380 Western Washington University Rec Sum Title: tBO will ... · 380 Western Washington University...

380 Western Washington University

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DECISION PACKAGE TITLE: Increasing the Number of Teachers in Washington

State

Recommendation Summary Text

Washington is facing a critical shortage of new teachers, specifically, in four high

needs/shortage areas: special education, mathematics, science, and English language

learning. School principals, the Office of the Superintendent of Public Instruction, the

Professional Educator Standards Board, the Washington Association for the Council of

Teacher Education, and state legislators are focused on increasing the number of teachers.

Western Washington University, supported and encouraged by these entities, proposes to

bring 200 additional teachers into high needs/critical shortage areas every year. As a

public institution approved to certify teachers, we are mandated to help alleviate the K-12

teacher shortage.

Fiscal Detail: The Budget Office (tBO) will complete this section based on budget forms.

2019-20 2020-21 2019-21

RESOURCES

Fund xxx, Net Tuition

Fund 001, General Fund - State $ - $ - $ -

Total Resources $ - $ - $ -

USES (EXPENDITURES)

Faculty $ - $ - $ -

Graduate Teaching Assistants $ - $ - $ -

Exempt $ - $ - $ -

Classified $ - $ - $ -

Hourly $ - $ - $ -

Salaries and Wages $ - $ - $ -

Employee Benefits $ - $ - $ -

Goods and Services $ - $ - $ -

Equipment $ - $ - $ -

Total Expenditures $ - $ - $ -

STAFFING FTE (B6)

Faculty 0.00 0.00

Professional Staff 0.00 0.00

Classified Staff 0.00 0.00

Hourly 0.00 0.00

Total FTE 0.00 0.00




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Package Description

Narrative Justification and Impact Statement:

The state of Washington is facing a critical shortage of new teachers. This first became

evident in 2014-15 when school districts were facing shortages of substitutes because

many of them had been pressed into full-time service. More recently, the shortage of

teachers for the state has become a focal area of attention from the Office of the

Superintendent of Public Instruction (OSPI), the Professional Educator Standards Board,

the Washington Association for the Council of Teacher Education, and various state

legislators from around the state. (Please contact me if you would be interested in seeing

any of their reports around the teacher shortage).

This shortage is due in part to increases in retirements and attrition within the profession

(nearly 50% of all teachers leave teaching within the first five years of employment).

The shortage increase was exacerbated by the state-wide funding requirement to lower

class sizes in grades K-3. This creates a need for an additional 2500 new teachers each

year for the next three years just to be meet the class size reduction. Before the class size

reduction, school districts hired 2860 new teachers and all the teacher education

programs in the state only produced 2485.

According to a survey of Principals by the OSPI:

90% said they were “in crisis” or “struggling” to find qualified teachers;

80% had employed individuals on emergency teaching certificates;

74% reported that, in the past week, they had been required to cover a classroom

because a substitute was not available; and,

29% reported that they still had teacher positions that were not filled after the start

of the academic year.

A trend is also emerging that shows shortages of teachers are more prevalent in urban

centers and more remote/rural districts. Additionally, shortages are exacerbated in

historically high needs areas of special education, mathematics, all of the sciences, and

teachers endorsed to teach English language learners (ELL). Washington state is part of a

national teacher shortage that is at a point of crisis, especially in these same shortage

areas.

The Woodring College of Education (WCE) sees this as an opportunity to address an

important gap in the need for new teachers by scaling up the production of new teachers.

We feel a deeper mandate as a public institution to help alleviate the impending shortage

of teachers in the K-12 system. The College intends to be a key contributor to the

development of future teachers into those areas of the state school system that most need

them. This proposal will bring 200 teachers into the profession each year.




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a) What specific performance outcomes does the agency expect?

(See extended discussion of each of these, with resource requests, in Appendix A)

Goal 1: Increase the capacity of the university to recruit and retain the addition of

200 students into teacher education programs. This goal supports the

achievement of the other goals.

Goal 2: Increase the capacity at the WWU Teacher Education Outreach Program

Sites – Increase the number of ELED/SPED dual endorsed teachers by 50

at these WWU sites by forming additional cohorts through the Teacher

Education Outreach Programs.

Goal 3: Increase the number of Early Childhood Educators by 25 by creating an

additional cohort.

Goal 4: Alternate Routes to Elementary Teacher Certification that will prepare 25

additional elementary teachers with an English Language Learner

endorsement.

Goal 5: Alternative Routes to Special Education/Elementary Education Dual

Endorsement to prepare 25 additional teachers.

