human capital office

Human Capital Office

Presentation to the Louisiana State Association of School Personnel Administrators (LSASPA)

February 24, 2011

Agenda

• Certification/Preparation Updates• Act 54

• Louisiana Statewide Staffing Initiative• Educator Pipelines Updates• Q&A

Certification/Preparation Updates

Terry Rinaudo, Section LeaderCertification, Preparation & Recruitment

Bulletin 746 UpdatesAdopted Policy

PRAXIS Examinations for Special Education CertificationThis policy will allow the replacement of the current special

education pedagogy exams in early interventionist, hearing impaired, mild/moderate, visually impaired and significant disabilities with new editions of the following Praxis exams:

1. Special Education: Core Knowledge and Applications (#0354); 2. Special Education: Core Knowledge Mild to Moderate

Applications (#0543); and 3. Special Education: Core Knowledge and Severe to Profound

Applications (#0545).

Adopted: February 2011

Special Education Praxis exam updatesCurrent Test Who Takes This

Test Now?New Test Who Will Take

The New Test?Qualifying

Score0353 Ed of Except Students: Core Content Knowledge

Early Interventionist, Hearing Impaired, Mild/Moderate, Significant Disabilities, & Visual Impairments

0354 Special Education: Core Knowledge and Applications

Early Interventionist, Hearing Impaired, & Visual Impairments

145

0542 Ed of Except Students: Mild/Moderate Disabilities

Mild/Moderate 0543 Special Education: Core Knowledge and Mild to Moderate Applications (0542 has been combined with 0353)

Mild/Moderate 153

0544 Ed of Except Students: Severe to Profound Disabilities

Significant Disabilities 0545 Special Education: Core Knowledge and Severe to Profound Applications (0544 has been combined with 0353)

Significant Disabilities 153


Middle Grades: 4-8 Add-OnAllows candidates option of completing six

semester hours in reading OR passing the Praxis Teaching Reading exam (#0204) to add-on middle grades: 4-8 subject areas to an existing early childhood, upper elementary/middle school or special education teaching certificate.



Out-of-State Principal1. Allows applicants to request PRAXIS exclusion for issuance of an

Out-of-State Principal (OSP2) Level 2 certificate after serving:

-Four years out-of-state as a principal-One year as an assistant principal or principal in a LA public school system on an OSP 1.-Principal must also complete the Ed. leader induction program

This revision aligns policy with amendments made to R.S.17:7.1(3) in Act 326 of the 2010 Louisiana Legislative Session.



Ancillary School Nurse• Aligns Bulletin 746 requirements with State Board of

Nursing requirements and allows the renewal of ancillary Type B and Type A School Nurse certificates upon completion of 150 contact hours or 15 (CEUs) of professional development.

• Type B certificate will no longer require the additional six semester hours of coursework for renewal and the designation that a Type A School Nurse certificate is “valid for life of continuous service” will be replaced with “valid for five years.”



Out-of-State (OS) Certificate• Reduces the number of years of out-of-state

teaching experience from four to three years to qualify for PRAXIS exclusion.

• This revision will align certification policy with amendments made to R.S.17:6 in Act 669 of the 2010 Louisiana Legislative Session.



Ancillary Mental Health Professional CounselorProvides for an Ancillary Mental Health

Professional Counselor certificate which will allow Licensed Psychologists, Licensed Professional Counselors, Licensed Social Workers, and Licensed Marriage and Family Therapists to serve as Mental Health Professional Counselors in Louisiana schools.



Ancillary Occupational/Physical Therapy• Allows for two new certification areas:1. Certified Licensed Occupational Therapist

Assistant (COTA); and 2. Physical Therapist Assistant (PTA)

These new ancillary areas establish compliance with R.S. 37:3001-3014 as administered by the Board of Medical Examiners and R.S. 37:2401-2424 as administered by the Louisiana State Board of Physical Therapy Examiners.


Bulletin 746Currently Out for Notice of Intent:

Revision to existing add-on certification policy indicating that:– all coursework used for add-on certification must be for regular credit and not remedial or developmental

–no final grade below a "C" will be accepted for any add-on endorsement purposes.

Adoption Date: July 2011

Bulletin 746Currently Out for Notice of Intent:

Early Interventionist- Birth through KindergartenThe special education Early Intervention endorsement will change from EI Birth – Five years to EI - Birth through Kindergarten.

Grade rather than age specific.

Adoption: July 2011

Bulletin 746Approved for NOI February 2011:

Supervision of Student TeachingSupervision of Student Teaching had a correction to the policy from the requirements indicating “and” to “or”.


