Leandro finance work group draft recommendationsEducationNC
The document outlines draft priorities for a constitutionally compliant public school finance system in North Carolina. It identifies five core values that should guide the system, including ensuring adequate and equitable funding, compensation, and resources to meet student needs. It then lists seven items for discussion, such as determining an adequate level of funding accounting for individual student needs, ensuring low-wealth districts can attract high quality staff, adjusting allotments to support high-needs students, and implementing statewide salary schedules to adequately compensate educators.
Leandro assessment accountability work group draft recommendationsEducationNC
The Commission on Access to Sound Basic Education Assessment and Accountability Work Group drafted priorities around improving North Carolina's school accountability system. The priorities included: (1) including multiple measures of school performance beyond test scores to provide a more well-rounded view; (2) creating a balanced statewide assessment plan; (3) revising the school performance grade formula; and (4) ensuring support for low-performing schools through comprehensive needs assessments and professional development. The priorities also focused on improving 3rd grade reading proficiency and defining the roles of School Resource Officers.
The document outlines a set of draft priorities for the Commission on Access to Sound Basic Education Principal Work Group. The priorities include: 1) Aligning state administrator preparation standards with national standards; 2) Requiring year-long, paid internships for administrator certification programs; 3) Ensuring administrator training covers topics like early childhood development, student wellness, and community engagement. Other priorities are expanding leadership development programs, creating a statewide mentorship program, and revising principal salaries and assistant principal allotments.
Leandro finance work group draft recommendationsEducationNC
The document outlines draft priorities for a constitutionally compliant public school finance system in North Carolina. It identifies five core values that should guide the system, including ensuring adequate and equitable funding, compensation, and resources to meet student needs. It then lists seven items for discussion, such as determining an adequate level of funding accounting for individual student needs, ensuring low-wealth districts can attract high quality staff, adjusting allotments to support high-needs students, and implementing statewide salary schedules to adequately compensate educators.
Leandro assessment accountability work group draft recommendationsEducationNC
The Commission on Access to Sound Basic Education Assessment and Accountability Work Group drafted priorities around improving North Carolina's school accountability system. The priorities included: (1) including multiple measures of school performance beyond test scores to provide a more well-rounded view; (2) creating a balanced statewide assessment plan; (3) revising the school performance grade formula; and (4) ensuring support for low-performing schools through comprehensive needs assessments and professional development. The priorities also focused on improving 3rd grade reading proficiency and defining the roles of School Resource Officers.
The document outlines a set of draft priorities for the Commission on Access to Sound Basic Education Principal Work Group. The priorities include: 1) Aligning state administrator preparation standards with national standards; 2) Requiring year-long, paid internships for administrator certification programs; 3) Ensuring administrator training covers topics like early childhood development, student wellness, and community engagement. Other priorities are expanding leadership development programs, creating a statewide mentorship program, and revising principal salaries and assistant principal allotments.
The document outlines 9 draft priorities for the Commission on Access to Sound Basic Education Principal Work Group:
1. Align administrator preparation standards with national standards and require full-time, year-long internships with stipends for students seeking administration certification.
2. Ensure administrator training covers early childhood development, social-emotional needs, support staff roles, teacher retention, and collaborative leadership.
3. Expand the Principal Fellows program by tying internship stipends to experience and ensuring no pay loss during internships.
4. Scale high-quality principal preparation partnership programs like NELA and TP3 so every district has at least one, focusing on recruiting and supporting a diverse pool of administrators.
The document outlines recommendations for improving the systems of school funding, teacher recruitment and development, principal recruitment and development, and overall education funding in North Carolina. Key recommendations include revising the school funding formula to provide more resources to high-needs students, increasing overall education spending incrementally over 8 years, and determining an adequate level of per-student funding. It also recommends expanding programs like the Teaching Fellows program and principal preparation programs, increasing teacher and principal salaries, and providing more support for new and experienced teachers and principals.
Leandro teachers work group priorities - September 2019EducationNC
This document provides recommendations from a Teacher Work Group regarding staffing North Carolina schools with qualified teachers. It recommends:
1. Increasing funding for teacher positions, teaching assistants, and instructional support staff to allow for differentiated instruction based on student needs.
2. Expanding the North Carolina Teaching Fellows program to recruit more teachers, prioritizing high-need subjects and low-wealth districts.
3. Providing induction supports like mentoring for all beginning teachers in low-wealth districts and high-poverty schools through programs like North Carolina New Teacher Support Program.
4. Eliminating the teaching pay penalty over 5 years and providing differentiated compensation for teachers in high-need fields/schools
WestEd Leandro Report: Early Childhood EducationAnalisa Sorrells
Here are the key next steps I see based on the document:
- Work to gain support from key stakeholders like educators, families, policymakers to enact recommended changes to assessment and accountability systems. Buy-in will be important for successful implementation.
- Address potential barriers like cost of expanding assessments, data collection, accountability metrics. Additional funding may be needed.
- Pilot recommended changes on a small scale first before statewide rollout to identify and troubleshoot issues. An iterative process can help refine approaches.
- Provide guidance and professional development for educators on using new or revised assessments formatively to better support student learning. Changes will require adjustment in practices.
- Monitor progress regularly using the expanded accountability metrics and dashboard to ensure
WestEd Leandro Report: Teachers and School LeadersAnalisa Sorrells
The document provides an overview of recommendations from the WestEd Action Plan and the Governor's Commission on Access to Sound Basic Education to strengthen the teaching and principal workforces in North Carolina. There is general alignment between the two sets of recommendations, with some differences in specifics. The WestEd plan includes more detailed recommendations regarding funding amounts, timelines, eligibility requirements, and data/evaluation components. The Commission's recommendations in some cases call for broader reforms or applicability across different regions or certification areas. Both aim to improve teacher and principal preparation programs, increase compensation, support new teachers and principals, and expand professional learning opportunities.
