PUTTING IT ALL TOGETHER IN COMPONENT 3.1:

Transcription

1 PUTTING IT ALL TOGETHER IN COMPONENT 3.1: SEED PARTNERSHIP TO INCREASE THE DIVERSITY OF THE TEACHER WORKFORCE Jennifer E. Carinci, Accreditation Director, Director of Research and Engagement, CAEP Lewis McIlwain, Accreditation Associate, CAEP Washington, District of Columbia September 2017

2 CAEP RECOGNIZES THE INPORTANCE OF PREPARING A DIVERSE POOL OF EFFECTIVE EDUCATORS. CAEP is partnering with NCTR to help advance teacher diversity by improving the quality of educator preparation providers recruitment plans. The partnership focuses on 1) the required contents of the recruitment plans 2) the criteria for reviewing those plans, and 3) the resources available to support preparation providers in developing, implementing, and monitoring effective recruitment plans. CAEP is among the first round of USED s SEED partnership awardees. 2

3 PARTNERSHIP OBJECTIVE Our partnership seeks to refine the evidence that CAEP requires for Component 3.1 and the criteria for demonstrating the sufficient level, based on evidence from the field. The partnership seeks to identify a set of evidence-based strategies and tools for diversifying the teacher workforce that can be shared with EPPs to support their efforts in developing and implementing data-informed recruitment plans, consistent with the expectations in Component

4 THINK PAIR - SHARE How do you recruit and retain high high-quality candidates from a broad range of backgrounds and diverse populations to accomplish your mission? To what extent are you successful in this area? How do you know? 4

5 Text of CAEP Component The provider presents plans and goals to recruit and support completion of high-quality candidates from a broad range of backgrounds and diverse populations to accomplish their mission. The admitted pool of candidates reflects the diversity of America s P-12 students. The provider demonstrates efforts to know and address community, state, national, regional, or local needs for hard-to-staff schools and shortage fields, currently, STEM, English-language learning, and students with disabilities. 5

6 Current Sufficiency Criteria for CAEP Component 3.1 6

7 Mapping Component 3.1 to Data Relevant to Other CAEP Components Standard 1 Data relevant to identifying and supporting the completion of high-quality candidates (in terms of their knowledge, skills, and professional dispositions) Standard 2 Mutually agreeable expectations (for candidate entry, preparation and exit) in clinical partnerships with P-12 schools Standard 3 Evidence of candidates academic achievement and selectivity throughout the program and at completion 7

8 Mapping Component 3.1 to Data Relevant to Other CAEP Components (con t) Standard 4 Performance of completers ; feedback from employers and completers on completers preparation; and employment milestones such as hiring, promotion, and retention Standard 5 quality assurance system is comprised of multiple measures that produce valid data and can monitor candidate progress, completer achievements, and provider operational effectiveness that can be disaggregated by relevant dimensions such as candidate demographics and programs; regular and systematic assessment of performance against its goals; testing innovations; tracking results over time; acting upon measures of completer impact; appropriate stakeholders involved in program improvement and evaluation 8

9 Analyses of EPP Evidence Submitted to Demonstrate CAEP Component 3.1 CAEP pulled evidence submitted by EPPs and formative feedback reports from reviewers for EPPs with accreditation decisions in April of this year (2017) We analyzed the recruitment and retention plans provided to us by each EPP with a goal of finding good practices that can be replicated by other EPPs in the future. 9

10 Strengths Identified in Recruitment Plans Variety of data sources Disaggregating diversity data by ethnic group and/or graduate level. Providing goals attached to a realistic timeline. 10

11 Common Pitfalls Identified in Recruitment Plans Limited evidence of being informed by data Limited evidence or update on the process the recruitment plan has made Limited reference to the retention goals 11

12 SUGGESTIONS FOR IMPROVING GUIDELINES AROUND COMPONENT 3.1 Focus on identifying clear, realistic goals that are obtainable in a reasonable amount of time. Provide evidence supported by data that their plan has seen progression, regression, or has stayed the same. Take ownership over their recruitment plans and take necessary measures to keep tabs on how the goals they have set are working out. Offer a clear definition of diversity. 12

13 SUGGESTIONS FOR IMPROVING GUIDELINES AROUND 3.1: Continued Define success for past activities that have been deemed successful. Goals should be data informed in terms of why they were selected and should include objectives. Recruitment and retention goals should be addressed separately. 13

14 EPPs with good examples of strengths While no recruitment and retention plan was perfect, a few did stand out above the rest. We will review the recruitment plans for 3 different EPPs that we will identify as EPP1, EPP2, and EPP 3. The recruitment plans provided by these EPPs have particular strengths worth noting that CAEP would like to see in the future. 14

15 EPP 1 Provided strategies tied to the goal numbers they set for the school year. There is a recruitment calendar attached that outlines the events they plan to recruit at, and what specifically will take place there. They have tracked the progress that the recruitment plan has already made. There is already evidence that the EPP has met the diversity goals in many areas. 15

16 EPP 1: Continued 16

17 EPP 2 Included tables with baseline data for three years beginning from 2013 and ending in Data were disaggregated by completers in Science, Mathematics, and Intervention Specialists. There are 5 years of target percentages that the EPP would like to hit ranging from 2016 and ending in The goals are specific. 17

18 EPP 2: Continued 18

19 EPP 2: Continued Declared Education Majors and Minors Fall 2014 majors/minors Fall 2015 majors/minors Fall 2016 majors/minors M F Total M F Total M F Total African American African American Asian American Asian American Caucasian Caucasian Hispanic Hispanic Multi-Racial Multi-Racial Native American Native Hawaiian or Pacific Islander Non-Resident Alien Native American Unknown Non-Resident Alien Total Unknown Total All UMU Declared Majors and Minors Fall 2014 majors/minors Fall 2015 majors/minors Fall 2016 majors/minors M F Total M F Total M F Total African American African American Asian American Asian American Caucasian ,796 Caucasian , ,689 Hispanic Hispanic Multi-Racial Multi-Racial Native American Native Hawaiian or Pacific Islander Non-Resident Alien Native American Unknown Non-Resident Alien Total 1,072 1,102 2,174 Unknown Total 1,047 1,047 2,094 1,024 1,116 2,140 19

20 EPP 3 Good job with structuring their plan. Identified the problem, designing a solution, and examining the impact of the solution to the problem. Included tables to illustrate the possible tactics they could use to combat diversity struggles. 20

21 EPP 3: Continued 21

22 Reflections on drafting a data-informed planning tool 22

23 Draft Data-Informed Recruitment & Retention Plan Tool Is there any information you feel is missing? Are there any areas of the template you feel would be difficult for an EPP to complete? Describe how having a template would make it easier and/or harder for an EPP to provide a thoughtful recruitment plan? What additional resources would be helpful? 23

24 Additional Resources NCTR report - Recommendations for State Support for Effective Teacher Residencies TN report Preparation through Partnerships: Strengthening Tennessee s New Teacher Pipeline Trailblazer Coalition report Fixing the Broken Pipeline: Teacher Diversity and the Classroom San Francisco Teacher Residency report- Beyond Brochures: Practicing "Soul Care" in the Recruitment of Teachers of Color Branch Alliance for Educator Diversity (BranchED) - one-pager website Coble, C. (2015). Teacher education performance assessment. Retrieved at 24

25 Contacts: Jennifer Carinci Accreditation Director, Director of Research and Engagement, CAEP Lewis McIlwain Accreditation Associate, CAEP 25

26 Suggestions? Questions? Ideas? 26