 Good afternoon everybody welcome to the briefing strengthening the educator pipeline evidence-based approaches to teacher and leader preparation Thank you all for taking the time on this rainy Tuesday to join us today a special. Thank you to senator Cain's office For all their help in putting this event together particularly his wonderful staff Karishma in the last few years congress has passed a number of bipartisan bills affecting education the reauthorization of the Elementary and Secondary Education Act and most recently the career and technical education act reauthorization both bipartisan efforts And our hope is that in the new congress they will continue these efforts and move forward with the reauthorization of the higher Education Act where there are a number of real opportunities to support state and local efforts to prepare a Diverse and highly skilled educator workforce And we know that as states begin the the heavy lift of implementing Essah that having a strong teacher and leader workforce will be critical to those efforts, so we're really excited to share the research and Advice from practitioners on what policy has been working in their states and districts We also want to make sure that everyone here has received the materials or folders outside if you didn't grab them on your way in Please grab them on your way out We are really honored to have senator Tim Cain who represents the great state of Virginia here today He serves as a member of the health education labor and pensions committee in his co-chair of the senate CTE caucus as a former civil rights Attorney senator Cain has been a long a lifelong champion of issues that advance equity and opportunities from criminal justice reform to women's rights to workers rights senator Cain brings that same commitment to education related issues and Was pivotal in the reauthorization of the career and technical education act which included a number of evidence-based Policies to support career and technical education Educator, so we're really honored to have him here senator Cain recently introduced the preparing and retaining Education Professionals Act Which supports evidence-based approaches that ensure that all students particularly those the furthest from opportunity have access to Well-prepared and a diverse set of teachers and leaders. It's my pleasure to introduce senator Cain Hey, thank you guys. What a we're gonna have to get a bigger room next time. This is so fantastic to walk in and see how many people are interested in this topic of Evidence-based creative strategies to attract and retain great teachers And I wish some of you had joined me for the last two hours Linda We were having a superb hearing in the help committee about essay implementation where we had three Chief-State school officers, and we also had a national Education thought leaders kind of talking about what's working so far And what still isn't working and is is out there for Congress to push on to achieve both Achievement, but also continue to focus on accountability and reducing inequities and and performance gap So it's very very good to to be here with you. This is a wonderful organization That's really at the forefront of helping our students be all they can be I have been thrilled to work together with you on the prep act Which we introduced recently which I'll talk about in a minute, but I just also want to acknowledge I have three my my education a team here many of you know, Kirishma merchant and Let's see Kirishma and then Courtney whereas Courtney and then Sasha right here. Who's a fellow with me this year? We have a superb education team, but Jessica admitted the most relevant part of my bio which is my wife is the former Secretary of Education in Virginia and now serves on the state board of Education overseeing all of K-12 schooling in Virginia about 1.2 million kids And I can tell you when they have their monthly meetings, and it's usually Wednesday afternoon evening and Thursday once a month The largest topic during the time that she has been on the board has been teacher shortages teacher shortages occupies a Portion of virtually every meeting that they have and in that I bet it's like West Virginia You're probably grappling with the same issue because we're seeing this all over the country Just just some statistics that I probably don't have to share with you This group knows these pretty well, but it does put it into some context More than half of American states in 2015-16 academic year reported shortages of educators in math science CTE and also shortages of educators for English language learners more than half the states 48 states identified special ed as a shortage area and half of all schools and 90 percent 90 percent of high poverty schools are struggling to find qualified special ed teachers If the current trends continue, it's gonna get worse We'll see as few as 200,000 available teachers each year by 2025 Resulting in a gap an annual gap of more than a hundred thousand that we are not able to fill every year The gap also ties into another Significant area that we need to be concerned about and that's teacher diversity in public schools today that the majority of student Populations is comprised of students of color However, our teachers of color Comprised 20% of the teacher workforce African-American teachers made up a little bit more than made up more than 8% of teachers in 1987 But 6.7% of teachers in 2013 and so our teaching workforce needs to grow Needs to grow in these specialized areas where there are gaps But also needs to grow in terms of being more reflective of the students who are in our public school classrooms And so we have to look at creative strategies Localities are doing some cool things. We've got a Virginia example here You're gonna hear about states are doing some cool things But we also have to look at creative strategies at the federal level to deal with shortages and diversity and specialty areas Where we continually come up short? I am glad you've got a great panel including a chief state school officer Which is like always really good to hear from that sort of frontline position But I am especially glad to have Dean Andrew Dare who is the Dean at the VCU School of Education VCU is the is my hometown University I live in Richmond 30 plus thousand students and Wonderful work on training educators, especially educators in urban settings and then he's got a prize pupil with him Brittany Jones Brittany is a graduate of VCU, but I know she's going and now teaches at John Marshall High School Which is the conference of high school in the neighborhood where I live But you're gonna hear from Brittany about a particular program a teacher residency program that takes Students and really prepares them for teaching in urban areas and you'll hear her talk about that Because I think that is a model that we can use going forward As Jessica mentioned that the next big item we're gonna tackle on the help committee is the rewrite of the higher education act And this is incredibly important because we just we just don't rewrite these laws that much And it really puts a lot on your shoulders to try to do them right You know normally when we reauthorize we might not reauthorize again for five to ten years So that means when we're reauthorizing Reauthorizing higher ed we better not just think about tomorrow We have to think down the road about some of these issues all kinds of issues