CONNECTICUT STATE DEPARTMENT OF EDUCATION Talent Office Bureau of Leadership Development...

CONNECTICUT STATE DEPARTMENT OF EDUCATION

Talent Office

Bureau of Leadership Development

Connecticut’s 2015 Plan to Ensure Equitable Access to Excellent Educators

Data Workshop

November 16, 2015

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CONNECTICUT STATE DEPARTMENT OF EDUCATION CONNECTICUT STATE DEPARTMENT OF EDUCATION

Welcome & Introductions

Agenda, Meeting Outcomes & Norms

Review Background: CT’s 2015 State Equity Plan

Understanding CT’s Equity Gaps analysis and data sources

Exploring data trends for Retention (Equity Gaps 3&4)

Exploring district/LEA level trends data(Equity Gaps 1, 2, 3&4)

Identifying Strategies & Sharing Focus Areas for addressing Equity

Gaps

Closing & Next Steps

Agenda8:30am-12:00

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Norms for Collaborative Learning

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U.S Department of Education

By June 1, 2015, all states must develop plans to ensure that all children, including those

attending high-poverty/high-minority schools, are taught by experienced and qualified

teachers.

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Equity Gap Analysis (Focus Metrics)(CT 2015 Equity Plan p.22-23)

Educator Inexperience(Equity Gap #1, teachers; Equity Gap #2, principals)

Educator Retention(Equity Gap #3, teachers; Equity Gap #4, principals)

Shortage Areas : Mathematics and Science 7-12 (Equity Gap #5, teachers)

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Equity Gap Analysis (Focus Metrics) continued: Identifying equity gaps –Section 5 (p.13-21)

Equity Gap:–The difference between the rate at which students from low-income families or students of color are taught by a certain group of educators and the rate at which their peers are taught by that group of educators.

–Example: 7% of teachers in high-poverty schools are in their first year; 4% of teachers in low-poverty schools are in their first yearEquity gap: 3 percentage points

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Equity Gap Analysis (Focus Metrics) continuedData Sources: (CT 2015 Equity Plan p.13)

•ED 163/EDS Certified Staff File Report; •Public School Information System (PSIS);

•ED 156 Fall Hiring Survey

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Sample District X

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District

Teacher Inexperience Rate

(4 years or less)

Principal Inexperience Rate

(4 years or less)

2011-12

2012-13

2013-14

2011-12

2012-13

2013-14

District X 30.5 27.5 23.8 35.1 34.0 33.2

State 20.8 20.1 20.8 36.6 38.9 44.7

District

Teacher 5-Year Retention RateRetention Rate

Principal 5-Year Retention RateRetention Rate

Within Same SchoolWithin Same

DistrictWithin Same School

Within Same District

2011-12

2012-13

2013-14

2011-12

2012-13

2013-14

2011-12

2012-13

2013-14

2011-12

2012-13

2013-14

District X 49.1 48.3 50.5 70.2 70.8 70.2 29.4 36.4 40.6 58.8 54.5 56.3

State 57.7 58.4 58.9 71.9 71.6 71.6 41.0 36.6 35.6 56.7 51.9 50.1

Important: When reading this table showing Inexperience Rate indicators, a LOWER number is preferable.

Important: When reading this table showing Retention Rate indicators, a HIGHER number is preferable.


Sample Equity Gap AnalysisDistrict X

What does this data show about equity gaps?

What trends if any do you see in the data?

What additional types of data do you want to explore to provide more insight?

What seems to be surprising or unexpected?

What are some things that could be explained further?

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Break• Please return at ______

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Sample Equity Gap AnalysisEquity District Data

Generating possible explanations. What inferences and explanations can be drawn?

What questions are we asking?

What additional data might we explore to verify explanations?

What tentative conclusions might we draw?

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Stakeholders Root Cause Analysis

Developed into 6 Key Strategies for Eliminating Equity Gaps (CT 2015 Equity Plan pp. 24-40)

Strategy 1. Strengthen Preparation, Support and On-Going Development of Principals

Strategy 2. Strengthen Preparation, Support and On-Going Development for Teachers

Strategy 3. Address Gaps in Educators’ Cultural Consciousness and Competence

Strategy 4. Improve Working Conditions for Teachers and Support from/for School Leaders

Strategy 5. Examine Effective Use of Per Pupil Expenditures

Strategy 6. Increase Low Supply of Candidates in Specific Teaching Areas

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Share out• Identify Equity Gap(s) and strategies-district determines one

or more Equity Gaps that will be the focus of their strategies

• What has been historically or currently done to address equity gaps

• Shares out potential ideas for pursuing one of the Six Strategies, other strategies, or other areas of focus

• Discuss challenges to implementing the strategies or focus areas

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Questions and Next Steps

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Measuring & Reporting progressTracking equitable access-

Guidance from USED

Describe the method and timeline the SEA will use to measure progress in eliminating equity gaps

• The Department suggests setting long term goals and annual targets

• Consider measuring and reporting progress in addressing root causes as well as equity gaps

Example: track # applicants per opening at highest poverty schools if inadequate supply was identified as a root cause for gap in access to teachers rated as highly effective.

Describe how the SEA will publicly report on progress

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Contact Information:

Anne McKernanBureau Chief

Leadership DevelopmentCSDE Talent Office

[email protected] Ext. 6878

Teresa Boyd CowlesConsultant

CSDE Talent Office

[email protected] Ext: 6842

Raymond MartinConsultant

CSDE Performance Office

[email protected] Ext. 6876

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