Goal 6: Special Education/Elementary Education Dual Endorsement (Grades K-

12) on campus in Bellingham to prepare 45 additional teachers.

Goal 7: Increase the number of STEM teachers in Secondary Education by 30 (15

mathematics teachers and 15 science teachers). This total number (30) will

grow to 40 during the ensuing years.

Goal 8: Evaluation and Assessment for State Indicator-based Model to measure

the success of these programs.

b) Performance measure detail. The success of this proposal will be directly measured by the increase in teachers

that are prepared at WWU. Goal #1 calls for recruiting 200 additional students in

the teacher education programs across all of the sites, and Goals 2-7 state the

specific allocation of these additional students at the Bellingham campus and at

off-site locations. What follows are the endorsement areas for the additional

teachers that will be prepared with a Washington state teaching license/certificate

(and the corresponding goals):

120 Elementary Education/Special Education Dual Endorsed (Goals 1, 2,

5, 6, 8)

25 Elementary Education with English Language Learners endorsement

(Goals 2, 4, 8)

25 Early Childhood Education (Goals 2, 3, 8)




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30 Secondary Education Mathematics or Science Endorsed (moving to 40

after the initial year) (Goals 2, 7, 8)

All students are tracked for performance in the Woodring Information System.

This includes quarterly analysis of recruitment efforts, progress through the

programs to ensure retention, logs of time spent in schools, meeting state

certification requirements, and passing state mandated tests (e.g., Teacher

Performance Assessment (edTPA), Washington Educators Skills Test (WEST-

E)).

c) Is this decision package essential to implement a strategy identified in

Western’s strategic plan?

Western’s mission emphasizes positive impact on the state of Washington. Its

strategic plan includes objectives on expanding access to our programs, and

having the agility to respond to state needs. Also included as an objective is

expanding access to affordable, quality education at all locations Western serves.

Finally, Western desires to enroll, retain, and graduate increasing numbers of

first-generation students and students from underrepresented groups. This

proposal will help Western accomplish all these objectives.

d) Does this decision package provide essential support to one of the Governor’s

priorities?

Goal 1 of the Governor’s priorities is a world-class education for Washington

students. This proposal, by increasing the number of highly trained teachers for

Washington’s schools, will provide essential resources toward the fulfillment of

that goal.

e) Does this decision package provide essential support to one or more of the

Governor’s Results Washington priorities?

This proposal will provide support for both Early Learning and K-12 sections of

the Governor’s Goal 1 priorities of Access and Success.

f) What are the other important connections or impacts related to this proposal?

The greatest request for teacher education programs to describe their efforts to

scale up the production of new teachers is coming from the Office of the

Superintendent of Public Instruction (OSPI), the Professional Educator Standards

Board (PESB), the House Education Committee (led by Representative Santos),

and legislators around the state. School district personnel (e.g., school principals)

and the teacher union (Washington Education Association) are expecting a strong

https://www.ofm.wa.gov/sites/default/files/public/legacy/budget/instructions/operating/2017_19/chapter3.pdf




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commitment and quick action from higher education to address the teacher

shortage across the state by making specific efforts to increase the number of new

teachers.

The results of the OPSI Principal survey confirm these requests and the stated

need for increasing the number of prepared teachers for the state. Two anecdotes

from within our region may be helpful here: the Superintendent of Burlington-

Edison claimed that in one week she had to be the substitute teacher in both a

kindergarten class and a high school chemistry class; and, the human resources

director at Everett School District stated that she had 60 people teaching on

emergency credential (individuals who may or may not have a college degree and

who have not explored the many elements of being an effective, equitable, and

skilled teacher). Both individuals have spoken with us about how we might scale

up the production of new teachers.

g) What alternatives were explored by the agency, and why was this alternative

chosen?

We recognize the pressing need and stand ready to expand our academic program

offerings. But we also can’t expand without additional human and fiscal

resources. We are at, or nearly at, maximum capacity in our current teacher

preparation programs. In reviewing our current fiscal and human resources, it is

impossible to simply increase the number of individuals who we bring into our

programs. We also recognize that our student service and academic units on

campus also will not also be able to increase capacity without additional

resources. We are strategically utilizing our off-campus sites to reach non-

traditional and diverse students not in Bellingham and to help alleviate the

pressure to campus programs.

h) What are the consequences of not funding this package?

While there are no direct negative consequences for the college or university for

not funding this package, the negative consequences in terms of our inability to

address a pressing problem in our state will be felt. The flood gate to unprepared

or poorly qualified individuals to be assigned teaching positions out of need will

be quite negatively felt academically, economically, and politically.

i) What is the relationship, if any, to the state’s capital budget?