Last year the house passed a version of a higher ed reauthorization the prospect that omitted title to which deals with teacher training and And you know and they have a lot of complaints about us too I shall say but but what I want to point out is we cannot We cannot Do a higher ed act that doesn't? Address in a creative and forward-looking way teacher shortages and how we need to bring people into the classroom The committee as you know on the Senate side tends to have a pretty good track record though There's wide ideological differences on the committee. We got a pretty good track record of hammering through and doing Reauthorization we're very proud of the Perkins act reauthorization bill that President Trump recently signed I had a number of provisions in that bill that I was particularly proud of as the chair of the CTE caucus in the Senate, but I have the same because I've seen us do it I have the same confidence that we will get there on higher ed act Reauthorization, but we'll only get there and really do it well if if y'all are deeply deeply engaged in the discussion I started off the day in Richmond with a statewide gathering sponsored by the Virginia Chamber of Commerce of nearly a thousand Including all of our K-12 and higher ed professionals around the state to talk about workforce needs And I challenge them just like I'm challenging you when we're rewriting higher ed act It's a really good time to be involved in giving us your ideas Obviously from the education community in terms of how to train teachers and attract teachers and retain them You're going to have fantastic ideas the workforce folks in the Chamber of Commerce business leaders I was with this morning their ideas are going to be really good for us in figuring out where workforce gaps are going to be Outside of the teaching profession What are the needs that we're going to have in the jobs that we need to fill? And so how do we have a higher ed system that matches up with what the economic needs will be for the next 10 years? But you're going to give us the best advice about the the Attraction and retaining professional development Building meaningful and satisfactory life-long careers for teachers You're going to give us great advice about that just to say a word about the prep act and we're again excited to have it in I believe it's bipartisan. Isn't it? It's almost bipartisan. Hey in DC almost bipartisan is it's like wow But we're yeah, we're very excited to have that bill in and we work real close Linda and the team offered a lot of good thoughts to us about it So it has a couple of components first It's very much the goal of it is is to deal with the gaps Especially in particular areas where we're short but also try to expand the diversity of the profession It expands the definition of high need districts under the every student succeeds act to include those Experiencing teacher shortages which could be rural communities and also so in geographic areas That are experiencing shortages, but also in subject matter areas where we have shortages as I described before It encourages school districts to have innovative partnerships with local Community colleges and universities to ensure that we're building the pipeline we need we call them grow your own programs You know, we looked at the fact that so many of our schools have very talented teachers aides Who are really talented, but maybe they don't have the degree or they haven't Had the time to maybe be in the class full-time When you have a talented educator, you can just tell by look at them now. This is a talented educator Why don't we help them achieve the educational? Degrees and certifications they need so that they can be full-time classroom teachers This is a bill that requires states to do some work in sharing data to identify shortages both Regionally and in specialty areas and that it dramatically increases Support for teacher preparation programs that minority serving institutions and HBC use to try to deal with the diversity issue One of the provisions that we just had passed as part of Perkins Also dealt with teacher training, which is to recognize that often the CTE teachers are coming in in a different way They're they're often coming from industry So things that we've done in Perkins are also trying to deal with this teacher training issue by Bringing in people through career career switcher programs and things like that to help us have the CTE Educators we need is the nation seeing a renaissance in career and technical education So I'm very very excited to be asked by LPI to come and just say a word about it And I guess we were the one that signed up for the room today. You need a senator to do that But but to see everybody here to see some great Virginians who are going to share Innovations and I'm taking this crowd as a complete Commitment to work with our office when we get into HPA reauthorization next year. So that title to provision can be Very very robust and can be not just good the day that we pass it But it continue can continue to be forward focused for the many years that the HPA Reauthorization will be in effect. So I'll hand it over to the panel Have a great discussion this afternoon and I look forward to continuing to work with you as I go forward when to hand it to you Well, it's wonderful to have the senator do a lot of my work for me He really understood all the research and presented a good piece of it. I want to Start however by thanking Jessica Carteshawn, where did she go? for all of the work that we've been engaged in around this development of the bill but also the Holding of this briefing and all of our LPI staff There's a whole slew of them here in the corner under the able Organizational hands of Shawnee's hood. I don't know where Shawnee says she's probably out at the table So takes a village to throw one of these parties and I really thank the village for doing that We have been working on taking the evidence base About teacher training recruitment retention and preparation and trying to think about how it could inform Legislation going forward our recommendations that are drawn from that research are in the folder that I think is out On the tables there, and I'm just going to take a few minutes to review Some of what the issues are in building a strong teaching profession You know the higher ed act has a lot in it other than teaching but teaching is the profession on which all other professions depend and So we think is a central part of the goals of an act that is trying to create the Sort of knowledge base for our country in a variety of ways So for us right now in this country Key issues that are before us are as the senator already said solving shortages Many of you saw about the teacher strikes that were going on West Virginia was one of the places and see if you can tell us how That has worked out and what they're working on there Teacher's compensation has declined since the early 1990s and is at one of its lowest points about 30 percent below that of Other college educated workers and many states are working on that agenda Working conditions during the recession class sizes grew larger conditions in schools group grew poorer almost 30 states are Still not spending as much as they were in 2007. So that has created challenges in schools as part of the Attractiveness or lack of attractiveness of the profession the status of the profession there are There's a new fight