MFT Placement Process
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The document summarizes the process for filling teacher vacancies in Minneapolis Public Schools as defined in the teachers' union contract. There are four types of teachers who can fill vacancies - voluntary transfers, excessed, unassigned, and new hires. The process involves posting vacancies, interviews, and seniority-based bidding where the teacher with the most seniority who bids gets the job. Reducing or eliminating teaching positions is also determined by seniority, with less senior teachers losing positions first.
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![Vacancies can be created just two ways: A teacher retires or is laid off or leaves a needed teaching position for any other reason. A school grows and has more kids and needs more teachers. There are four types of teachers who can fill vacancies: Teachers who have another job in MPS, but who would rather have the vacant job. – voluntary transfers Teachers who have had their position eliminated, but who have not been laid off. - excessed Teachers who have been hired by the district, but who do not have an assigned position. - unassigned New hire teachers - new The process for filling vacant teaching positions A Guide to Teacher Placement Processes Defined in the Minneapolis Federation of Teachers Contract Every year, this same process is used, regardless if teachers are being hired or fired by the district, because every year there are some vacancies in the 3000+ teaching positions in Minneapolis. ,[object Object],[object Object],[object Object],[object Object]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
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Teacher tenure provides job security for teachers after completing a probationary period, making it difficult to dismiss them without cause. Supporters argue it protects experienced teachers from arbitrary firing and encourages them to advocate for students, while critics argue it allows ineffective teachers to remain in classrooms. Research shows dismissing ineffective tenured teachers through the legal process is difficult and expensive for school districts. When budgets are cut, seniority-based layoffs protect longer-serving teachers over less experienced but potentially more effective ones. The effects of ineffective teachers on student achievement are significant.
ISHAVIJNANA
This document proposes solutions to improve the quality of primary education in India. It identifies challenges such as poor education quality, lack of teachers, insufficient teacher training and infrastructure issues. It then analyzes the current management and monitoring system and identifies gaps such as a lack of clear outcomes, limited capacity building, and ineffective leadership. The proposed solution creates a new cadre of education managers with skills training, improves teacher training, incentivizes rural teachers, introduces English medium schools, and strengthens curriculum and monitoring. This is aimed to enhance the implementation of policies and ensure quality reaches all levels of the education system.
This article was retrieved from the ERIC database in the CEC L.docx
This article was retrieved from the ERIC database in the CEC Library on 1/7/2016.
Frank, S., Baroody, K., & Gordon, J. (2013). First steps: What school systems can do right
now to improve teacher compensation and career path. Education Resource
Strategies.
1
JULY 2013
TRANSFORMING TEACHING
The Moment
Across the country, school districts are struggling to improve student performance on flat or declining
budgets. While school improvement methods are as varied as the towns and cities where they take
place, district leaders increasingly agree that the road to improved student outcomes must pass
through improved instruction. With many states implementing new teacher evaluation systems, and
the impending arrival of Common Core standards that will put pressure on an already stressed teaching
force, districts are trying to adapt their human capital strategies to develop and retain teachers for the
21st century. One of the most potentially catalytic elements of any human capital strategy is teacher
compensation and career path.
Many districts are understandably cautious about implementing large changes, such as redesigning the
step-and-lane system that has existed for decades. New evaluation systems must be implemented and
vetted before they are linked to compensation, and it is challenging to find common ground among
administration, teachers, and unions on the best approach. But most districts face critical student
performance challenges and budgetary constraints now—and need to improve in the short term even
as they lay the foundations for broader change in the future.
First Steps
In this paper, we outline a series of actions that districts can take to start moving toward a future vision
of the teaching job. These First Steps shouldn’t replace the larger work of overhauling the system, but
they allow districts to have short-term impact while advancing toward the ultimate goal. We define
First Steps as actions which:
• Have a positive impact on student outcomes
• Can be implemented within a year
• Can be implemented within existing collective bargaining agreements or are likely to have broad support
TEACHER COMPENSATION & CAREER PATH
First Steps:
What School Systems Can Do Right Now to
Improve Teacher Compensation and Career Path
Part of a series of ERS publications on teacher compensation, this paper explores the steps districts
can take now for sustained impact on teacher effectiveness.