The document outlines an action plan for improving education in North Carolina based on 13 studies and policy analyses. It identifies several areas for action from the consent agreement, including developing high-quality teachers and principals, ensuring adequate and equitable school funding, improving assessment and accountability systems, and expanding access to early childhood education. The plan calls for stakeholder engagement and the development of a systemic implementation plan to carry out recommendations from Phase I of the studies.
This document summarizes the Enhanced Basic Education Continuity Plan of Baliwasan Senior High School Stand-Alone in Zamboanga City for School Year 2021-2022. It outlines the school's best practices, challenges, and interventions in areas like learning delivery, learning resources, learning modalities, and health protocols. Key points include mapping learners' locations and needs, providing orientation on distance learning, producing self-learning materials both printed and digital, upskilling teachers, and ensuring safety measures like disinfection and developing a support system for COVID-19 cases. The school implements a blended modular distance learning approach supplemented by a school portal while addressing needs like a shortage of teachers and high repetition rates through recommended policies
This document reports on a study that assessed learning achievement in three types of BRAC schools in Bangladesh: BRAC Primary Schools (BPS), BRAC Community Schools (BCS), and BRAC Formal Primary Schools (BFPS). The study found that students performed best in BFPS, followed by BCS and BPS. BFPS students performed best in most subject areas. Gender differences were larger in BPS. The study identified several reasons for the performance differences, including differences in economic status of students, teacher qualifications, teaching resources, and time spent in school between the school types. Recommendations focused on increasing time in BPS, improving teacher training and recruitment, and enhancing teaching resources across school types.
Leandro early childhood work group priorities - September 2019EducationNC
Changes to the recommendations from the early childhood/whole child work group of the Governor's Commission on Access to Sound Basic Education are in red.
This operational plan aims to increase enrollment, improve student welfare, and develop faculty. Key strategies include intensive enrollment campaigns, upgrading facilities, strengthening guidance services, offering scholarships, and providing faculty development opportunities. Success will be measured through indicators such as enrollment numbers, student satisfaction ratings, and the percentage of faculty completing doctoral programs. Regular monitoring and evaluation of activities will allow corrective measures to ensure goals are achieved.
The K to 12 Program is the Philippine basic education program that adds two more years to the previous 10-year basic education cycle. It aims to provide sufficient time for mastery of concepts and skills, develop lifelong learners, and better prepare students for employment, middle-level skills development, higher education, and entrepreneurship. Key features include universal kindergarten, a more relevant curriculum, the use of mother tongue-based instruction, integrated learning, and a specialized senior high school program with tracks for academics, technical-vocational, or sports and arts. Implementation began in 2012 with full nationwide rollout expected by 2022. [/SUMMARY]
In a thirty year period UAE developed a public national education system which is parallel to Western countries’ hundred year effort for education establishment.
Education has turn into a main concern in the UAE.
Modern economic and social infrastructure growth is provided by applying vast resources in health, education, and social welfare.
Reflective practice frames the process of continuous improvement. It addresses questions about leadership, authority, and one’s own upbringing and how we tackle hard problems. Reflective practice helps us to adjust, fine-tune, and change the way we do business through daily experiences and real-life situations. Reflective practices have a direct impact on our leadership style.
Early childhood/whole child draft recommendations JuneEducationNC
Draft recommendations of the early childhood/whole child work group of the Governor's Commission on Access to Sound Basic Education (from June 2019 meeting)
The Jefferson Davis County School District aims to provide a rigorous yet nurturing learning environment where students can achieve their full potential through high academic standards, character education, and respect for diversity. The district's vision is for all students to achieve lifelong learning and proficiency in all subjects, contributing positively to the community. The district believes that school should be a caring community that guides students towards excellence while respecting various cultures. It also believes in assessing student progress frequently using various techniques to monitor achievement of instructional and social goals, with the aim of producing enthusiastic lifelong learners. The district has five strategic goals: improving academic achievement, increasing leadership capacity, strengthening stakeholder communication, developing a sound budget, and improving the learning environment.
School Base Management (SBM) is a strategy to improve education by transferring decision making authority from state and district offices to individual schools. This gives principals, teachers, students, and parents greater control over the education process. SBM aims to develop a management system to ensure quality learning and give schools more autonomy and flexibility. Potential problems include increased workload for stakeholders, reduced efficiency, and lack of decision making skills, but SBM can lead to greater creativity, improved morale, and redirected resources to support school goals.
The document outlines recommendations to improve teacher recruitment, preparation, placement, induction, compensation, support and retention in order to ensure every classroom has a well-trained teacher providing individualized instruction. Key recommendations include expanding the Teaching Fellows program, creating a statewide entity to coordinate recruitment and placement efforts, providing bonuses and loan repayment for teachers who commit to teaching in low-income areas, and expanding new teacher support programs. The recommendations aim to address teacher shortages, eliminate the "teaching penalty" in compensation, and empower teachers as professionals.
The document discusses Pennsylvania's requirements and plans around ensuring all teachers meet the federal No Child Left Behind (NCLB) designation of being "highly qualified." It outlines Pennsylvania's goals and steps taken, including teacher certification requirements, induction programs, professional development for current teachers, and analyzing the distribution of highly qualified teachers across the state. It also addresses specific federal requirements for revising Pennsylvania's plan around supporting teachers in meeting highly qualified status and ensuring equitable access to experienced, qualified teachers for all students.
The document outlines 9 draft priorities for the Commission on Access to Sound Basic Education Principal Work Group:
1. Align administrator preparation standards with national standards and require full-time, year-long internships with stipends for students seeking administration certification.
2. Ensure administrator training covers early childhood development, social-emotional needs, support staff roles, teacher retention, and collaborative leadership.
3. Expand the Principal Fellows program by tying internship stipends to experience and ensuring no pay loss during internships.
4. Scale high-quality principal preparation partnership programs like NELA and TP3 so every district has at least one, focusing on recruiting and supporting a diverse pool of administrators.