Delta cap and pole. I don't know how many of you saw the gala pole where People in this country respect teachers and trust them, but don't want their own children to be one And that's the first year in the years of the gala pole that the majority of the public said You know, I think teachers are great, but I wouldn't want that life for my own child And so the status of the profession is part of the issue as well entry pathways matter a lot I'm going to talk a little bit more about that when people come in to teaching without the support and the Knowledge base that they need they tend to leave very quickly and then we get a level of churn and it's very hard then to catch up To having a stable teaching force We also have to worry about improving the quality of preparation to meet the demands of the 21st century, which we are educationally just entering so many years later because we were slowed down by focusing on a kind of learning that was not as Emphasizing higher order thinking skills as we need to be thinking about in this Knowledge-based economy and the rapid rate of technology change Just as one example technology knowledge is doubling every 11 months. So we have to really prepare young people for Working with knowledge that hasn't been discovered yet with technologies that haven't been invented yet to solve problems We haven't solved yet and that's a different kind of teaching and of course We have a very diverse student body and teaching for diversity successfully is part of the challenge Around the world there are high-achieving nations that have really built the capacity to have a high quality stable Well-prepared teaching force without shortages We did a study recently called empowered educators of five countries that have such both high achievement for students and strong support for their teachers and The recipe is common across them. They have competitive salaries that are equitable across schools and districts They have strong universal preparation in many countries that has it comes at no cost whatsoever To teachers and they may earn a salary or a stipend while they're in training extensive training in partner schools in Finland they call them model schools where Teachers are trained the schools are connected to the university Quality mentoring is available for all teachers and often there are career ladders. So senior teachers or mentor teachers Progress up that career ladder and then are available in every school with training to support beginning teachers Most of these countries have 15 to 20 hours a week for collaborative planning in the US We have about three to five hours a week for teachers to have individual planning time And we have our teachers teaching the greatest number of hours in the week and in the year of any country in the world so that's another part of the Sustainability in the profession You'll find sustained practice based collegial learning opportunities where teachers have time together and are using it for action research and for planning The careers reward and develop and share expertise So that everyone is getting better as teachers move up the career ladder and share what they know And they also organize sharing across classrooms and schools These are many of the features that will be on the agenda as we bring up The work that needs to happen here and you'll find these practices and conditions in some states But not very many and you'll find a few of them here or there, but rarely do you find them all in one place? As we think about addressing teacher shortages, you've probably seen Different kinds of headlines and newspapers in your own states that look like these And we've seen these for the last several years and The shortages in fact when we first did lpi looked at the shortage trends the Supply going down and the demand going up starting in about 2015. We predicted that by 2017 we might have a gap as big as a hundred thousand teachers and actually our researchers this year Looked at the state data from each state to see how many vacancies were either unfilled or filled with teachers Who were not prepared and it was a little bit over a hundred thousand so in fact that prediction has come true And we have at least a hundred thousand teachers around classrooms around the country that are filled either unfilled Filled only by a substitute or by a teacher who has not yet completed or even in some cases started their training There's been a decline in teacher preparation enrollments these day to go only through 2014 but if I continued the trend you would see that it has Declare even further since that time as the senator said there are Very severe shortages in special education in 48 states plus DC in Mathematics and science and more than 40 states more than 30 states have shortages of teachers for English learners And also shortages of teachers who are in career technical education and this has been the circumstance for several years now There are a lot of equity concerns that follow from this This is from the civil rights data set and in high minority schools. You'll find about four times as many Teachers who are not prepared as in low minority schools, and that's pretty Typical across the states if you're interested in the state by state accounting the Learning Policy Institute has an Interactive map on our website and you can go to a state and see what their Situation is with respect to the attractiveness of teaching and the equity concerns with teaching in that state So one of the things that we typically have done in the United States rather than increasing the incentives to teach Which is what would happen in Singapore. They would just raise the salaries and say Teacher shortage magically solved. We typically lower the standards We typically are quickest to lower the standards in the communities where kids are lower income Where there are concentrations of students of color and one of the problems with that strategy Is that teachers who have very little preparation? Leads teaching at two to three times the rate of teachers who have Comprehensive preparation so then you get the revolving door where you're having to hire More teachers the next year in addition to dealing with the effects of lower student outcomes preparation and early mentoring both Influence retention as well as effectiveness if you have a well-mentored teacher They are twice as likely to stay as if they don't receive mentoring So there are some straightforward ways to begin to reduce that turnover and that's very important because 90 percent of The jobs for which we hire teachers each year are being Vacated because of someone who left the year before so attrition accounts for nine out of ten Vacancies each year if we could just bring our attrition rate down to about what it is in places like Canada or Singapore Finland we would not have a teacher shortage simply by keeping the teachers that we have And in increasing their capacity to do the job a funding for both Preparation and mentoring has declined the debt load for preparation has increased how many recent college graduates do we have in here? You know about that debt load And only about two-thirds of teachers therefore receive comprehensive preparation Before entering we have actually fewer teachers getting mentoring now than was true some years ago before the recession We had gotten up to about seventy five percent of teachers with mentoring now We're down closer to about half because