By Stephen Frank, Karen Baroody, and Jeff Gordon
2
• Require little or no new investment, or are budget neutral when implemented in combination
• Build toward a new vision of a teacher compensation and career path system that can attract, retain,
and leverage the skills of a highly effective teaching force
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addition to describing each strategy, we estimate how much each action might cost to implement (or
save if imp ...
1The CounCil of STaTe governmenTSDoes Merit Pay For Teache.docx
1The CounCil of STaTe governmenTS
Does Merit Pay For Teachers Have Merit?
Pros And Cons Of New Models For Teacher Compensation
o
C
T 2011
The Council of State Governments
CAPITOL reSearCh
eduCaTion
The CounCil of STaTe governmenTS
Twenty-five years ago, two recent college graduates
entered the teaching profession and began work-
ing at the same school. It didn’t matter if they were
male or female; black, white or Latino; whether they
graduated from a state teaching college or a presti-
gious Ivy League school. In nearly all public school
districts, both teachers would earn the same amount,
provided they had the same level of education and
number of years teaching.
Throughout their teaching career, the amount
they would be paid would remain identical, firmly
controlled by a tidy salary schedule determined
exclusively by those two factors: the number of years
of teaching experience and level of education. Their
salaries could increase for sponsoring extracurricular
activities or taking on additional duties, such as serv-
ing as department chair, coaching an athletic team or
teaching summer school.
Whether one teacher had consistently higher
evaluations wouldn’t alter his or her compensation.
The teacher’s pay also wouldn’t increase if his or
her students consistently outperformed the other
teacher’s students in annual end-of-year assessments.
The times, however, appear to be changing. Since
2007, legislatures in at least 28 states have intro-
duced legislation that would replace the traditional
pay system with an alternative based on evaluations
and/or student achievement. (See map on page 9.)
Performance pay also appears to have struck a chord
with the public. According to a TIME magazine poll
released in September 2010, 71 percent support the
idea of paying teachers based on their effectiveness
in the classroom—not automatic step increases based
on how long they’ve been teaching.1
Although popular in public opinion polls, merit
pay, also called performance pay, when linked to
student test scores, faces stiff opposition from teacher
organizations. Critics contend compensating teachers
based on evaluations and student test scores could
be a slippery slope leading to abuse. Clearly, when
determining which teachers are effective and which
are not, and how to reward those who are, policymak-
ers will face numerous complex issues.
The Development of Teacher Pay
Performance pay, if enduring, would mark at least
the fourth major evolution of teacher compensation
in the U.S. Until the late 19th century, teacher pay
was largely based on a so-called “boarding round”
system. Because most of the U.S. population lived in
rural farming communities with one-room school-
houses and few students, teacher compensation was
limited to a small stipend. Their pay was supple-
mented by room and board that involved rotating
teachers’ residences weekly from one student’s home
to another.2
By the late 1800s, th.
Why Finding and Keeping Quality Teachers Matters So Much
This issue is timely for two reasons. First of all, the specter of impending teacher shortages, particularly in the areas of mathematics, science, foreign language, English as a Second Language (ESOL), and special education, means that schools will need to work harder to find and hire teachers in these areas, and will have to pay more attention to keeping the teachers they have. Secondly, the evidence that points to a direct connection between quality teachers and high student achievement is so compelling that schools should be putting more and more effort into making sure they find and keep the highest quality teachers.
The Process
The process of maintaining a quality staff has three distinct parts, and different strategies are necessary for each. The first part of the process is finding and hiring new high-quality teachers, the second part is keeping those new teachers, and the third part is keeping high-quality veteran teachers.
Finding New Teachers
Part of the recruitment process requires laying the appropriate foundation. Each school district should have a system that works toward making teacher selection efficient and reliable. This system should:
- identify the attitudes, behaviors, and skills that characterize the kind of teachers the district wants in the classroom;
- screen for those characteristics at every stage of recruitment;
- ensure that the hiring process complies with federal, state, and local laws;
- eliminate unproductive paperwork so that the best candidates have faith in the competence of the system recruiting them;
- reserve labor-intensive personal evaluation for only the most promising candidates; and
- validate the selection process to ensure that it predicts excellence in classroom and professional performance.
In addition to traditional recruiting at local job fairs, administrators should take full advantage of other recruitment tools, including collaborating with careers centers and schools or departments of teacher education at local universities, travelling to job fairs in other districts, and recruiting teachers from other states and countries.
