Presenter  Bev Pratt Education Specialist, ODE bev.pratt@state.or.us (503) 947-5806

Staff Assignment Changes 2010-11Staff Assignment Changes 2010-11

Collecting data on all classes taught Collecting data on all classes taught during the year, not a snapshot of during the year, not a snapshot of the classes.the classes.

Page 18: Highly Qualified/Highly Effective Teachers. Presenter  Bev Pratt Education Specialist, ODE bev.pratt@state.or.us (503) 947-5806

Over the past 15 Over the past 15 years, a lot of years, a lot of

research.research.Principal finding: Teachers matter more to Principal finding: Teachers matter more to student learning than anything else. And student learning than anything else. And

there are far bigger differences among there are far bigger differences among them than we ever knew. them than we ever knew.

Page 19: Highly Qualified/Highly Effective Teachers. Presenter  Bev Pratt Education Specialist, ODE bev.pratt@state.or.us (503) 947-5806

Source:

Low-achievers become high achievers with Low-achievers become high achievers with effective teacherseffective teachers

Pass rates of previously low-achieving students according to the Pass rates of previously low-achieving students according to the effectiveness of their teacherseffectiveness of their teachers

READINGREADING

Babu & Mendro, Teacher Accountability: HLM-Based Teacher Effectiveness Indices in the Investigation of Teacher Effects on Student 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.Achievement in a State Assessment Program, Dallas TX public schools, AERA, 2003.

perc

en

t p

assin

g

Page 20: Highly Qualified/Highly Effective Teachers. Presenter  Bev Pratt Education Specialist, ODE bev.pratt@state.or.us (503) 947-5806

Cumulative Teacher Effects On Cumulative Teacher Effects On Students’ Math Scores in Dallas Students’ Math Scores in Dallas

(Grades 3-5)(Grades 3-5)

Source: Heather Jordan, Robert Mendro, and Dash Weerasinghe, The Effects of Teachers on Longitudinal Student Achievement, 1997.

Beginning Grade 3Percentile Rank= 55

Beginning Grade 3Percentile Rank= 57

Page 21: Highly Qualified/Highly Effective Teachers. Presenter  Bev Pratt Education Specialist, ODE bev.pratt@state.or.us (503) 947-5806

““Massive Impact”Massive Impact”

““If the effects were to accumulate, having aIf the effects were to accumulate, having a

top-quartile teacher rather than a bottomtop-quartile teacher rather than a bottom

quartile teacher four years in a row would bequartile teacher four years in a row would be

enough to close the black-white test scoreenough to close the black-white test score

gap.”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.

Page 22: Highly Qualified/Highly Effective Teachers. Presenter  Bev Pratt Education Specialist, ODE bev.pratt@state.or.us (503) 947-5806

• Teachers are the greatest school-based influence on Teachers are the greatest school-based influence on student achievement (Nye, Konstantopolous, & student achievement (Nye, Konstantopolous, & Hedges, 2004; Rockoff, 2004).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 Currently, we use “highly qualified” to define this

characteristic, but is that the same thing?characteristic, but is that the same thing?

What We KnowWhat We Know

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Page 23: Highly Qualified/Highly Effective Teachers. Presenter  Bev Pratt Education Specialist, ODE bev.pratt@state.or.us (503) 947-5806

Evolving Definition of High Evolving Definition of High Quality TeachingQuality Teaching

2323

Page 24: Highly Qualified/Highly Effective Teachers. Presenter  Bev Pratt Education Specialist, ODE bev.pratt@state.or.us (503) 947-5806

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How do we measure teacher How do we measure teacher effectivenesseffectiveness??

"It's a hard nut to crack. The "It's a hard nut to crack. The things that are easy to measure things that are easy to measure don't matter that much, and the don't matter that much, and the things that matter aren't easy to things that matter aren't easy to measure." measure."

Adam Gamoran, interim dean at the Adam Gamoran, interim dean at the University of Wisconsin School of Education, University of Wisconsin School of Education, talking to talking to Teacher MagazineTeacher Magazine in December in December 20082008

Page 25: Highly Qualified/Highly Effective Teachers. Presenter  Bev Pratt Education Specialist, ODE bev.pratt@state.or.us (503) 947-5806

Elementary HQT PercentageElementary HQT Percentage– High PovertyHigh Poverty 97.3%97.3%– Low PovertyLow Poverty 93.1%93.1%

Elementary Percentage Schools not Elementary Percentage Schools not making AYPmaking AYP– High PovertyHigh Poverty 12.95%12.95%– Low PovertyLow Poverty 1.03%1.03%

What does Oregon’s Data What does Oregon’s Data say?say?

Page 26: Highly Qualified/Highly Effective Teachers. Presenter  Bev Pratt Education Specialist, ODE bev.pratt@state.or.us (503) 947-5806

Secondary HQT PercentageSecondary HQT Percentage– High PovertyHigh Poverty 94.3%94.3%– Low PovertyLow Poverty 94.9%94.9%

Secondary Percentage Schools not Secondary Percentage Schools not making AYPmaking AYP– High PovertyHigh Poverty 68.86%68.86%– Low PovertyLow Poverty 32.11%32.11%

What does Oregon’s Data say? What does Oregon’s Data say? (continued)(continued)

Page 27: Highly Qualified/Highly Effective Teachers. Presenter  Bev Pratt Education Specialist, ODE bev.pratt@state.or.us (503) 947-5806

• Research has, at this point, shown that these Research has, at this point, shown that these “teacher inputs” (certification status, degree, “teacher inputs” (certification status, degree, subject-area major) do not greatly impact subject-area major) do not greatly impact student achievement (Goldhaber & Brewer, student achievement (Goldhaber & Brewer, 2000; Rice, 2003).2000; Rice, 2003).

• In other words, there are weak and mixed In other words, there are weak and mixed effects of teacher qualifications on student effects of teacher qualifications on student achievement test scores (Wayne & Youngs, achievement test scores (Wayne & Youngs, 2003; Wilson & Floden, 2003).2003; Wilson & Floden, 2003).

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What We KnowWhat We Know

Page 28: Highly Qualified/Highly Effective Teachers. Presenter  Bev Pratt Education Specialist, ODE bev.pratt@state.or.us (503) 947-5806

• Most recently, there has been a shift from Most recently, there has been a shift from teacher qualityteacher quality to to teaching qualityteaching quality to to teacher effectivenessteacher effectiveness..

• As a concept, As a concept, teacher effectivenessteacher effectiveness measures teaching quality through measures teaching quality through contributions to student growth and contributions to student growth and learning.learning.

• This is where the research is headed.This is where the research is headed.

What We KnowWhat We Know

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Page 29: Highly Qualified/Highly Effective Teachers. Presenter  Bev Pratt Education Specialist, ODE bev.pratt@state.or.us (503) 947-5806

How do we define teacher How do we define teacher effectiveness in Oregon?effectiveness in Oregon?

Teacher EffectivenessTeacher Effectiveness

Page 30: Highly Qualified/Highly Effective Teachers. Presenter  Bev Pratt Education Specialist, ODE bev.pratt@state.or.us (503) 947-5806

QuestionsQuestions