those programs got cut during the recession The cost of college are high and debt loads are high at graduation over Close to twenty thousand for white graduates over twenty thousand for black graduates And you can see that the differentials the blue bar is white graduates the red bar is Black graduates that the difference in debt load increases the further people get out from college for everyone but particularly for African-american graduates and that actually feeds into the lack of diversity in the teaching force because we know that People who can't afford to pay off the debt load on the salaries They're going to earn are less likely to go into careers That will leave them with that differential even if they want to be a teacher. It's a big It's a big problem and one of the side effects is that teachers will come into teaching Legitimately trying to make a living through an alternative certification route Where they are learning to teach while they're teaching and that is true for one of four teachers of color because of the debt load But then that's associated with much higher turnover So we're recruiting people but we're not retaining them and if we really care about teachers And if we care about teachers of color, we would say we if you will teach we will pay for your education And that then becomes the incentive that will allow us to fill positions with people who will be able to stay Both because they can afford it and because they're well-prepared We know that students benefit from a racially diverse teacher workforce One of the points the senator made Teachers of color are disproportionately likely to go teach in high minority schools Three-quarters of teachers of color are teaching in the top quartile of schools that serve students of color They offer benefits to all students The research shows that all students feel that they benefit from teachers of color and have good experiences With those teachers they contribute to a culturally responsive learning environment and they produce higher academic performance greater graduation rates attendance rates for Particularly for black students and for other students of color partly because of just the affirming Presence and supports that are delivered which can be delivered by white teachers equally well If they have the training to do that But this effect is one of the many reasons that we need to be thinking about a diverse teacher workforce So one of the key things that the higher ed act can do is to increase access to higher retention Pathways into teaching and that can include service scholarships and forgivable loans that really pay people's full way through college I came into teaching that way myself and you pay it back with service We used to have very extensive Service scholarships and loan forgiveness for teachers. It's much smaller than it used to be The teach grants are one aspect of this, but they need some revision and tweaking to be available in a way that Teachers get to hold on to that scholarship, and it's not taken away There's a whole storyline about that that we may get into Teacher residencies and grow your own programs as the senator noted are very important and we're going to hear more about that I just will say that teacher residencies are a really important solution to age-old problems there's the problem that it's very hard to teach in High-need communities where the skill set that you need is much greater Then you would need in a community where kids are getting tutored and they have books in the home and all kinds of other support systems And yet we often have the least well-prepared teachers in those communities Then we have the revolving door that I talked about But in residencies where teachers get to train under the wing of the very best urban teachers in Schools that model the very best and most effective practices with their education and their Apprenticeship paid for which they then Return in service you get both a more diverse teaching force a more effective teaching force and a more long-lasting Teaching force in the communities that need it the most And then ongoing mentorship and support so these are all parts of what the Act will need to deal with in addition. We have new expectations for learning everybody has you know heard about and thought about the Skills that we talk about the 21st century skills of problem-solving and analysis and Really being ready for a global workplace Etc. And so we need teachers who know things that were not so important in the past expert teachers who know Content pedagogy they know how to work with diverse learners effectively. They engage in culturally responsive practices They understand and support social and emotional Development as well as academic development They know how to work with families and communities in productive ways And we know that places that prepare these kinds of teachers Integrate theory and practice the faculty actually model these kinds of strategies. They use Inquiry methods they have deep clinical placements where you get to learn from expert mentors and they emphasize equity and They engage in school university partnerships that really provide what a teaching hospital would provide in medicine a place Where you can see best practices and learn them So these are all part of the agenda for a higher Education Act that really prepares us and prepares a strong teaching Profession for us and we're going to take a few moments now with our expert panelists here And learn about what both states and universities and schools are doing to Provide exemplars as well as to help us understand the challenges so Where I can see everyone And I'm going to start at my close left to introduce dr. Steve Payne Steve is the West Virginia superintendent of schools Under his leadership the state has been singled out for its school leadership development programs and teacher quality efforts Actually, dr. Payne is coming back for his second tour of duty as state superintendent He was previously the president of the council of chief state school officers He served as a member of the national commission on teaching in America's future on the national assessment governing board Which oversees the national assessment of educational progress and he served as a principal assistant principal teacher and curriculum director so he's been through all of it and Has a lot to a lot of insight to share to his left Dr. Andrew dare is the Virginia Commonwealth University School of Education Dean Which he has been since 2016 before which he served as University of Houston's College of Education associate dean for research He has focused on ensuring that urban serving universities and teacher Education programs fulfill their responsibility to their surrounding communities and this residency that they've launched as a good example of that Brittany Jones is the teacher that we heard about earlier. She is teaching at John Marshall High School in Richmond, Virginia She's a former resident of VCU's school of education teacher residency program Before which she received her master's degree in history and her research focused on how urban districts were effective in avoiding desegregation Post the Brown v. Board decisions So I assume you're teaching history now and you have a lot to help your students understand And then at my far left that's not a political statement Although it may be I'll have to check in with Naomi Naomi Shelton is the director of