Another, more long-term, solution is to recruit internally by encouraging substitute teachers and paraprofessionals to complete the training necessary to be a certified teacher. For some, this may mean attending a local community college, then completing the program at a college or university. Tuition funding, even if only partial, may enable some school staff members to become certified teachers.
Keeping New Teachers
It's hard to overestimate the importance of support for new teachers. Although the first few years may always be the hardest, school leaders can put in place programs to help new teachers feel less stress and alienation.
These programs include the following:
- Providing early and effective back-to-school orientation.
Source: https://ebookschoice.com/why-finding-and-keeping-quality-teachers-matters-so-much/
Assessment edu school situation report and change proposal noora saeed
This document summarizes the current situation at Al Jeer secondary school based on the author's teaching practice observations. It describes the school's organizational structure, decision-making processes, relationship with the Ministry of Education, administrative processes, and curriculum management. The author then proposes changing the grade 12 sports class to an interactive volunteer work course to better suit students' needs and prepare them for the future. The proposal discusses introducing pilot activities and workshops to gauge student interest and obtain necessary approvals before full implementation. Potential positive and negative impacts on stakeholders are also acknowledged.
Final dr. ash 607
Here is how I would staff the new Middle School based on the information provided in the scenario:
- Review the certifications and qualifications of all teachers currently at Johnson K-8 school. Identify those with secondary certifications (grades 6-8).
- Place those teachers certified in secondary subjects (grades 6-8) at the new Middle School. Try to place them in positions and subject areas that match their certifications as closely as possible.
- For any positions still needing to be filled, review the certifications of teachers at the other elementary schools. Place teachers with secondary certifications in the remaining Middle School positions.
- Communicate early and often with all staff regarding placement decisions. Explain that placements were
How To Get Started Improving Your Efforts To Support And Assess Novice Teachers
Many professions offer orientation and support experiences for professionals starting out in a field. Medical residents and law associates—even rookie baseball players—receive extended training, development, and mentoring (working alongside a seasoned expert) before taking on the responsibilities of a full professional. In contrast, novice teachers often are left to fend for themselves, with little or inadequate initiation into the profession.
However, an increasing number of school districts offer teacher induction programs to orient, support, assist, train, and assess teachers within their first three years of employment in public schools. Teacher induction is the process of socialization to the teaching profession, adjustment to the procedures and mores of a school site and school system, and development of effective instructional and classroom management skills. Participants in these programs are called inductees, a term which refers simultaneously to teachers who are new to the profession, and teachers with experience who are new to a district, grade level, or certification area.
Teacher induction programming can (and does) take many forms. Induction activities can range from a short orientation session, to mentoring programs, to staff development courses and workshops, to multiyear programs that continue to meet the changing needs of teachers as they develop. Many districts combine several activities to support new teachers.
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Influx of new hires
Due to escalating teacher retirements and rising student enrollments, the nation currently faces a shortage of qualified teachers. America will need to hire some two million K-12 teachers over the next decade. Although high-wealth suburban districts will always have a glut of applicants, low-wealth urban districts face a hiring demand of 900,000 teachers or more over the next decade.
High attrition rates
Just this year, America's urban school districts will need new teachers to fill some of the nation's most challenging classroom assignments. All too many of these new recruits face battlefield odds as to whether they will still be teaching five years from now. No matter how well they did in college, teacher preparation, or another career, teachers can be overwhelmed by their first years in the classroom. It has been estimated that 30% to 50% of beginning teachers leave in the first five years of teaching.
Reality shock
Central-city public schools are more likely to fill positions with “less than qualified” new teachers than are large or small towns. Even experienced teachers embarking on assignments in new cities or academic disciplines can be sorely tested, especially if they are unfamiliar with the urban environment.
Source: https://ebookschoice.com/how-to-get-started-improving-your-efforts-to-support-and-assess-novice-teachers/
Recommended
Tenure show
Teacher tenure provides job security for teachers after completing a probationary period, making it difficult to dismiss them without cause. Supporters argue it protects experienced teachers from arbitrary firing and encourages them to advocate for students, while critics argue it allows ineffective teachers to remain in classrooms. Research shows dismissing ineffective tenured teachers through the legal process is difficult and expensive for school districts. When budgets are cut, seniority-based layoffs protect longer-serving teachers over less experienced but potentially more effective ones. The effects of ineffective teachers on student achievement are significant.