The document outlines recommendations for improving the systems of school funding, teacher recruitment and development, principal recruitment and development, and overall education funding in North Carolina. Key recommendations include revising the school funding formula to provide more resources to high-needs students, increasing overall education spending incrementally over 8 years, and determining an adequate level of per-student funding. It also recommends expanding programs like the Teaching Fellows program and principal preparation programs, increasing teacher and principal salaries, and providing more support for new and experienced teachers and principals.
Leandro teachers work group priorities - September 2019EducationNC
This document provides recommendations from a Teacher Work Group regarding staffing North Carolina schools with qualified teachers. It recommends:
1. Increasing funding for teacher positions, teaching assistants, and instructional support staff to allow for differentiated instruction based on student needs.
2. Expanding the North Carolina Teaching Fellows program to recruit more teachers, prioritizing high-need subjects and low-wealth districts.
3. Providing induction supports like mentoring for all beginning teachers in low-wealth districts and high-poverty schools through programs like North Carolina New Teacher Support Program.
4. Eliminating the teaching pay penalty over 5 years and providing differentiated compensation for teachers in high-need fields/schools
WestEd Leandro Report: Early Childhood EducationAnalisa Sorrells
Here are the key next steps I see based on the document:
- Work to gain support from key stakeholders like educators, families, policymakers to enact recommended changes to assessment and accountability systems. Buy-in will be important for successful implementation.
- Address potential barriers like cost of expanding assessments, data collection, accountability metrics. Additional funding may be needed.
- Pilot recommended changes on a small scale first before statewide rollout to identify and troubleshoot issues. An iterative process can help refine approaches.
- Provide guidance and professional development for educators on using new or revised assessments formatively to better support student learning. Changes will require adjustment in practices.
- Monitor progress regularly using the expanded accountability metrics and dashboard to ensure
WestEd Leandro Report: Teachers and School LeadersAnalisa Sorrells
The document provides an overview of recommendations from the WestEd Action Plan and the Governor's Commission on Access to Sound Basic Education to strengthen the teaching and principal workforces in North Carolina. There is general alignment between the two sets of recommendations, with some differences in specifics. The WestEd plan includes more detailed recommendations regarding funding amounts, timelines, eligibility requirements, and data/evaluation components. The Commission's recommendations in some cases call for broader reforms or applicability across different regions or certification areas. Both aim to improve teacher and principal preparation programs, increase compensation, support new teachers and principals, and expand professional learning opportunities.
The document outlines an action plan for improving education in North Carolina based on 13 studies and policy analyses. It identifies several areas for action from the consent agreement, including developing high-quality teachers and principals, ensuring adequate and equitable school funding, improving assessment and accountability systems, and expanding access to early childhood education. The plan calls for stakeholder engagement and the development of a systemic implementation plan to carry out recommendations from Phase I of the studies.
This document summarizes the Enhanced Basic Education Continuity Plan of Baliwasan Senior High School Stand-Alone in Zamboanga City for School Year 2021-2022. It outlines the school's best practices, challenges, and interventions in areas like learning delivery, learning resources, learning modalities, and health protocols. Key points include mapping learners' locations and needs, providing orientation on distance learning, producing self-learning materials both printed and digital, upskilling teachers, and ensuring safety measures like disinfection and developing a support system for COVID-19 cases. The school implements a blended modular distance learning approach supplemented by a school portal while addressing needs like a shortage of teachers and high repetition rates through recommended policies
This document reports on a study that assessed learning achievement in three types of BRAC schools in Bangladesh: BRAC Primary Schools (BPS), BRAC Community Schools (BCS), and BRAC Formal Primary Schools (BFPS). The study found that students performed best in BFPS, followed by BCS and BPS. BFPS students performed best in most subject areas. Gender differences were larger in BPS. The study identified several reasons for the performance differences, including differences in economic status of students, teacher qualifications, teaching resources, and time spent in school between the school types. Recommendations focused on increasing time in BPS, improving teacher training and recruitment, and enhancing teaching resources across school types.
Leandro early childhood work group priorities - September 2019EducationNC
Changes to the recommendations from the early childhood/whole child work group of the Governor's Commission on Access to Sound Basic Education are in red.
This operational plan aims to increase enrollment, improve student welfare, and develop faculty. Key strategies include intensive enrollment campaigns, upgrading facilities, strengthening guidance services, offering scholarships, and providing faculty development opportunities. Success will be measured through indicators such as enrollment numbers, student satisfaction ratings, and the percentage of faculty completing doctoral programs. Regular monitoring and evaluation of activities will allow corrective measures to ensure goals are achieved.
The K to 12 Program is the Philippine basic education program that adds two more years to the previous 10-year basic education cycle. It aims to provide sufficient time for mastery of concepts and skills, develop lifelong learners, and better prepare students for employment, middle-level skills development, higher education, and entrepreneurship. Key features include universal kindergarten, a more relevant curriculum, the use of mother tongue-based instruction, integrated learning, and a specialized senior high school program with tracks for academics, technical-vocational, or sports and arts. Implementation began in 2012 with full nationwide rollout expected by 2022. [/SUMMARY]
In a thirty year period UAE developed a public national education system which is parallel to Western countries’ hundred year effort for education establishment.
Education has turn into a main concern in the UAE.
Modern economic and social infrastructure growth is provided by applying vast resources in health, education, and social welfare.
Reflective practice frames the process of continuous improvement. It addresses questions about leadership, authority, and one’s own upbringing and how we tackle hard problems. Reflective practice helps us to adjust, fine-tune, and change the way we do business through daily experiences and real-life situations. Reflective practices have a direct impact on our leadership style.