Elementary Mathematics Specialist• New add-on certification• Requirements: –hold a valid early childhood certificate, elementary certificate, or middle school math. Or secondary math. Certificate–3 years math teaching experience–21 hours specialized math content, pedagogy and leadership coursework

• Holder eligible to teach elementary Math or serve as an elementary Math coach.


Behavior Analyst•The Board approved ancillary certification areas for Assistant Behavior Analysts (BCaBA) and Behavior Analyst (BCBA).

•Both of these certifications will require a certification from the appropriate professional licensing board.

ACT 54

Quentina Timoll & Celeste Holmes Division of Educator Support and Evaluation

Background

• Enacted by 2010 Legislature • Requires Performance Evaluation at Every Level

of K-12 Public Education Based on Student Growth

• Educators will have opportunities to engage in the development and implementation of New Performance Models that are designed to provide stakeholders with a constructive analysis of their impact on Student Achievement

Act 54 As Defined in the Law

• Provide means for educators “to obtain assistance in the development of essential teaching or administrative skills” based on specific areas of improvement.

• “Support efforts to ensure that all students are taught by an effective teacher and every school is managed by an effective school leader.”

• “Establish professional development as an integral and expected part of a professional career in education.”

• “Provide clear performance expectations and significant regular information on such performance to all teachers and administrators.”

Act 54 and Educator Evaluations• Requires annual formal evaluations• 50% based on “evidence of growth in student

achievement using a value-added assessment model” where data are available; other measures of student growth for non-tested grades/subjects

• 50% based on multiple measures of educator performance (e.g., observation and conferencing)

Student Growth

Other Measures of Effectiveness

Act 54 Keeps Majority of Previous LawComponent Previous Law Revision to Law

School and District

Accountability

Requires BESE to enact a statewide accountability based on student achievement

Adds growth in student achievement using a value-added assessment model to school accountability

Performance Expectations

Requires BESE to establish components of effective teaching

Adds measures of effectiveness for teachers & leaders; requires annual evaluation

Educator Due Process

Assures grievance process Extends process to teacher ratings under new system

Data Disclosure

Allows school-level performance results to be publicized

No change; value-added publicized on school-level basis

Teacher Assistance

Requires PD in first three years

Assures targeted support for all teachers where needed

Certification Establishes initial & renewal process based on teacher receiving successful rating

Ensures certification if rated effective on growth data; allows

local board appeal for non-renewal

Timeline for Dialogue and Phase-InAction Implementation

Alliance Group Presentations to Schools Fall 2010 - Spring 2011

ACEE Meetings Fall 2010 - Summer 2011

LCET Task Force and Standards Development Workshop (Teacher Rubrics)

Fall 2010 - Spring 2011

Leadership Competency Model Statewide Task Force and Standards Development Workshop

Fall 2010 - Spring 2011

CPMS /NTGS Technical Advisory Team Spring 2011 - Summer 2011

CPMS Rubric Pilot (teacher & leader) Spring 2011 - Summer 2011

Performance Management Training Summer 2011

CPMS Pilot Fall 2011

CPMS Statewide Implementation SY 2012- 2013

Local Personnel Evaluation Plan

For the 2011-2012 school year, if the State Board of Elementary and Secondary Education fails to promulgate the rules and regulations necessary to implement the provisions of this Act at least sixty days prior to the beginning of the school year, each city, parish, and other local public school board shall be allowed to continue to use the personnel evaluation plan as prescribed by each board's policy on the effective date of this Act.

More Information Celeste Holmes

Comprehensive Performance Management System Director

[email protected]

Scott HughesAlliance for Education

[email protected]

http://www.act54.org/

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Louisiana Statewide Staffing Initiative

Andrew VaughanDirector, Division of Certification, Preparation & Recruitment

[email protected]

The Louisiana Statewide Staffing Initiative (LSSI)

The State of Louisiana’s reform plan (RTT) calls for the adoption of a Model Staffing Initiative (MSI) to provide technical assistance in effective hiring and staffing techniques.

Although Louisiana did not win RTT, with funding provided by the Bill & Melinda Gates Foundation, the Louisiana Statewide Staffing Initiative (LSSI), was launched in October2010.

The LSSI will help low-performing schools in four districts build strong instructional teams and open the school year fully staffed.