ISHAVIJNANA
This document proposes solutions to improve the quality of primary education in India. It identifies challenges such as poor education quality, lack of teachers, insufficient teacher training and infrastructure issues. It then analyzes the current management and monitoring system and identifies gaps such as a lack of clear outcomes, limited capacity building, and ineffective leadership. The proposed solution creates a new cadre of education managers with skills training, improves teacher training, incentivizes rural teachers, introduces English medium schools, and strengthens curriculum and monitoring. This is aimed to enhance the implementation of policies and ensure quality reaches all levels of the education system.
This article was retrieved from the ERIC database in the CEC L.docx
This article was retrieved from the ERIC database in the CEC Library on 1/7/2016.
Frank, S., Baroody, K., & Gordon, J. (2013). First steps: What school systems can do right
now to improve teacher compensation and career path. Education Resource
Strategies.
1
JULY 2013
TRANSFORMING TEACHING
The Moment
Across the country, school districts are struggling to improve student performance on flat or declining
budgets. While school improvement methods are as varied as the towns and cities where they take
place, district leaders increasingly agree that the road to improved student outcomes must pass
through improved instruction. With many states implementing new teacher evaluation systems, and
the impending arrival of Common Core standards that will put pressure on an already stressed teaching
force, districts are trying to adapt their human capital strategies to develop and retain teachers for the
21st century. One of the most potentially catalytic elements of any human capital strategy is teacher
compensation and career path.
Many districts are understandably cautious about implementing large changes, such as redesigning the
step-and-lane system that has existed for decades. New evaluation systems must be implemented and
vetted before they are linked to compensation, and it is challenging to find common ground among
administration, teachers, and unions on the best approach. But most districts face critical student
performance challenges and budgetary constraints now—and need to improve in the short term even
as they lay the foundations for broader change in the future.
First Steps
In this paper, we outline a series of actions that districts can take to start moving toward a future vision
of the teaching job. These First Steps shouldn’t replace the larger work of overhauling the system, but
they allow districts to have short-term impact while advancing toward the ultimate goal. We define
First Steps as actions which:
• Have a positive impact on student outcomes
• Can be implemented within a year
• Can be implemented within existing collective bargaining agreements or are likely to have broad support
TEACHER COMPENSATION & CAREER PATH
First Steps:
What School Systems Can Do Right Now to
Improve Teacher Compensation and Career Path
Part of a series of ERS publications on teacher compensation, this paper explores the steps districts
can take now for sustained impact on teacher effectiveness.
By Stephen Frank, Karen Baroody, and Jeff Gordon
2
• Require little or no new investment, or are budget neutral when implemented in combination
• Build toward a new vision of a teacher compensation and career path system that can attract, retain,
and leverage the skills of a highly effective teaching force
Though these First Steps described below are numbered, they do not need to be taken in order. In
addition to describing each strategy, we estimate how much each action might cost to implement (or
save if imp ...
1The CounCil of STaTe governmenTSDoes Merit Pay For Teache.docx
1The CounCil of STaTe governmenTS
Does Merit Pay For Teachers Have Merit?
Pros And Cons Of New Models For Teacher Compensation
o
C
T 2011
The Council of State Governments
CAPITOL reSearCh
eduCaTion
The CounCil of STaTe governmenTS
Twenty-five years ago, two recent college graduates
entered the teaching profession and began work-
ing at the same school. It didn’t matter if they were
male or female; black, white or Latino; whether they
graduated from a state teaching college or a presti-
gious Ivy League school. In nearly all public school
districts, both teachers would earn the same amount,
provided they had the same level of education and
number of years teaching.
Throughout their teaching career, the amount
they would be paid would remain identical, firmly
controlled by a tidy salary schedule determined
exclusively by those two factors: the number of years
of teaching experience and level of education. Their
salaries could increase for sponsoring extracurricular
activities or taking on additional duties, such as serv-
ing as department chair, coaching an athletic team or
teaching summer school.
Whether one teacher had consistently higher
evaluations wouldn’t alter his or her compensation.
The teacher’s pay also wouldn’t increase if his or
her students consistently outperformed the other
teacher’s students in annual end-of-year assessments.
The times, however, appear to be changing. Since
2007, legislatures in at least 28 states have intro-
duced legislation that would replace the traditional
pay system with an alternative based on evaluations
and/or student achievement. (See map on page 9.)