Early childhood/whole child draft recommendations JuneEducationNC
Draft recommendations of the early childhood/whole child work group of the Governor's Commission on Access to Sound Basic Education (from June 2019 meeting)
The Jefferson Davis County School District aims to provide a rigorous yet nurturing learning environment where students can achieve their full potential through high academic standards, character education, and respect for diversity. The district's vision is for all students to achieve lifelong learning and proficiency in all subjects, contributing positively to the community. The district believes that school should be a caring community that guides students towards excellence while respecting various cultures. It also believes in assessing student progress frequently using various techniques to monitor achievement of instructional and social goals, with the aim of producing enthusiastic lifelong learners. The district has five strategic goals: improving academic achievement, increasing leadership capacity, strengthening stakeholder communication, developing a sound budget, and improving the learning environment.
School Base Management (SBM) is a strategy to improve education by transferring decision making authority from state and district offices to individual schools. This gives principals, teachers, students, and parents greater control over the education process. SBM aims to develop a management system to ensure quality learning and give schools more autonomy and flexibility. Potential problems include increased workload for stakeholders, reduced efficiency, and lack of decision making skills, but SBM can lead to greater creativity, improved morale, and redirected resources to support school goals.
The document outlines recommendations to improve teacher recruitment, preparation, placement, induction, compensation, support and retention in order to ensure every classroom has a well-trained teacher providing individualized instruction. Key recommendations include expanding the Teaching Fellows program, creating a statewide entity to coordinate recruitment and placement efforts, providing bonuses and loan repayment for teachers who commit to teaching in low-income areas, and expanding new teacher support programs. The recommendations aim to address teacher shortages, eliminate the "teaching penalty" in compensation, and empower teachers as professionals.
The document discusses Pennsylvania's requirements and plans around ensuring all teachers meet the federal No Child Left Behind (NCLB) designation of being "highly qualified." It outlines Pennsylvania's goals and steps taken, including teacher certification requirements, induction programs, professional development for current teachers, and analyzing the distribution of highly qualified teachers across the state. It also addresses specific federal requirements for revising Pennsylvania's plan around supporting teachers in meeting highly qualified status and ensuring equitable access to experienced, qualified teachers for all students.
Excellent Teachers For High-performance Schoolsnoblex1
Teacher quality has been one of the most hotly debated education policy issues over the past ten years. Central to the discussions are strategies to align teacher education and professional development programs at colleges and universities with the reform of K-12 education.
In many states, public officials have joined K-12 and postsecondary education leaders to restructure teacher preparation and professional development programs under the auspices of statewide K-16 initiatives. And yet, according to a national commission on teaching, America is still a very long way from realizing that future.
Colleges and universities often have been criticized for contributing to the deficiencies of K-12 schools. Year in and year out, schools of education produce graduates who staff the great majority of our nation's classrooms, with usually significant prowess. At the same time, schools of education are assigned much of the blame for all that is imperfect or lacking in K-12. Common sense suggests that there is plenty of blame to go around and that schools of education can only do what their profession and their universities permit them to do. That said, much stands in the way of their becoming what they must be to produce uniformly excellent teachers for reformed high-performance schools.
It is disappointing that higher education in general has had so little involvement in the contemporary school reform initiatives, thus, begging the question of the relationship of higher education to the K-12 enterprise and the consequences thereof for teacher education.
Work in the states is being supported by a number of national initiatives aimed at reforming the teaching profession, from recruitment to initial preparation, to the transition of the beginning years of teaching, and throughout continuing professional development. These national blueprints for achieving quality in teacher education serve to involve interested states as partners in the design and implementation of effective strategies and programs.
This policy brief will examine state-level strategies aimed at incorporating quality teacher education and professional development programs as part of new state K-16 or P-16 systems. It includes analyses of critical components that contribute to the success of the initiatives. The brief concludes with suggestions of what more could be done to strengthen the preparation and development of quality teachers within states' P-16 paradigms.
The new initiative has identified five goals:
1. To improve student achievement from preschool through postsecondary educa-tion;
2. To help students move smoothly from one education system to another;
3. To ensure that all students who enter postsecondary education are prepared to succeed;
4. To increase access and success of all students in postsecondary education, especially from minority and low income groups;
Source: https://ebookscheaper.com/2022/05/25/excellent-teachers-for-high-performance-schools/
The document discusses California's Local Control Funding Formula (LCFF) which established a new school funding system in 2013. It overhauled the previous funding streams and categorical programs into base, supplemental and concentration grants. Districts must adopt a Local Control and Accountability Plan (LCAP) with input from stakeholders focusing on 8 state priorities to improve outcomes for all students, especially traditionally underserved groups. The formula aims to increase transparency, equity and community engagement in decision making through the LCAP process. While implementation has faced challenges, districts that meaningfully engaged communities have seen benefits in cultural transformation and student achievement.
North Topsail Elementary School Improvement Plan 2008-2009SJ Hughes
The document outlines North Topsail Elementary School's School Improvement Plan for 2008-2009. It discusses goals such as providing a safe learning environment, empowering students for lifelong success, and using 21st century teaching methods. It also lists specific strategies to meet goals like professional development for teachers, developing rigorous curriculum, and using technology to enhance learning.
The document outlines the ESEA flexibility program which provides states flexibility from certain requirements of the No Child Left Behind Act in exchange for rigorous and comprehensive state-developed plans designed to improve educational outcomes for all students, close achievement gaps, increase equity, and improve the quality of instruction. Key aspects of the flexibility include setting ambitious achievement goals, developing differentiated accountability systems, evaluating teachers and principals, and supporting school improvement efforts. The flexibility aims to build on state and local reform efforts already underway.
The document outlines North Carolina's proposed budget for public education for fiscal years 2019-20 and 2020-21. It includes:
1) Raising teacher pay to be the highest in the Southeast by investing $210 million in 2019-20 and $390 million in 2020-21 in teacher and administrator compensation.
2) Providing $40 million for safer schools and healthier students by funding nurses, counselors, and school resource officers.
3) Investing $9 million to recruit and retain teachers through programs like Teaching Fellows.
4) Giving $29 million for textbooks, supplies, and digital learning opportunities for students.