This proposal will require additional office space for faculty and staff. Existing

space on campus will be insufficient.




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j) What changes would be required to existing statutes, rules, or contracts, in

order to implement the change.

None

k) Expenditure and revenue calculations and assumptions.

tBO will complete this section based on decision package budget details

provided by stakeholders and reviewed by tBO

l) Which costs and functions are one-time? Which are ongoing? What are the

budget impacts in future biennia?

tBO will complete this section based on decision package budget details

provided by stakeholders and reviewed by tBO; however, please advise if the

initiative will require ongoing and increasing investment (major) after 2019-

21.

‘END




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Appendix A

Eight Goals to increase by 200 the number of teachers from WWU

Overview: Increase our development and preparation of about 200 new teachers:

120 Elementary Education/Special Education Dual Endorsed (Goals 1, 2, 5, 6, 8)

25 Elementary Education with English Language Learners endorsement (Goals 2,

4, 8)

25 Early Childhood Education (Goals 2, 3, 8)

30 Secondary Education Mathematics or Science Endorsed (moving to 40 after

the initial year) (Goals 2, 7, 8)

The need is for 2 recruitment and retention experts, 11.5 new tenure track, 24 non-tenure

track, field-based supervisors, or master teachers, 6 staff providing support, 4 teaching

assistants, 10 undergraduate learning assistants, and 1 Evaluation and Assessment

Specialist for State Indicator-based Model. Office space will be needed for each of the

tenure track and Professional Staff, as well as classroom space that is TBD.

Goal 1: Increase the capacity of the university to recruit and retain the addition of 200

students into teacher education programs. This goal supports the achievement of the

other goals.

Support: 2 FTE recruiters and a recruitment and retention specialists

Focus: Lead and direct focused recruitment into careers in Secondary

Education, Early Childhood Education, Special Education, Science,

Mathematics, English Language Learning, and Elementary Education. These

specialists will lead a strategic and robust recruitment program focusing on

students at the university, but also in community colleges and high schools.

Once recruited, these specialists will help with retention efforts to ensure that

students succeed in endorsement and certification coursework, and are

successful in completing the exit exams and edTPA. Recruitment and retention

socialists will have expertise in recruiting students from diverse backgrounds,

students of color, etc. Recruitment efforts will include:

Skagit Valley Community College (including high school teacher recruitment

efforts and the Maestros bridge)

Whatcom Community College

Entering freshmen and transfers at WWU

Forays of recruiting across the state for high school students interested in

teaching

In addition, other “pathways” to teacher education programs at the WWU Bellingham

campus will be developed and supported. Current examples include:

General information sessions for undeclared first- and second-year students

about teaching in the local community




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Goal 1 continued:

Promoting the teaching career by faculty across the colleges

Compass-2-Campus and Building Bridges

Summer programs that provide structured teaching opportunities

Recruiting post-baccalaureates who might want to “re-tool” and become a

teacher.

Goal 2: Increase the capacity at the WWU Teacher Education Outreach Program Sites

- Increase the number of ELED/SPED dual endorsed teachers by 50 at these WWU

sites by forming additional cohorts through the Teacher Education Outreach Programs

(TEOP)

Support: 2 tenure track faculty

5 non-tenure track instructors

1 staff support

Focus: Expand the current undergraduate ELED/SPED cohorts

Goal 3: Increase the number of Early Childhood Educators (ECE) by 25 by creating an

additional cohort (grades P-3)


4 non-tenure track instructors

3 intern supervisors

1 staff support

Focus: Expand the current ECE program.

Goal 4: Alternate Routes to Elementary Teacher Certification that will prepare 25

additional elementary teachers with an English Language Learner endorsement.

Support: 1.5 tenure track faculty

3 non-tenure track instructors-Science & Mathematics

1.5 staff support

Focus: An alternative delivery model for different components of a post-bac

elementary education program. Since this program will be embedded in schools, and

most schools function during the day, it would likely not utilize an evening and

weekend program. A post-bac ELED program would likely be an alternate route to

certification, with competency-based course work fitting into a five-quarter (summer

through summer) time.




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Goal 5: Alternative Routes to Special Education/Elementary Education Dual

Endorsement to prepare 25 additional teachers.