Performance pay also appears to have struck a chord
with the public. According to a TIME magazine poll
released in September 2010, 71 percent support the
idea of paying teachers based on their effectiveness
in the classroom—not automatic step increases based
on how long they’ve been teaching.1
Although popular in public opinion polls, merit
pay, also called performance pay, when linked to
student test scores, faces stiff opposition from teacher
organizations. Critics contend compensating teachers
based on evaluations and student test scores could
be a slippery slope leading to abuse. Clearly, when
determining which teachers are effective and which
are not, and how to reward those who are, policymak-
ers will face numerous complex issues.
The Development of Teacher Pay
Performance pay, if enduring, would mark at least
the fourth major evolution of teacher compensation
in the U.S. Until the late 19th century, teacher pay
was largely based on a so-called “boarding round”
system. Because most of the U.S. population lived in
rural farming communities with one-room school-
houses and few students, teacher compensation was
limited to a small stipend. Their pay was supple-
mented by room and board that involved rotating
teachers’ residences weekly from one student’s home
to another.2
By the late 1800s, th.
Why Finding and Keeping Quality Teachers Matters So Much
This issue is timely for two reasons. First of all, the specter of impending teacher shortages, particularly in the areas of mathematics, science, foreign language, English as a Second Language (ESOL), and special education, means that schools will need to work harder to find and hire teachers in these areas, and will have to pay more attention to keeping the teachers they have. Secondly, the evidence that points to a direct connection between quality teachers and high student achievement is so compelling that schools should be putting more and more effort into making sure they find and keep the highest quality teachers.
The Process
The process of maintaining a quality staff has three distinct parts, and different strategies are necessary for each. The first part of the process is finding and hiring new high-quality teachers, the second part is keeping those new teachers, and the third part is keeping high-quality veteran teachers.
Finding New Teachers
Part of the recruitment process requires laying the appropriate foundation. Each school district should have a system that works toward making teacher selection efficient and reliable. This system should:
- identify the attitudes, behaviors, and skills that characterize the kind of teachers the district wants in the classroom;
- screen for those characteristics at every stage of recruitment;
- ensure that the hiring process complies with federal, state, and local laws;
- eliminate unproductive paperwork so that the best candidates have faith in the competence of the system recruiting them;
- reserve labor-intensive personal evaluation for only the most promising candidates; and
- validate the selection process to ensure that it predicts excellence in classroom and professional performance.
In addition to traditional recruiting at local job fairs, administrators should take full advantage of other recruitment tools, including collaborating with careers centers and schools or departments of teacher education at local universities, travelling to job fairs in other districts, and recruiting teachers from other states and countries.
Another, more long-term, solution is to recruit internally by encouraging substitute teachers and paraprofessionals to complete the training necessary to be a certified teacher. For some, this may mean attending a local community college, then completing the program at a college or university. Tuition funding, even if only partial, may enable some school staff members to become certified teachers.
Keeping New Teachers
It's hard to overestimate the importance of support for new teachers. Although the first few years may always be the hardest, school leaders can put in place programs to help new teachers feel less stress and alienation.
These programs include the following:
- Providing early and effective back-to-school orientation.
Source: https://ebookschoice.com/why-finding-and-keeping-quality-teachers-matters-so-much/
Assessment edu school situation report and change proposal noora saeed
This document summarizes the current situation at Al Jeer secondary school based on the author's teaching practice observations. It describes the school's organizational structure, decision-making processes, relationship with the Ministry of Education, administrative processes, and curriculum management. The author then proposes changing the grade 12 sports class to an interactive volunteer work course to better suit students' needs and prepare them for the future. The proposal discusses introducing pilot activities and workshops to gauge student interest and obtain necessary approvals before full implementation. Potential positive and negative impacts on stakeholders are also acknowledged.
Final dr. ash 607
Here is how I would staff the new Middle School based on the information provided in the scenario:
- Review the certifications and qualifications of all teachers currently at Johnson K-8 school. Identify those with secondary certifications (grades 6-8).
- Place those teachers certified in secondary subjects (grades 6-8) at the new Middle School. Try to place them in positions and subject areas that match their certifications as closely as possible.
- For any positions still needing to be filled, review the certifications of teachers at the other elementary schools. Place teachers with secondary certifications in the remaining Middle School positions.