Development of distance education programs at the university of nebraska–linc...Dillard University Library
The document outlines a 4-year strategic plan for developing distance education programs at the University of Nebraska-Lincoln. It recommends assessing faculty support needs, niche markets, and resources to support existing and new programs. It also recommends developing a market strategy targeting in-state and out-of-state students, identifying programs with large out-of-state markets, and annually providing development grants. The plan projects enrollment increases of 10% annually on average over 4 years, with most growth in masters programs and new certificates.
The document summarizes President Obama's 2010 education reform plan, called the Blueprint for Reform. It overhauls the Elementary and Secondary Education Act to help ensure all students receive a complete education and are college and career ready. Key elements include developing rigorous common standards in core subjects; improving assessments; recruiting and supporting effective teachers and principals; meeting the needs of diverse learners including English learners; and providing competitive grants to foster innovation. The plan aims to improve student achievement, close achievement gaps, and better prepare students for success beyond high school.
This document discusses the top 10 education issues in North Carolina for 2015 according to the Public School Forum of North Carolina. The issues include: building a principled path on teacher compensation by developing career advancement opportunities and increasing salaries, making sense of the new A-F school performance grading system by re-evaluating its weightings and indicators, maintaining high academic standards, emphasizing quality and equity in school choice options, expanding opportunities for anytime/anywhere learning, recruiting and retaining excellent teachers, managing student enrollment growth, shifting to elements of digital-age learning, streamlining assessments, and meeting milestones for college and career readiness.
This document summarizes the recommendations from the Washington State Paraeducator Work Group's second report. The work group was tasked with developing standards and professional development for paraeducators. Key recommendations include:
1) Adopting new minimum employment standards and requiring professional development for paraeducators.
2) Establishing a Paraeducator Advisory Board to oversee a statewide professional development system and certification.
3) Providing state funding to develop the professional development system and certifications over a 5-year timeline.
4) Ensuring paraeducators, teachers, and administrators receive training on effectively working as an instructional team.
The Kansas State Department of Education is proposing a program to expand access to Advanced Placement (AP) courses in high schools with over 40% of students in low-income households. The program will provide subgrants for districts to develop new AP programs, offer online AP courses, and provide teacher training. It aims to increase the number of students taking and scoring a 3 or higher on AP exams in various subjects over the three-year period. Subgrants of up to $50,000 will be available for individual schools or consortiums of districts to implement new AP offerings and prepare teachers.
Draft National Education Policy- 2019 on Teacher Education,Teachers and Facultyjagannath Dange
This document summarizes key points from India's draft National Education Policy regarding teacher education. It outlines objectives to ensure high quality teacher training through 4-year integrated bachelor's programs. It proposes moving teacher education to multidisciplinary universities, establishing education departments, and increasing research. It discusses improving faculty quality by closing substandard programs and increasing funding. Continuous professional development and merit-based promotions are emphasized to retain outstanding teachers.
The document outlines eligibility requirements and guidelines for orientation programs and refresher courses conducted by Universities and Colleges in India.
Newly appointed lecturers within their first 6 years of service and those needing the program for career advancement are eligible to attend orientation. Refresher courses require completion of an orientation program first. Courses are 4 weeks for orientation and 3 weeks for refresher, with minimum contact hours each day.
The document details the curriculum components which include awareness of societal issues, the education system, developing resources and skills, and management training. It provides examples of topics to be covered in each component. Evaluation includes exams, projects and participation. Certificates awarded list the grade achieved.
Draft recommendations of the assessment/accountability work group of the Governor's Commission on Access to Sound Basic Education (from June 2019 meeting)
Teacher Quality Is Defined By Reforms Fostered In Teacher Licensure And Certi...noblex1
There is a growing consensus among many states that standards for accreditation of teacher preparation programs, initial licensing for teachers, and advanced certification for veteran teachers should be aligned. Rules and tests that govern teacher certification have little to do with true classroom performance. Rather than tighten regulations, states are urged to simplify entry and hiring into the profession and allow the market to guide both teacher quality and quantity. There also is a continuing focus on the assignment of state representatives needed to facilitate the assessments, as well as a systemwide strategy to develop and encourage teacher self-assessment as an approach to professional development.
All institutions are required to meet teacher preparation standards. These new standards provide mentors to help ensure that beginning teachers have ongoing accurate feedback about their progress and that teachers use assessments and requirements for continuous professional development throughout their career. Teachers now are required to earn a master's degree or complete hours of graduate credit in classroom teaching and/or in an area of licensure.
Companion elements to the teacher reform agenda are organized to help ensure high quality sources of professional development for all educators and school support personnel and achieve their mission by disseminating exemplary educational practices, facilitating individual and organizational development, encouraging self-reflection and life-long learning, valuing local and regional needs, providing a flexible regional delivery system that is comprehensive and equitable, promoting collaborative leadership, communicating actively with service providers and advocating the use of technology.
Through new initiatives, there also have been organizational adjustments that have signaled an increased emphasis on school-higher educational partnerships to improve teaching and learning. Teacher recruitment has focused particularly on the teaching force becoming more diverse in its promotion of school improvement. One significant strategy for meeting these expectations is the creation of new model projects funded to serve as promising initiatives to draw unrepresentative individuals in the teaching field.
A significant proportion of the funds are directed toward partnerships to work on tasks that would yield a solid set of alternatives for professional development. A partnership assistance and coordination plan for school-higher education partnerships is developed, the goal of which is to establish linkages between the funded school-higher education partnership projects.
The new goals are:
1. To communicate college level expectations through faculty from K-12 and higher education communities collaborating on the definition of freshman admission standards and common placement guidelines.
Source: https://ebookschoice.com/teacher-quality-is-defined-by-reforms-fostered-in-teacher-licensure-and-certification/
The Bethel Public Schools 2013-2014 School Improvement Plan outlines goals in four areas: a culture of learning and high expectations; exceptional teaching and learning; effective community relations; and preparing all students to meet future challenges. The plan details strategies and objectives to improve student achievement, instruction, professional development, facilities, and community/family partnerships. It also includes sections on school data, funding sources, teacher qualifications, and schoolwide program requirements. The overarching goal is for all students to acquire skills and knowledge to be career and college ready.