The LSSI will use five key strategies in a comprehensive effort to strengthen teacher hiring and staffing practices:

1.Direct priority applicants to target schools2.Train principals in effective hiring3.Provide personalized staffing assistance4.Minimize staffing barriers5.Increase the rigor of retention decisions


The LSSI is one key element of the Human Capital reform plan. Other key elements include:

Adoption of a Centralized Staffing Service (Educator Pipeline) to refer pre-screened, highly effective educators to high need schools

Transformation of teacher preparation by strengthening the Louisiana Teacher Preparation Accountability System (use Value-Added to measure program effectiveness)

Development of a Comprehensive Performance Management System (CPMS) to determine teacher and leader effectiveness (50% of evaluations based on Value-Added results)

Implement a robust Human Capital Information System (HCIS) to provide administrators with critical information to ensure that data about educator effectiveness underlies all of this work.

LSSI pilot districtsAll 31 Louisiana Trailblazer districts were invited to participate in the LSSI, and nine responded. To select the participants, the Department of Education and The New Teacher Project examined data on each district (including rate of teacher certification, and number of teachers, schools and students), considered geographic distribution, and spoke with each district to ensure it had the capacity to benefit fully from the initiative. Four pilot districts were selected: De Soto, East Baton Rouge, Monroe City and Terrebonne.

District Work Planning Session Goals & Deliverables

• Consider the district’s current human capital calendar and identify where it can be adjusted to capture the best talent as early as possible

• Deliver a customized staffing calendar and work plan for each district anchored to human capital goals in 4 key areas:

Prioritizing improvements to the staffing timeline

Reducing staffing barriers

Improving the quality of new hires

Increasing principal and candidate satisfaction

The LSSI principal professional development series begins in January

Workshop Series Topics and Content

• Session 1: Marketing Your School Identify and practice communicating school strengths and

challenges in ways that inspire and appeal to prospective teachers; produce a school profile and pitch to utilize at hiring events.

• Session 2: Building a Competency-based Selection Process Explore competency-based selection models and recommended

activities; opportunity to customize for school-specific needs; practice developing competency-aligned questions for maximizing interviews; practice reviewing resumes for key criteria and create follow-up questions.

The LSSI principal professional development series begins in January

Workshop Series Topics and Content Cont’d

• Session 3: Effective Interviewing Create customized school-specific interview questions;

differentiate questions based on the candidate’s experience; practice effectively probing a candidate’s response and consider use of alternate interview components—such as a writing sample, discussion group or teaching sample.

• Session 4: Induction Discuss the benefits of providing a quality induction experience

for new teachers; explore the principal’s role in induction; identify effective induction and cultivation strategies; develop an induction plan for new hires

Plans to expand LSSI beyond pilot districts

Expanding LSSI to additional School Districts

8(g) funding to sustain and expand LSSI to additional districts during 2011-12 school year.

Implementation of Summer Principal Institute.

Educator Pipelines Updates

Barbara BurkeDivision of Certification, Preparation & Recruitment

[email protected]

Educator Pipelines

Educator Pipeline– Reorganization of LDOE in August 2010 – from an

agency of compliance to an agency of support– Division of Certification, Preparation & Leadership

became Division of Certification, Preparation & Recruitment

– Three full time staff providing specific staffing services to districts across the state including:• Verification of certification and HQ• Competency-based pre-screening interviews• Referral of top ranked candidates

Educator Pipelines

– Redevelopment of the Teach Louisiana website to track pipeline activities e.g. vacancies, pipeline candidates, number of referrals, hires etc.

– Preliminary goals: • At least 95% of the positions districts request help filling will have

at least one qualified candidate referred to them by Pipeline team.• At least 33% of the open positions will result in hiring a referral

from the pipelines staff.• At least 90% customer satisfaction with pipeline services

• Results so far (since Aug. 2010): – Pipelines team referred qualified/pre-screened candidates to 146 of 156

vacancies posted statewide (93.6%)– 60 vacancies filled by Pipeline referred candidates (38.4%)

RecruitmentHow do I take advantage of these services?

• Contacts:– Barbara Burke ([email protected])– Paula Davis ([email protected])– Cathy St. Romain ([email protected])

Educator Pipeline

• To request staffing assistance:1. Email vacancy details to Educator Pipeline staff2. Review resumes of pre-screened, referred

candidates3. Inform Educator Pipeline staff of status of the

vacancy

Educator Pipeline Challenges

• LEA must check references and conduct background checks of prospective employees. Services provided by Ed Pipeline staff only includes pre-screening of candidates.

• LEA will determine the “best fit” for filling the vacancy

• LEA notifies Ed Pipeline staff when vacancy is filled; no other mechanism in place for obtaining this information

Questions?

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