K-12 advocacy at the United Negro College Fund She focuses there on national education initiatives and community engagement efforts to ensure more African-American students our college and career ready and Prior to joining UNCF she worked in Washington DC's executive office of the mayor and in several district agencies Leading to efforts to improve access to city services and greater efficiency between departments and I want to start out with Directing this first question to dr. Payne Steve in West Virginia you are facing teacher shortages I had some very notable teacher strikes that were all over the television which have been resolved for the moment What are you doing in your state to address these shortages? You said the operational word for the moment And and all that you shared first of all I just need to say thank you to my friend and colleague It's good to reunite with you. We did some pretty important work the first time around Failed retirement But you know, I just a brief comment about the teacher strike in West Virginia. We seem to have Started a movement I guess and what really went on was the devaluation of the teaching profession in my mind and Teachers just became very very tired of of being devalued as professionals There were pieces of legislation that were punitive Salaries were bad and the real issue that started the whole walk out was the long-term Funding of the public employee insurance program and that's where it all started And then it then a mushroom from there into a teacher pay increase and so forth So the rays occurred I was proud to advocate for that for our teachers With the governor the governor stepped up about midweek through the strike and he he did the right thing And now the issue to watch is will there be a long-term funding solution to the public employees insurance agency? So that employee premiums don't escalate Last year for the most part most of the punitive legislation affecting teachers has gone away and that's another Something to watch but what dr. Darlin Hammond described in her research is exactly what's happening in our state Just a little just a few numbers for you 30% of our algebra classrooms are taught by non-certified teachers today 28% of our geometry classrooms are taught by non-certified teachers our flagship university who I won't name Graduated has three graduates this year who will be math teachers in their senior class This is a university that has about 25,000 students So you can see that that we have some real serious problems and as we we have all of the same shortages that you described But we're tackling one area in its mathematics because we're woefully inadequate in terms of our performance levels and You know my feeling is that you have to do one or two things well And then conquer that and then move on to do something else. So so math is it for us and we've We've taken a look at at math very comprehensively, but especially with regard to how we Attract our best kids in high school to the profession And so we are looking at scholarships with our governor and with our legislature Looking for some some service after that receipt of those scholarships We're looking at how do we how do we help those non-certified teachers? 30% of our algebra teachers. How would you like to how would you like to be a parent with a student in one of those classrooms? We're looking at some very unique and alternative ways of providing content trading to all of those teachers at the same time And we'll do this probably through some sort of digital format We have some great math teachers in our Department of Education and we have a nice technology system So there's a way to give those students what they need and yet model Outstanding mathematics instruction to those teachers that need that modeling as well In West Virginia, you're exactly right We have about a 6% minority population our and and you're exactly right our teachers of color Don't necessarily populate those schools that are the lowest performing that have a higher Concentration of minority students that is a problem for us. The biggest problem for us is poverty We have the highest percentage of adults without a two-year or a four-year degree in the country 50th out of 50 and The research that I used to know and I think is probably still prevalent is that a mother's educational level closely followed by the father's educational level are probably the strongest determinants of of student achievement and So we struggle in that in that area. So we have some real equity issues of our own and You're just describing our state to a take we Are looking at residency programs. We have started some initial Work in that area. I wouldn't say that we're full-fledged but all of that began with LPI coming to West Virginia and Being thought partners and helping us develop some partnerships with for higher education institutions that have a real interest all the more reason for the title to Funding for the teach funding for the reauthorization of higher education Those are expensive programs to begin yet as dr. Darlene Hammond indicated the return on investment for moving in that direction yield There's a multiplier effect for doing so. So our job is to try to build support Politically with legislators that are turned limited that want to see results right away But to get them to see down the road that this is the right thing to do in the long run for for the profession So just to sum up we we have short-term issues that we must address immediately And then we have some long-term issues that we must address immediately and all of those require different strategies and different approaches and Perhaps there'll be a question or two later Well, we'll just pick up on that thread and I go to dr. Dare who is actually presiding over a residency program And I'd love to hear a little bit about your experience and how the residency there is Responsive to the needs of the school districts where your teachers are placed and also how you're thinking about Understanding and measuring the success of your program Thank you You know since arriving at VCU in 2016 it was quite evident how strong our Richmond teacher or hesitancy program is and a big part of that is Obviously the strong partnership that we have with the school division We work closely with the HR office in the school division to determine what the recruitment goals are for the Residency program and then the recruitment process is One that is quite rigorous quite intentional about selecting Residents who are aligned with the school division needs Residents who want to be in urban high-need schools Candidates are accepted based on their major their GPA and there's a rigorous selection process That includes teaching a mini lesson in front of k-12 students What's quite interesting is that the students? they actually Help evaluate or identify through a simple question Do you see this person as your teacher and when we've looked at the data the students are actually most accurate in Identifying who are going to be successful residents There's a group discussion and problem-solving activity around urban issues to be able to Gain what that candidates thinking is around urban issues There's an interview that's conducted both with school of education staff member and Someone and a professional from the school division and there's also on-demand writing samples and evaluations on their coach ability and And so the residents they're