Leandro accountability work group priorities — September 2019EducationNC
Changes to the recommendations from the assessment/accountability work group of the Governor's Commission on Access to Sound Basic Education are in red.
Similar to Leandro teacher work group draft recommendations (20)
The document outlines North Carolina's STEM Plan for 2035. It summarizes recent progress in STEM education since the 2010 North Carolina STEM Education Strategic Plan. STEM occupations are projected to grow faster than non-STEM occupations due to demand for computer-related jobs and data-driven fields. However, Black and Hispanic workers remain underrepresented in STEM jobs and degree programs compared to their overall shares of the workforce and degrees earned. The document calls for transforming STEM education over the next decade through strategies like reinvesting in programs, supporting educators, redesigning schools, and increasing community support."
Hispanic student experiences with transferEducationNC
Steve Turner, dean of humanities and social sciences at Guilford Technical Community College, explores how participating in high-impact practices like study abroad and service learning impacted Hispanic students' transfer success.
The Department of Public Instruction oversees North Carolina's public education system from pre-K through 12th grade. Its goals are to eliminate opportunity gaps by 2027, improve school performance by 2027, and increase educator preparedness by 2027. It administers $15.6 billion in state and federal funds and supports over 1.5 million students and 117,000 teachers across North Carolina. The Governor's recommended budget increases funding for the Department of Public Instruction by 18.2% to focus on teacher compensation increases, baseline education investments ordered by the court, and other priorities to strengthen the state's public education system.
This document outlines North Carolina Superintendent Catherine Truitt's Operation Polaris 2.0 plan which focuses on improving the state's education system in several key areas: human capital/educator quality, accountability and testing, student support services, literacy, and district/school support. It discusses initiatives related to teacher pathways/development, school performance grading, student meals/safety/broadband access, literacy specialist hiring, and providing coaching/support to schools/districts particularly low-performing ones. The plan creates new state offices and partnerships to coordinate research, resources, and regional support teams to improve outcomes for all students.
February Superintendent SBE Report 1.12.23_347984yturdpaadaely1a0jhvpvg0k.pdfEducationNC
The document outlines North Carolina's Operation Polaris 2.0 plan to provide district and regional support with an equity focus on low-performing schools. It describes establishing regional support teams to provide academic, operational, and transformation support. This includes guiding school improvement, monitoring plans, and offering coaching for comprehensive and targeted support schools, with $12 million invested in the highest level of support. It also details programs like the Assistant Principal Accelerator and North Carolina Instructional Leadership Academy to build leadership capacity.
This document provides a summary of Educator Preparation Program (EPP) performance reporting for the February 2023 State Board of Education meeting. It notes that EPPs are required to submit annual performance reports and report cards are made available publicly. The document outlines data available on the NCDPI website, including enrollment numbers, license exam pass rates, and employer satisfaction surveys. It highlights some notable trends in the data, such as a 42% decline in new enrollments between 2021-2022. The document also examines admissions data more closely, finding declines in enrollment across most license groups and traditional routes seeing half as many new enrollments as alternate routes. It projects the impact of lower 2022 enrollment on future school year employment.
This annual report summarizes data on the state of the teaching profession in North Carolina for the 2021-2022 school year. It finds that the teacher attrition rate was 7.78%, down slightly from the prior year. Mobility rates also decreased slightly. Beginning teachers and TFA/VIF contract teachers had the highest attrition rates. Personal reasons remained the leading cause of teacher departures. Vacancy rates increased from the prior year, with the most vacancies in core K-5 subjects and exceptional children. The report provides historical data on attrition and mobility trends and analyzes results by region, experience level, and subject area.
CS K12 Legislative Brief House Ed January 2023.pdfEducationNC
North Carolina has been a leader in technology and education with institutions like Research Triangle Park and world-class universities. The state has taken steps to expand computer science education through initiatives like funding for teacher professional development and standards development. However, there is still work to be done as only around half of North Carolina schools currently offer computer science courses and just over half of students have access. Recent state actions like a grant providing coding education through Minecraft aim to further increase access to computer science across the state.
This document outlines legislative and policy priorities for 2023 from the North Carolina Association of School Administrators (NCASA). Key priorities include: providing compensation increases for all school employees, with a focus on critical shortage areas; expanding funding for student mental health support personnel; enhancing school safety support; ensuring adequate funding for high-need student populations and facilities needs; and reforming the state's school accountability system.
FTE STATE BOARD SLIDE DECK (1)_3448851rr0iszrpy5ecvm1plgvnywf.pdfEducationNC
The document summarizes North Carolina's requirements to report public school student full-time equivalency (FTE) data disaggregated by enrollment in courses offered through different programs. It discusses the law requiring the Department of Public Instruction to submit an annual report on the number of students and FTE by each public school unit and grade from the prior year. The report must break down enrollment by courses offered directly by the public school unit versus through dual enrollment, joint programs, North Carolina Virtual Public School, higher education institutions, and nonpublic schools. The FTE is calculated using each student's total instructional minutes divided by 300. The annual report includes a summary tab with aggregate FTE data and a detail tab with student-level data dis
Government Affairs January 2023 SBE Budget Presentation (DRAFT)_3448671rr0isz...EducationNC
The document outlines budget priorities for the 2023 long legislative session. It includes 11 sections that detail funding requests across various initiatives, including digital teaching and learning, school connectivity, district operations, educator preparation, early learning, charter schools, financial services, learning recovery, and other support areas. Specific line item requests include funding for cybersecurity services, literacy programs, educator licensure replacement, career pathways, and more. The overall document provides budget details to support K-12 education priorities for the upcoming legislative session.
