THE STATE EDUCATION DEPARTMENT

/ THE UNIVERSITY OF THE STATE OFNEW YORK / ALBANY, NY 12234

TO:

The Joint Committee on Higher Education and EMSC

FROM:

Joseph P. Frey

SUBJECT:

Transforming Teaching and Ensuring an EquitableDistribution of Qualified Teachers in New York State

DATE:

November 10, 2009

STRATEGIC GOAL:

Goals 1, 2 and 3

AUTHORIZATION(S):SUMMARY

Issue for DiscussionWhat actions can the Board of Regents and the Department take to strengthenteaching in New York State and provide for an equitable distribution of qualifiedteachers?Proposed HandlingThe item is being presented to the Board of Regents for discussion.Procedural HistoryThe Board of Regents and the State Education Department have embarked onthe next phase of education reform in New York State. Research indicates that thequality of teachers and school leaders is a key variable to explaining differences instudent achievement. To that end, an important component of the State’s educationreform agenda is centered on strengthening the preparation of teachers and ensuringthat all students in our State are taught by teachers who are highly effective in thesubject areas in which they teach. This report describes a comprehensive set of strategies to strengthen teacher preparation, recruit effective teachers to high-needschools and subjects, and intensify efforts to support and retain our best teachersacross the State.1

Background InformationRecommendations for strengthening teaching and school leadership are a major component of the Board of Regents educational reform agenda, along with other keystrategies also under development to transform struggling schools, create acomprehensive P-16 data system, and raise standards and strengthen assessments.Together these strategies are poised to improve student performance, closeachievement gaps, and raise graduation rates for students across the State.Statewide, just under three-quarters (73.6 percent) of the student cohort whoentered high school in 2004 graduated in four years. Disaggregated, the data show thatfar fewer black and Hispanic students, English Language Learners, and students withdisabilities are graduating from high school. For example, only 58.5 percent of blackstudents and 56.6 percent of Hispanic students graduated. The success rates are evenmore discouraging for black and Hispanic males - fewer than half of the 2004 cohort (47percent of black males and 46.4 percent of Hispanic males) received a Regents or localdiploma after four years. Likewise, only 41.5 percent of students with disabilities and just over one-third of English Language Learners (35.7 percent) in the 2004 cohortgraduated after four years. Central to closing these gaps and raising achievement andgraduation rates is ensuring that students are taught by qualified and effective teachers.New York State is making progress in ensuring that all students are taught byhighly qualified teachers, as required by No Child Left Behind. However, in high povertyschools, unacceptably high percentages of teachers are still not highly qualified by NoChild Left Behind standards (5.1 percent in elementary schools and 16.1 percent inmiddle and high schools). While the data indicate that, statewide, only five percent of the full-time equivalent teaching assignments are held by teachers without appropriatecertification, in certain subjects and geographic locations, the percentage is significantlyhigher. For example, in New York City, there are large numbers of out-of–certificationteachers in Bilingual Education (26 percent), Career and Technical Education (25percent), Special Education middle/secondary (19 percent), the Sciences (18 percent),the Arts (13 percent), and English as a Second Language (12 percent). Many high-need districts also have percentages of teachers out of certification that exceed thestatewide average. Also, while the statewide 2006-07 to 2007-08 teacher turnover ratewas five percent, it was far higher in many regions and certificate areas.To have long-term effect on student achievement, it is essential that teachers areprepared to the highest standards and enter the classroom with a knowledge base andskill set grounded in research-based practices and clinical experience. Developing acadre of highly skilled teachers, however, is not by itself sufficient. Strengtheningteacher preparation must be paired with intensified efforts to provide targeted support,professional development, and opportunities to enhance and improve skills as newteachers progress in their practice. In addition, we need to create new incentives torecruit skilled teachers into high-need schools and construct and foster school culturesthat support teacher retention and encourage teachers to continuously reflect on andimprove their practice throughout their professional careers. New strategies to recruitand prepare qualified individuals to teach in subject shortage areas will also be critical.2

RecommendationThe report that follows presents five recommendations for strengthening teachingand ensuring an equitable distribution of teachers in our State’s schools.1.

Performance-Based Assessments for Certification

– To strengthen teacher preparation, it is proposed that the Board of Regents consider approvingrecommendations to:A.Implement

a performance-based assessment for initialcertification

. In combination with more rigorous content exams, theperformance-based assessment would require demonstration of theknowledge and skills research has demonstrated are linked to classroomeffectiveness.B.Begin development of a

performance-based assessment for professional certification

which would require demonstration of classroomeffectiveness including value-added assessment data.2.

Profiles of Certifying Institutions

–To strengthen teacher preparation, it isproposed that the Board of Regents consider approving a recommendation tobegin development of a NYSED profile for each certifying institution, includingdata on student performance on both the performance-based assessment for initial certification and the performance-based assessment for professionalcertification (including value-added student assessment data).3.

Pilot New Teacher Certification Model

–To strengthen teacher preparation andincrease the supply of highly effective teachers in high-needs subjects in high-needs communities it is proposed that the Board of Regents consider approvinga recommendation to develop a Request for Proposals process to selectproviders (including institutions of higher education, cultural institutions, researchcenters, non-profit organizations, and others) to pilot a clinically-based teacher certification model aligned with the new performance-based assessments. TheBoard of Regents would award Master’s degrees to those students who completeregistered pilot programs offered by non-collegiate institutions.4.

Demonstration of Content Knowledge

–To strengthen teacher preparation andincrease the supply of highly effective teachers in high-needs subjects, it isproposed that the Board of Regents consider a recommendation to approve anamended regulation allowing secondary-level certification applicants todemonstrate content-knowledge proficiency either throughundergraduate/graduate course credits or a score of proficient or higher onacceptable rigorous examinations.5.

Expand recruitment and retention of teachers in STEM

(science, technology,engineering, and mathematics)

disciplines in high need schools