also working in the schools as they're getting trained There's a fair amount of capacity that's built within the school division for Henter teacher coaching and online support two to three years After that resident completes the program On the evaluation side we you know We're still a teacher education program, so we still have national state local within the school Things that we evaluate But within RTR our Richmond teacher residency program. We obviously take a very close look at the retention data we take a close look at the teacher performance data and we Survey principles who hire the teachers who hire our residents. We have a 96% Response rate from the principles and so that high level of a response rate You know contributes greatly to us getting good information that we can be responsive and any revisions or tweaks and how folks are being prepared and we also look at student achievement data looking at how the graduates of the residency program how Student learning outcomes for their students differ from other students. We see gains for example in SOL scores in science education in a science for example, so it's it's a strong Collaboration and it's a responsive collaboration VCU has quite a large and medical system So one analogy that I use is if instead of being dean of the school of education if I was chief of trauma Surgery and the mortality rate was 70% and I had a little program over here where the mortality rate Was improved to 85 90% Would I just continue plugging along knowing I have this great program or would I try to find how I can expand What works in that program in the overall running of the operation and so that's something that we're looking at is both Expanding the residency model. We're now in Chesterfield And and in Petersburg, which are two surrounding school divisions And they're also going to be moving into Henrico But also looking at how can we utilize the best practices in the screening evaluation selection and training Of the residents and how can we incorporate that into our traditional programs? Okay, so I'm gonna ask Brittany to reflect on what has been productive for you about learning to teach in a residency model Sure, you know teachers often ask me they say miss Jones how can you say all that stuff to your kids and they don't have any pushback and They ask how do you teach these things and their heads aren't down to me? It's boring so I know to the students it must be boring as well and my first response is Well, because I have it like that But honestly, it's the experience it's the relationships that I built with my children where I'm able to do those type of things to stay those types of things to teach these types of things and Learning how to build relationships. It's probably the zenith of the RTR the residency program Being in the classroom as a resident You're in the classroom day one and you're there and tell the last day of school and every day in between So understanding the intricacies of what it's like to build a relationship is something that you can't learn in a classroom In teaching school listening to lectures It's something that you absolutely have to experience and learn for yourself and that has been The best way to teach to create an inclusive learning environment for myself Understanding what the children's triggers are Understanding what their interests are how they learn my students come to me with a plethora of traumas that I often haven't experienced myself So how do we break through those walls? How do we dismantle those to really get to the core of how you can learn is what the residency program really taught me? Understanding that we need to care for our children as opposed to just caring about our kids it was is what is incredibly imperative incredibly important and Experience is the best teacher So the residency program was incredible and helping me with that. I Want to ask Naomi? In the United Negro College Fund the North Star is described as the total annual number of African-American college graduates Focusing on the activities that ensure more students are college ready and enroll in college and persist to graduation So what is the role of the teacher and leader preparation in pursuing that North Star? I Think UNCF sees that as you can't have a larger pool of students in the profession if you don't have them graduating from From secondary if they're not if they're not prepared to go into Undergraduate and then go on to take the praxis if they're not prepared with the foundational information So UNCF in 2012 conducted research that really focused on what are parents perceptions of k-12 education? What do we think about k-12? And in its totality and how higher it can be influential in making sure that where there's a continuum Versus these silos of activities that are happening on both sides and so in the k-12 Advocacy and initiatives work that we do at UN TF We're not only amplifying the crisis around not not just the academic side But the need to make sure that there is a larger pool of students going to our institutions and PWIs but making sure that we're helping our Institutions think of ways to be innovative around their teacher models In I want to say 2012 the Dillard University shut down their teacher preparation program A lot of our institutions were the the bedrock of teacher teacher production in in previous years and In the time since they I'm sorry Dillard University in New Orleans shut down their program We know that shortly thereafter There was a surge of white teachers who were not from New Orleans coming into the system and going into this new model of Teaching with this school system being predominantly charter schools And so Xavier University, which is known for their science and math Has a very strong teacher program that a lot of people don't know about And so you have students who have gone to institutions within the region who now have an option to attend a residency model So the Normancy Francis teacher residency program similar to RTR Is a homegrown. How are we thinking about producing teachers from a? Non-traditional standpoint, but also teachers who are here from this region from Louisiana that understand the students here And how they need to be served versus this influx of you know Folks who don't really truly understand the students that they're serving And so what we're doing day in and day out is really trying to connect the dots between higher ed K-12 and thinking about partnerships thinking about how philanthropy can connect dots, but also Bringing back the idea of how do we value HBC use? How do we value? Minority teachers we can have an influx of black teachers But if they go into systems that don't truly value them and see them as disciplinarians versus academics What are we doing by saying we're filling seats versus really valuing the education that they've come from? so talking about the economic impact of HBC use as a totality Thinking about HBC use again as historically the value of what they brought to the teaching profession How do we bring that all full circle to think about if we have teachers that overwhelmingly come from HBC use going back into urban districts? They need to be valued as academic leaders and seen as people viable for leadership in schools so we know that the teacher and leader preparation programs at Historically black colleges and minority serving institutions have been underfunded and you sort of reference that What