SBE Strategic Plan Discussion - January 2023_3445821rr0iszrpy5ecvm1plgvnywf.pdfEducationNC
The document summarizes feedback from a November meeting of the North Carolina State Board of Education's Strategic Planning Committee regarding the Board's strategic goals, objectives, and components. It outlines next steps for a working group from the North Carolina Department of Public Instruction to further define metrics and data for tracking progress toward the goals. The working group will provide a draft update in February on recommendations for refining objectives and metrics based on available data, identifying relevant data elements, and ensuring the goals can be appropriately disaggregated and disseminated. The goals aim to eliminate opportunity gaps, improve performance, and increase educator preparedness by 2025.
This document summarizes a study conducted by the Education Policy Initiative at Carolina (EPIC) at UNC-Chapel Hill using funding from the Institute for Education Sciences. The study analyzes the impacts of the COVID-19 pandemic and summer extension programs on student outcomes in North Carolina. It finds that during the 2020-21 school year, students had more absences, lower grades, higher failure rates, and were more likely to be retained compared to pre-pandemic levels. Students who enrolled in summer 2021 programs had lower test scores and more failed courses pre-pandemic. However, these students were less likely to repeat failed courses than non-enrollees. The next steps are to examine 2021-22 outcomes and
Pathways -- Statutory and other changes for Pilot Program - January 2023 Draf...EducationNC
The document discusses the need to revise North Carolina's teacher licensure system through a pilot program. It outlines that statutory changes are required to authorize such a pilot program and exempt participating districts from certain existing licensure requirements. The State Board of Education has asked its Professional Educator Preparation and Standards Commission to recommend rules and policy changes to allow piloting of a new licensure framework. Legislative authorization establishing the pilot's parameters and exemptions is necessary to implement changes without violating current statutes.
States NOF Ex. A - Affidavit of Anca Grozav.pdfEducationNC
This 5-page document appears to be part of a court filing related to a case from 1995 in North Carolina. It includes standard header information across the pages such as the case number, filing identification number, and filing date. The document provides no other contextual details in the content of the pages submitted for summarization.
This document summarizes a report filed in the North Carolina Business Court regarding the remand of a school funding case by the North Carolina Supreme Court. The parties propose a schedule for the trial court to recalculate the amount of funds to be transferred for K-12 education in light of the state's 2022 budget and ensure continued constitutional compliance, as directed by the Supreme Court. The State Controller opposed the proposed schedule due to needing additional procedures for accurately handling any transferred money.
The Chief Justice of the North Carolina Supreme Court issued an order assigning a new judge, Judge James F. Ammons Jr., to preside over the case of Hoke County Board of Education et al v. State of North Carolina and the State Board of Education. This order replaces the previous assignment of Judge Michael L. Robinson, who stated in a letter that he could no longer preside over the case due to his responsibilities as a North Carolina Business Court judge. The new assignment is to address the order of remand from the North Carolina Supreme Court and attend to any other necessary matters until further notice.
Letter from Judge Robinson to Chief Justice Newby-2.pdfEducationNC
This is a case document from the North Carolina Business Court. It provides the case number 1995CVS1158 and refers to electronic court filing number 61, which was filed on December 29, 2022 at 2:37pm. The document relates to a legal matter before the North Carolina Business Court but does not provide any substantive details about the nature of the case or the parties involved.
The Joint Legislative Education Oversight Committee met on November 29, 2022 and:
1) Heard a presentation on the 2021-22 Excellent Public Schools Act from the NC Department of Public Instruction.
2) Received a summative evaluation of the Schools That Lead Networked Improvement Communities program and a reaction from Schools That Lead leaders.
3) Heard updates on the NC Promise Tuition Plan from the UNC System Chief Financial Officer and the Chancellor of Fayetteville State University.
The document proposes a new pathway model for teacher licensure in North Carolina consisting of 4 licenses - Apprentice Teacher (License I), Teacher in Residency Skill Development (License II), Adult Leadership (License III), and Classroom Excellence (License IV). It outlines proposed requirements, supports, and salaries for each license. Key discussion points include using micro-credentials to demonstrate competencies, defining evaluation measures, and ensuring supports are tailored to teachers' development levels.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
1. 5-14-2019 1
Commission on Access to Sound Basic Education
Teacher Work Group
Draft Priorities
Draft priority areas regarding Leandro’s mandate to staff every classroom “with a competent,
certified, well-trained teacher who is teaching the standard course of study by implementing
effective educational methods that provide differentiated, individualized instruction, assessment
and remediation to the students in the classroom.”
Note: Excellent principal leadership; social, emotional health support for students; and a
reasonable, lower pressure assessment system are all necessary to improve teacher retention
and are being addressed by other working groups.
Recruitment
1. Expand the North Carolina Teaching Fellows Program
a. Over the next four years, increase the NC Teaching Fellows Program funding
annually from the current 200 slots per year to 1,000 per year. If there are more
applicants than available slots, priority should be given to students who agree to
teach in content areas with the most severe shortages and students who agree to
teach in low wealth schools for the four-year payback period.
b. Provide scholarships to significantly more prospective teachers but keep the
program prestigious.
c. Ensure that no Teaching Fellow has a payback period of more than 1 year for
each year he/she receives the scholarship.
d. Expand the program beyond the current focus on science, mathematics, and
special education to all areas of certification.
e. Expand the program beyond the five current institutions of higher education
(IHEs), particularly to minority serving institutions and additional regions of the
state. Maintain the program’s focus on the most effective, high quality teacher
education programs in the state that, at a minimum, should be fully accredited
programs based at IHEs.
f. Provide multi-year state planning and implementation grants to enable IHEs to
improve their preparation programs. Interested IHEs would submit applications
and improvement plans to the Teaching Fellows Commission.
g. Provide resources for a statewide network to provide supplemental programming
for Teaching Fellows at all IHEs.