2 non-tenure track instructors for Math/Science Performing Arts

1 practicum supervisors

.5 staff support Focus: Develop special education plus elementary education dual endorsement alternative licensure program that will be based in schools for 25 para-educators who have completed a direct transfer agreement. The program will admit every two years for an eight-quarter sequence, including summers. The program will be a high-quality hybrid model, consisting of on-line modules, campus-based summer experiences, and video-supervision. This model will provide place-based para-educators access and a pathway to certification. It will also provide districts across Washington opportunities to grow their own special educators.

Goal 6: Special Education/Elementary Education Dual Endorsement (Grades K-12) on

campus in Bellingham to prepare 45 additional teachers


2 practicum supervisors

2 non-tenure track instructors for Math/Science Performing Arts

1 staff support

Focus: Build the capacity of the current Special Education plus Elementary Education Dual Endorsement Program by increasing the number of candidates each year by 45 (i.e., 15 candidates per quarter for each academic year) to provide the current high quality courses and field experiences that develop highly skilled K – 12 special educators with elementary dual endorsements.

Goal 7: Increase the number of STEM teachers in Secondary Education by 30 (15

mathematics teachers and 15 science teachers). This total number (30) will grow to 40

during the ensuing years

Support: 1 tenure track faculty - Engineering/SMATE

1 tenure track faculty - Math Ed Secondary

1 tenure track faculty - Science Ed Secondary

1 tenure track faculty - Secondary

2 non-tenure track STEM instructors

4 undergraduate teaching assistants

10 undergraduate learning assistants for science/math courses

1 staff support




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Goal 7 continued:

Focus: Expand the current undergraduate/post-bac and Masters in Teaching (MIT)

programs in Secondary Education by an additional 30 STEM teachers and integrate

Computer Science and Engineering into STEM Teacher Preparation degree programs

and endorsements. The increase of 30 would be 15 mathematics teachers and 15

science teachers. This total number (30) will grow to 40 during the ensuing years.

Goal 8: Evaluation and Assessment for State Indicator-based Model to measure the

success of these programs

Support: 1 Evaluation and Assessment for State Indicator-based Model Specialist

Software for data and tracking

Focus: The programs and teacher preparation proposals listed as goals will benefit

from program assessment/evaluation. This will not take the form of an internal audit,

but rather will seek to address program design, effectiveness of programs, and teacher

effectiveness.

POSITION TITLE

Proposed

Annual Salary Headcount FTE

Budgeted

Salary Benefits TOTAL

Proposed

Annual Salary Headcount FTE

Budgeted

Salary Benefits TOTAL

Faculty Salaries

Total Professors -$ -$ 0 0.00 -$ -$ -$

Total Associate Professors -$ -$ 0 0.00 -$ -$ -$

Assistant Prof--Elementary Education -$ 73,000$ 3 2.50 182,500$ 66,928$ 249,428$

Assistant Prof--Special Education -$ 75,000$ 3 3.00 225,000$ 74,815$ 299,815$

Assistant Prof--Secondary Education -$ 75,000$ 1 1.00 75,000$ 24,938$ 99,938$

Assistant Prof--Engineering/SMATE -$ 95,000$ 1 1.00 95,000$ 28,522$ 123,522$

Assistant Prof--Math Education -$ 75,000$ 1 1.00 75,000$ 24,938$ 99,938$

Assistant Prof--Science Education -$ 75,000$ 1 1.00 75,000$ 24,938$ 99,938$

Assistant Prof--Teacher Ed Outreach -$ 75,000$ 2 2.00 150,000$ 49,877$ 199,877$

Total Assistant Professors -$ 543,000$ 12 11.50 877,500$ 294,958$ 1,172,458$

Non Tenure-Track -$ 40,000$ 24 24.00 960,000$ 447,994$ 1,407,994$

Total Non Tenure-Track -$ 40,000$ 24 24.00 960,000$ 447,994$ 1,407,994$

-$ 0 0.00 -$ -$ -$ 583,000$ 36 35.50 1,837,500$ 742,951$ 2,580,451$

Exempt Staff Salaries

Recruitment/Retention Specialist -$ 45,000$ 2 1.50 67,500$ 34,822$ 102,322$

edTPA Specialist -$ 55,500$ 1 0.50 27,750$ 16,200$ 43,950$

LInCS Coordinator -$ 50,000$ 1 0.25 12,500$ 2,376$ 14,876$

Eval/Assessment for Indicator Based Model -$ 80,000$ 1 1.00 80,000$ 25,834$ 105,834$