would you like to see in a higher education act with respect to? Supporting those programs well our government affairs official is not here at the moment And I'm sure that he would be very disappointed in me for not being able to say specifically But for us to think about what does it mean to to fund institutions? disproportionately so if PWY is receiving the same amount of funding that the collective of HBC use are receiving then that speaks to a problem, right? if you have Professional development programs that are being under undervalued We need to make sure that we're taking taking funds thinking about partnerships and understanding that Not only do we need to produce teachers, but we have to support them in their ongoing professional development So those aren't specifically to answer your question But those are the things we should be thinking about in terms of yes preparation is important But also the ongoing support and ongoing thoughts around what is it that teachers need? Once you're in the profession, you still have to continue to you know, tune up. Yeah, and I'll just take a Lead from your government the fairest person and mentioned title three. Yes Which can support minority serving institutions in this regard in H.E.A I want to give you guys a chance to ask questions as well But before I do that I want to get back to Brittany with one more because I know that on this college to career pathway You've been doing some particular work with your students. That would be wonderful to hear about sure So that's it's tough because when I teach high school So when my students come to me Oftentimes they've given up on learning and they see education as something that's made for others and not for them So trying to convince them that college is the next step for them when they've already given up and they're still in high school is incredibly hard, but It's so necessary to Push that idea of college on them So I think as the residency program They teach you to meet the children where they are While simultaneously having high expectations for them. They they're not mutually exclusive both have to exist And so we have implemented programs for college readiness SAT tutoring Essay writing things like that to really prepare them for the next level But in all of that we really just tried to instill confidence that they too are a part of education What good teacher preparation will do Questions and comments. Yes Trinity Washington University and so I've been doing teacher prep for a while and I agree with all the issues But one that doesn't come up which I would hope this bill would address is the practice requirement and how that keeps so many Good teachers of color out of the classroom and I'm not talking about practice to for your content I'm talking about practice one for your college math the reading and writing that students fail Repeatedly even though they pass these courses at the college level I've got students getting an A in statistics But can't pass this test and then they can't become teachers And I want to know if there's any way this bill if your work can address this so that states can allow us to Maybe not require it the way it's used or maybe use it as a you know Okay, you didn't pass practice take an extra math class But right now it's a bar to many teacher of color in the district and a lot of the college is here to get in and that's a state level requirement whatever the testing requirements are and the federal law requires that the results of Accountability measures be reported, but it doesn't tell the states what they should be So it'll be interesting to see what kind of guidance may come out of that There are about 18 states now that have moved to performance-based assessments for teachers where you actually Demonstrate that you can plan a curriculum and teach the curriculum and evaluate student learning those assessments tend to have a less of a disparity And are more focused on what teachers actually do and it may be that there can be some Encouragements for moving towards what we would see in Laws the bar exam or in medicine as the medical licensing exam closely connected to the work That teachers are learning to do So I might if I just follow up so we're struggling with the exact same thing So a phrase that says or other high quality exams Might might be suitable. We'll have that in our state policy coming up And some states, California has a Way by which you can demonstrate Competency either through a subject matter course of study or through an exam So there's pathways that go both directions and that's another strategy that some states take to Demonstrate the different features in teaching is interesting because most Professions you have one test to pass when you finish and teaching in most states You have three or four tests on the way in and on the way out and so that's an interesting question to be explored This lady over here, and then we'll come back. Hi. I'm not our Kauffman. I'm from the National Education Association I'm also a daughter of West Virginia went to West Virginia University was a West Virginia teacher My question is really around the urban residency piece We often call them urban residency is West Virginia is definitely not urban As we think about how to do Residencies and rural areas and at the federal level we often talk about how much we wish that funding between k-12 and higher ed Really we're latched together a little bit more so that this seamless We're looking to dr. Darling Hammond We actually are using her model and we're taking a pretty hard line stand for our institution of higher education there's a funding Source for them and they're gonna have to meet all the provisions of a high-quality Well-structured teacher residency program for them to receive any money Which means it's not an equitable funding thing from institution the institution anymore. It's performance based You have to do the right things and you're gonna you're gonna receive money along with that But my colleague mentioned you're looking at data And we need to do the same thing about our teacher prep programs and those that aren't performing The state our state board has the ability to step in and say look Here's our policy. We rarely enforce that but it's time and We're gonna take a harder line stand. I don't mean to be You know that top-down type of leadership, but it's time There are rural residencies to and if you are interested in looking at some I know in the California Kern County has a Rural residency with many many districts around and so I think those are also Evolving for many states. I want to get one person from over here, and then I'm gonna go to the back Thank you. My name is Sheila Allen I am the president of the National Association for alternative certification And I just wanted to correct one thing because you talked about retention not being good in alternative certification programs And I think you have to differentiate among those programs There are so many different types and we actually did research with our members and found that retention Was 70 I think it was 78% over five years for those people who go through good programs And one other thing I just want to say we're rolling out two things One is the quality indicators our Organization is putting these out for alternative certification programs to be able to self-assess go through a review process and Determine if they are good programs and hopefully get