2. Create and fund a statewide entity to coordinate and enhance efforts to recruit, place, and
retain teacher candidates and beginning teachers among IHEs and school districts.
a. Establish as a separate entity, as in South Carolina, or house it within an existing
entity selected through a Request for Proposal (RFP).
b. Major tasks could include:
2. 5-14-2019 2
i. developing and implementing a plan to recruit competent college students
and graduates into effective, high-quality, accredited teacher certification
programs; and develop and place more teachers of color, teachers
committed to rural areas of the state, and teachers committed to teaching
in low wealth, and low performing schools;
ii. implementing evidence-based, credit-awarding programs that encourage
high school students to prepare for careers in teaching; and
iii. operating, maintaining, and expanding the TEACH website being
developed by BEST NC.
3. Provide multi-year innovation grants to IHEs or IHE-school district partnerships to
experiment with ways to get non-education majors and students majoring in high-need
academic areas to become education majors or add teacher certification to their current
major. Provide funds to these evaluate experiments and disseminate lessons learned.
Preparation
1. Adopt and follow a strategic, long-term plan for preparing highly qualified teachers that
relies on available empirical evidence. The plan should prioritize direct investments in
teacher education programs at IHEs across the state that are fully accredited, or to
institutions that are partnering with those IHEs, and should hold those IHEs accountable
for preparing teachers that are ready to teach a broad array of students. The state should
move away from short-term, “put warm bodies in schools at any costs” approach. The
State should:
a. Increase the percentage of the teaching workforce produced by North Carolina
IHEs to 50 percent within X years;
b. Provide adequate funding to IHEs to increase the number of NC prepared teachers
committed to teaching in NC;
c. Work with IHEs to right-size their teacher education faculty to accommodate
increased enrollments in teacher education programs following a decade of severe
declines in enrollments; and
d. Define the necessary characteristics and support for high quality programming
delivered in cooperation with community colleges.
2. State-funded or approved preparation programs should prepare all their teacher-graduates
to be able to deliver differentiated, culturally relevant instruction within their certification
areas to all students. Coordinate an effort to develop common guidelines for preparing
teachers, especially at the elementary level, to be able to teach reading and mathematics
effectively to a broad array of students.
3. Develop, fund, and evaluate a pilot program that provides teachers with education
degrees a high-quality post-BA residency in low wealth schools or districts. Teachers
would receive a stipend, additional support, and complete their master’s degree in
exchange for 3 additional years of service in a low wealth school or school district.
3. 5-14-2019 3
Placement
1. Provide annual bonuses, totaling $10,000, to certified teachers who commit to teach in a
low wealth school district or Title 1 school for four years. At district’s election, bonuses
may be paid in even increments ($1,250 per semester) or in graduated amounts after the
teacher successfully completes each semester (ex. $500 after each semester in year one,
$1,000 after each semester in year two, $1,500 after each semester in year three, and
$2,000 after each semester in year four). The State should fund these bonuses on a sliding
scale depending on the resources of the school district, with the State paying between 50
percent and 100 percent of the cost
2. Issue an RFP and provide funding to support up to four long-term, strategic Grow-Your-
Own-Teacher partnerships. The RFP would be competitive, and proposals would be
evaluated on merit, as well as the geographic area served. Partnerships could include
school district(s)/local communities and community colleges and/or IHEs. Each proposal
would integrate best practice for the recruitment, preparation, induction, professional
development, and retention of their teachers; as well as explicitly target increasing the
diversity of the teaching workforce. Partnerships would be funded for 5 years and
funding would include annual formative assessments and formal evaluations at
appropriate intervals conducted by external evaluators.
Induction
1. Expand the North Carolina New Teacher Support Program (NC NTSP). Provide full NC
NTSP services to all beginning teachers in low wealth school districts and in all Title 1
schools, for their first three years, on a sliding scale depending on the resources of the
school district, with the state paying between 50 percent and 100 percent of the cost.
Teacher Compensation
1. Eliminate the “teaching penalty” across NC over the next five years. Commission a NC-
specific wage comparability study to determine comparable pay for teachers in
comparison to other professions with require similar education, credentials,
responsibilities, skills, etc. Given the results of similar studies, it is highly likely the study
will find a significant gap in earnings of K-12 teachers in NC compared to workers with
similar education and work experiences, who work in comparable careers.
2. Pending the recommended study, the state should move teacher pay (including teachers
who are paid by district funds) to the level of other college graduates in NC.
3. Provide increased compensation for advanced credentials that are correlated with more
effective teaching (e.g. National Board Certification, content-based master’s degrees).
4. Provide differentiated pay for teachers in hard to staff schools and with certification areas
in which there are severe shortages.
4. 5-14-2019 4
Teacher Support and Retention
1. Respect teachers as professionals by engaging them in shared decision-making and
leadership at the school- and district-levels and empowering them at the classroom-level
to meet the needs of their students.
a. Train and develop administrators so they can create positive teaching conditions
and student learning conditions.
2. Develop and fund a state loan repayment program, which prospective education students
can be accepted into as sophomores, that repays 20 percent of a student’s loans each year
for up to five years for certified teachers who teach in a low wealth school or district.
First generation college students should be prioritized.
3. Provide funds to school districts for relevant, integrated teacher professional development
and enough paid teacher work days in the calendar for school districts to provide
collaborative teacher and principal professional development without using instructional
time.
Career Pathways
1. Expand grant funding for school districts to develop, implement, and scale career
pathways plans. The following actions should be taken to enable the successful
development of career pathways programs:
a. Provide class size waivers and other flexibility as necessary for school districts to
implement career pathways experiments or plans.
b. Continue to provide/expand funding for formative assessment and evaluation of
career pathways programs and the dissemination of lessons learned.
c. Provide ongoing funding to low wealth school districts for salary supplements or
the support personnel necessary to sustain implementation of successful career
pathways plans.
d. Provide the resources for school districts that are experimenting with career
pathways to collaborate with each other.
e. Provide grant funding for LEAs that have successfully implemented career
pathways programs to partner with smaller LEAs that do not have the resources to
develop these programs.
f. Provide funding for teacher and principal leadership development to increase the
pool of teachers and principals who can successfully implement their roles in
career pathways plans.