-$ 0 0.00 -$ -$ -$ 230,500$ 5 3.25 187,750$ 79,232$ 266,982$

Classified Salaries

Program Coordinator -$ 44,000$ 5 4.00 176,000$ 90,566$ 266,566$

Admin Svc Manager A -$ 50,000$ 1 1.00 50,000$ 21,048$ 71,048$

IT Specialist 2 -$ 57,000$ 1 0.75 42,750$ 19,528$ 62,278$

-$ 0 0.00 -$ -$ -$ 151,000$ 7 5.75 268,750$ 131,142$ 399,892$

Student Salaries

Teaching Assistant -$ 12,000$ 4 4.00 48,000$ 5,971$ 53,971$

Learning Asst.--UG -$ 7,000$ 10 10.00 70,000$ 10,968$ 80,968$

-$ 0 0.00 -$ -$ -$ 19,000$ 14 14.00 118,000$ 16,939$ 134,939$

Total Salary and Benefits - All Positions -$ 0 0.00 -$ -$ -$ 983,500$ 62 58.50 2,412,000$ 970,264$ 3,382,264$

Student Salary and Benefit Total

STATE BIENNIAL BUDGET REQUEST YEAR 1 STATE BIENNIAL BUDGET REQUEST YEAR 2

FY2019-20 FY2020-21

Faculty Salary and Benefit Total

Exempt Staff Salary and Benefit Total

WESTERN WASHINGTON UNIVERSITYIncreasing the Number of Teachers in Washington State

Classified Staff Salary and Benefit Total

Woodring College of Education

Increasing the Number of Teachers in Washington State

2/23/2018

WWU Budget Office

Employee One Time Recurring Total Employee One Time Recurring Total Employee One Time Recurring Total

Salary & Benefit Information Automatically Populated from FTE Costs Costs Costs FTE Costs Costs Costs FTE Costs Costs Costs

Faculty Salaries -$ 35.5 1,837,500$ 1,837,500$ 35.5 1,837,500$ 1,837,500$

Professional Salaries -$ 3.3 187,750$ 187,750$ 3.3 187,750$ 187,750$

Classified Salaries -$ 5.8 268,750$ 268,750$ 5.8 268,750$ 268,750$

Student Salaries (includes Graduate Assistants) -$ 14.0 118,000$ 118,000$ 14.0 118,000$ 118,000$

Benefits -$ 970,264$ 970,264$ 970,264$ 970,264$ Total Salaries & Benefits 0.0 -$ -$ -$ 58.5 -$ 3,382,264$ 3,382,264$ 58.5 -$ 3,382,264$ 3,382,264$

Supplies and Materials -$ 35,000$ 35,000$ 35,000$ 35,000$

Professional Service Contracts -$ -$ -$

Equipment and Personal Technology 160,000$ 160,000$ 99,000$ 99,000$ 160,000$ 99,000$ 259,000$

Other Goods and Services -$ 170,000$ 170,000$ 170,000$ 170,000$ Total Goods and Services 160,000$ -$ 160,000$ -$ 304,000.0$ 304,000.0$ 160,000$ 304,000$ 464,000$

Lodging -$ -$ -$

Automobile Rental -$ -$ -$

Air Travel -$ -$ -$

Ground Transportation -$ -$ -$

Other travel costs 75,000$ 75,000$ 53,000$ 53,000$ 75,000$ 53,000$ 128,000$ Total Travel 75,000$ -$ 75,000$ -$ 53,000.0$ 53,000.0$ 75,000$ 53,000$ 128,000$

Libraries** (Estimated at $10k per faculty member) -$ 355,000$ 355,000$ 355,000$ 355,000$

Academic Support Services/Student Support Services (3% of Direct Costs) -$ 112,178$ 112,178$ 112,178$ 112,178$

Institutional Support (2% of Direct Costs) -$ 74,785$ 74,785$ 74,785$ 74,785$

Plant Operation and Maintenance (3% of Direct Costs) -$ 112,178$ 112,178$ 112,178$ 112,178$ Total Indirect Costs -$ -$ 654,141.1$ 654,141.1$ 654,141$ 654,141$

Total Expenditures 235,000$ -$ 235,000$ -$ 4,393,405$ 4,393,405$ -$ 235,000$ 4,393,405$ 4,628,405$

STATE BIENNIAL BUDGET REQUEST TOTAL

Total

WESTERN WASHINGTON UNIVERSITYIncreasing the Number of Teachers in Washington State

STATE BIENNIAL BUDGET REQUEST YEAR 1

FY2020-21

STATE BIENNIAL BUDGET REQUEST YEAR 2

FY2019-20

Woodring College of Education

Increasing the Number of Teachers in Washington State

2/23/2018

WWU Budget Office

380 Western Washington University Rec Sum Title: tBO will ... · 380 Western Washington University...

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