reciprocity across states because I think that will help Particularly with the veterans and that's one of the reasons this is being pushed out and the other thing is a course for programs to kind of To review candidates before they get in that's an exploring teaching course because a lot of times teach people go into teaching thinking that They know what it is and then once they're in there find out that they don't and I think that's one time a reason Why that retention is low so we have to make sure they they know what it is about I think it's a very good point that there is a range of quality among all kinds of programs pre-service and Alternative programs so while you do get differential attrition rates in each sector you also have some overlap because there are Poor programs in one sector and good programs in the other that overlap. So I think it's a really good point in the back there This young lady with the green sweater. I think hi Barbara Botschiff from Howard University How are you guys? my question so as I think about you Teachers and teacher education and preparing teachers it starts making me think about school leaders And so how does this tie in with administrators because you can have a great teacher residency program You can develop the teachers. I myself was a teacher for years, but what happens? When they hit or meet Just you know school administration That's a really good question. There have you several people who'd like I'll let you Dr. Derick Thanks for that that is an that is a very important issue in terms of leader preparation and we Hear that time and time again that good teachers and I'll say good and innovative teachers because It's really the innovative teachers who are moving the needle in our highest-need schools But when they leave often times they leave because of the leadership they leave because of the Principles and so you know in addition to teacher residency programs I know that we're looking into and having conversations with two different school divisions on how we can start some type of a leader residency program or a principal or Residency program something else that we're looking at across the board is we we fundamentally have to Prepare our teachers and leaders differently for urban and high-need schools and I Struggle with why that is such a hard concept For my colleagues in higher education to understand and appreciate that We have really not succeeded in this area, and we have to do something remarkably different we we Do not talk enough and stress enough about race Culture poverty Privilege we don't talk about or help our educators understand about the contextual Issues of living in poverty and I'll agree with my colleague here. It's really about poverty There's a lot of similarities whether you're talking about urban or rural and poverty being the largest one We've got to start talking about trauma and form care and restorative practices So we really need to look at Some of what I put innovative in quotes because it's really not innovative just because you've not looked at it or Ignore it doesn't make it innovative, but I'll say innovative and put it in quotes We need to look at these innovative practices for teachers, but also do the same for leaders so that they Understand so that when that Uninformed teacher sends a student to the principal office for acting out not understanding that that child may not have ate that morning At least that principal will have an understanding so thank you for that And just to piggyback off of that UNCF is being very thoughtful about again connecting those dots and thinking through how do we impart Strategies from HBC use to K-12 will be releasing a report later this year early next year called imparting wisdom and thinking about How do you take the strategies that have been helpful in terms of helping students at the higher-ed level persist through college? How do you apply that to K-12 specifically high school in addition to that? We're thinking about having leadership in all sections of education education reform education equity education across the board, so we have a K-12 education fellowship, but we take rising seniors and place them at organizations either direct service or Support organizations to think through how do you have the right people in the right places to have conversations about all? of the things that My colleague here is mentioned but thinking about not only having the leaders and the teachers be thoughtful But folks who are in the funding space and making sure that you have the right people there Not just all your skin folks and chicken folks We know that so making sure that the right people are in the room to make decisions for what we're thinking about when we're thinking We're creating either models if we're thinking about how? How to amplify a lot of the best practices that are happening another report I'll point you to is building better narratives in black education where we have Amplified a lot of the black-led efforts that have been successful in outcomes for black students And so really raising up with the idea the thought and theory of things that are happening in the education space That are often swept on the rug not known not understood But thinking how do we then amplify that work at every level of education? So supports? I urban league has tons of work across the country that they've done to support education Some of our charter leaders that are African-American, but have single-site schools that have innovative practices and thinking How do you how do you look at all of those practices and start to apply them across the board and in systems? And I'm going to take just one more question because we're actually over time and okay, okay Yeah, the one who's saying pick me pick me I Appreciate it. I'm Marty Abbott with the American Marty Abbott with the American Council on the teaching of foreign languages And I just want to suggest that the teacher shortage is probably even more severe than we know and I'll give you an example from our discipline we looked at all the state data and 43 states plus DC said they did not have enough world language foreign language Chinese Spanish bilingual teachers so we're right up there with Special Ed and math and science and I'd like to say that Often principles will just drop a program if they can't find a teacher so in areas like ours Which we know is critical for 21st century skills knowing other languages We're just seeing our programs disappear because they can't find the teachers So I think it's it's much more severe than we know and on that happy note. I Want to just kind of reiterate that all of these issues that we've raised are actually issues that could be addressed in the Higher Education Act the Incentives and supports for people to become prepared to teach to stay in teaching the mentoring components the development of high quality preparation programs the development of high quality leader preparation programs as well the development of Residency models and school university partnerships under the teacher quality partnerships grant are all Possible places for real sustained important improvements in the caliber of our Supports for teaching and our capacity to build a teaching profession So we hope you will all keep that in mind and be ready to work on this important agenda Again teaching is the profession on which all other professions depend so our nation's future depends on that. Thank you