- Communicate early and often with all staff regarding placement decisions. Explain that placements were
How To Get Started Improving Your Efforts To Support And Assess Novice Teachers
Many professions offer orientation and support experiences for professionals starting out in a field. Medical residents and law associates—even rookie baseball players—receive extended training, development, and mentoring (working alongside a seasoned expert) before taking on the responsibilities of a full professional. In contrast, novice teachers often are left to fend for themselves, with little or inadequate initiation into the profession.
However, an increasing number of school districts offer teacher induction programs to orient, support, assist, train, and assess teachers within their first three years of employment in public schools. Teacher induction is the process of socialization to the teaching profession, adjustment to the procedures and mores of a school site and school system, and development of effective instructional and classroom management skills. Participants in these programs are called inductees, a term which refers simultaneously to teachers who are new to the profession, and teachers with experience who are new to a district, grade level, or certification area.
Teacher induction programming can (and does) take many forms. Induction activities can range from a short orientation session, to mentoring programs, to staff development courses and workshops, to multiyear programs that continue to meet the changing needs of teachers as they develop. Many districts combine several activities to support new teachers.
Why are induction programs needed?
Influx of new hires
Due to escalating teacher retirements and rising student enrollments, the nation currently faces a shortage of qualified teachers. America will need to hire some two million K-12 teachers over the next decade. Although high-wealth suburban districts will always have a glut of applicants, low-wealth urban districts face a hiring demand of 900,000 teachers or more over the next decade.
High attrition rates
Just this year, America's urban school districts will need new teachers to fill some of the nation's most challenging classroom assignments. All too many of these new recruits face battlefield odds as to whether they will still be teaching five years from now. No matter how well they did in college, teacher preparation, or another career, teachers can be overwhelmed by their first years in the classroom. It has been estimated that 30% to 50% of beginning teachers leave in the first five years of teaching.
Reality shock
Central-city public schools are more likely to fill positions with “less than qualified” new teachers than are large or small towns. Even experienced teachers embarking on assignments in new cities or academic disciplines can be sorely tested, especially if they are unfamiliar with the urban environment.
Source: https://ebookschoice.com/how-to-get-started-improving-your-efforts-to-support-and-assess-novice-teachers/
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- New teachers say they love their career because it allows them to help students and contribute to society.
- It outlines what teachers do in their job, including instructing students, developing lesson plans, and working outside of school hours.
- It discusses teacher salaries, noting the average salary in 2006-2007 was $51,009 but it varies by location and experience level.
- It describes the process for becoming a certified teacher, which involves completing an accredited education program and passing a certification exam in one's state.
American Federation of Teachers Requirements for Teaching Certification
This document provides information about becoming a teacher, including:
- New teachers say they love their career because it allows them to help students and contribute to society.
- It outlines what teachers do in their job, including instructing students, developing lesson plans, and working outside of school hours.
- It discusses teacher salaries, noting the average salary in 2006-2007 was $51,009 but it varies by location and experience level.
- It describes the process for becoming a certified teacher, which involves completing an accredited education program and passing a certification exam in one's state.
Final dr. ash 607 complete
Thank you for your thoughtful responses. It seems you have a clear plan for how to approach this challenging situation in a way that prioritizes keeping all staff employed while making difficult changes and transitions as smooth as possible. Your proposed first steps of reviewing certifications and preferences, then distributing staff accordingly, seems like a sensible way to minimize disruption while upholding contracts. And your emphasis on open communication and helping address any grievances shows care for your staff. Overall it seems you have a strategic and empathetic approach for navigating this complex scenario. Do you have any other insights or advice based on your experience in situations like these?
Mr. Reeves: You're very welcome. Situations like these are never easy, but open communication
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- The Assignment Code was revised to determine what teachers are qualified to teach based on their license, and the requirements for beginning teachers, renewal, adding new content areas, and teacher preparation programs also changed under REPA.
- Teachers have questions about how these changes will impact them and their students, and are directed to resources on the DOE website or by contacting officials for additional information and support.
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Thank you for your thoughtful responses. It seems you have a clear plan for how to approach this challenging situation in a way that prioritizes keeping all staff employed while making difficult changes and transitions as smooth as possible. Your proposed first steps of reviewing certifications and preferences, then distributing staff accordingly, seems like a sensible way to minimize disruption while upholding contracts. And your emphasis on open communication and helping address any grievances shows care for your staff. Overall it seems you have a strategic and empathetic approach for navigating this complex scenario. Do you have any other insights or advice based on your experience in situations like these?
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