{"id":6443,"date":"2016-01-29T09:00:10","date_gmt":"2016-01-29T13:00:10","guid":{"rendered":"http:\/\/www.coreeducationllc.com\/blog2\/?p=6443"},"modified":"2016-01-23T17:17:00","modified_gmt":"2016-01-23T21:17:00","slug":"how-will-essa-influence-states-teacher-quality-efforts","status":"publish","type":"post","link":"https:\/\/www.coreeducationllc.com\/blog2\/how-will-essa-influence-states-teacher-quality-efforts\/","title":{"rendered":"How Will ESSA Influence States&#8217; Teacher Quality Efforts?"},"content":{"rendered":"<p><a href=\"http:\/\/www.coreeducationllc.com\/blog2\/?attachment_id=6444\" rel=\"attachment wp-att-6444\"><img data-recalc-dims=\"1\" loading=\"lazy\" decoding=\"async\" class=\"alignleft size-full wp-image-6444\" src=\"https:\/\/i0.wp.com\/www.coreeducationllc.com\/blog2\/wp-content\/uploads\/2016\/01\/edclogo2.png?resize=123%2C67\" alt=\"edclogo2\" width=\"123\" height=\"67\" \/><\/a>A recent article by Kaylan Connally from EdCentral examines the implications for states&#8217; evaluation systems moving forward and how ESSA may influence other state teacher quality efforts.<\/p>\n<p>ESSA will affect the way teacher preparation, teacher equity, teacher growth and advancement are handled by states.<\/p>\n<p><b>Teacher Preparation<\/b> \u2013 Through ESSA Title II formula funds, states can now expand alternative routes to teacher preparation such as teacher residency programs and create new \u201c<a href=\"http:\/\/blogs.edweek.org\/edweek\/teacherbeat\/2015\/12\/teacher-prep_provisions_in_ess.html\" target=\"_blank\">teacher preparation academies<\/a>.\u201d For the latter, states can use up to two percent of their funds to devise new programs that operate outside state regulations and colleges of education. These academies would receive state authorization so long as their program candidates receive \u201csignificant clinical training\u201d under an effective teacher and demonstrate their effectiveness prior to graduating, including their ability to raise student achievement. If the academies produce effective teachers over time, then the state may recognize their graduates\u2019 certificates of completion as equivalent to master\u2019s degrees for teacher pay and promotion.<\/p>\n<p><b>Teacher Equity<\/b> \u2013\u00a0ESSA eliminates NCLB\u2019s requirement that states take steps to ensure all teachers are \u201chighly qualified\u201d or hold a bachelor\u2019s degree, state certification, and subject matter knowledge. However, states would still need to report data on teachers\u2019\u00a0professional qualifications between high- and low-poverty schools, including the number and percentage of teachers who are inexperienced, hold emergency or provisional credentials, and teach outside of their field. In addition, states would need to describe the measures they will use to ensure low-income and minority students\u00a0are not served at disproportionate rates by \u201c<i>ineffective<\/i>, out-of-field, or inexperienced teachers\u201c\u2014with \u201cineffective\u201d replacing \u201cunqualified.\u201d<\/p>\n<p>Under ESSA, states can also use Title II formula funds to ensure equitable access to \u201ceffective\u201d teaching for low-income and minority students, and must provide a description of how they have used funds toward that end. Similar to ESSA\u2019s inclusion of teacher academies, replacing \u201chighly qualified\u201d with \u201ceffective\u201d encourages states to devise new programs and policies to focus on teachers\u2019 <i>potential or demonstrable effectiveness in the classroom<\/i>. Given this change, states may begin to move away from input measures like teacher qualifications toward output measures like evaluation data, although ESSA offers no definition for what constitutes \u201ceffective\u201d teaching.<\/p>\n<p><b>Teacher Growth and Advancement<\/b> \u2013 NCLB made general teacher and principal professional development (PD) an allowable use of both state and local Title II funds. However, under ESSA, it is only an allowable use for local educational agencies (school districts, charter management organizations, etc.). Under ESSA, states can only use their funds to support high-quality PD for principals along with teacher PD in specific contexts such as technology, the transition to elementary school, and STEM education. What\u2019s more, states can no longer use Title II funds to develop systems to measure (or help local educational agencies measure) the effectiveness of specific PD programs\u2014for instance by examining impact on teachers\u2019 learning and growth.<\/p>\n<p>ESSA would enshrine into law a new version of the <a href=\"http:\/\/www2.ed.gov\/programs\/teacherincentive\/index.html\" target=\"_blank\">Teacher Incentive Fund<\/a> (TIF) competitive grant program. The updated TIF program does provide some grants directly to states to implement teacher performance pay systems as part of a broader \u201chuman capital management system\u201d that promotes teacher development and advancement. In addition to performance pay, the new TIF makes expanding teacher leadership opportunities\u2014including through teacher-led PD, coaching, and hybrid teacher roles\u2014an explicit use of state funds.<\/p>\n<p>For a more in-depth analysis of ESSA and how it affects teacher quality at the state level, see <a href=\"http:\/\/www.edcentr.al\/essa_teacherquality\/\" target=\"_blank\">http:\/\/www.edcentr.al\/essa_teacherquality\/.<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"<p>A recent article by Kaylan Connally from EdCentral examines the implications for states&#8217; evaluation systems moving forward and how ESSA may influence other state teacher quality efforts. ESSA will affect the way teacher preparation, teacher equity, teacher growth and advancement are handled by states. Teacher Preparation \u2013 Through ESSA Title II formula funds, states can <a href=\"https:\/\/www.coreeducationllc.com\/blog2\/how-will-essa-influence-states-teacher-quality-efforts\/\" rel=\"nofollow\"><span class=\"sr-only\">Read more about How Will ESSA Influence States&#8217; Teacher Quality Efforts?<\/span>[&hellip;]<\/a><\/p>\n","protected":false},"author":1,"featured_media":6444,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"_jetpack_memberships_contains_paid_content":false,"footnotes":"","jetpack_publicize_message":"","jetpack_publicize_feature_enabled":true,"jetpack_social_post_already_shared":false,"jetpack_social_options":{"image_generator_settings":{"template":"highway","default_image_id":0,"font":"","enabled":false},"version":2}},"categories":[5],"tags":[262,295,54,53,61,31],"class_list":["post-6443","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-politics-policy","tag-equitable-access","tag-essa","tag-policy","tag-state-education-agencies","tag-teacher-evaluation-2","tag-teacher-preparation-2"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.4 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>How Will ESSA Influence States&#039; Teacher Quality Efforts? - Core Education, LLC<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/www.coreeducationllc.com\/blog2\/how-will-essa-influence-states-teacher-quality-efforts\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"How Will ESSA Influence States&#039; Teacher Quality Efforts? - Core Education, LLC\" \/>\n<meta property=\"og:description\" content=\"A recent article by Kaylan Connally from EdCentral examines the implications for states&#8217; evaluation systems moving forward and how ESSA may influence other state teacher quality efforts. ESSA will affect the way teacher preparation, teacher equity, teacher growth and advancement are handled by states. 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