Supporting HQT Plans:
Shawn Hawkins
Teacher Quality Coordinator
Richard Lawrence
Director, Office of Title II, III & System Support
Robert Mellace
Troops to Teachers, Title II, and RLIS Coordinator
“Plans are nothing,
planning is
everything”Dwight D. Eisenhower
Develop a HQT Plan
• Review, verify and analyze data
• Plan for classes to have HQT
– Recruiting
– Retaining
– retraining
• Implement the plan
– Communicate
Develop a HQT Plan
Review, verify and analyze data
HQT Monitoring Reports
• Chart identifying issues relating to:
–
–
–
–
Certification
Highly Qualified Teacher Data
Certified List
Other required records
Human Resources for
Understanding the Data
• County/School Experts (not just Title I/II)
–
–
–
–
–
Personnel Director/Certification Officer
Principals
WVEIS County Contacts
Special Education Director
Curriculum Specialists
Planning For HQT
• Clean-up the data – Verify:
–
–
–
–
–
course assignments
teacher certification for courses
SSN issues
no teacher or courses identified
course coding
• Analyze the data
– Charts, comparison of similar schools/counties/state,
programs and impact (use actual numbers)
The Existing Plan
• What is working?
– Improvement and impact
• What problems still exist?
– Ideas, rationale to continue
• What new problems/issues do we have?
– Ideas /programs supported by research
• Communicate!
– Counties and the WVDE, any new ideas?
Planning Organizer
Clean-up the Data
Analyze the Data
People/Responsibilities: People:
Plan
People:
Identified Problems:
Time Frame:
Time Frame:
Charts:
Comparison to State values and similar counties:
Review:
Actions:
Review:
Analysis:
 Continuing issues
 New issues
 Complete actual plan (actions/$/time
frame)
Communicating the Plan
People:
Documentation:
Review/Change:
County Highly Qualified
Teacher Data Resources
• HQT 2008
• HQT 2009
• HQT 2010
• 2007-2010 Reports by Teacher, Subject or
Exceptionality
Sample Comparison of HQT
Data
91.9
92.6
89.1
88.2
90
94.2
93
95
85.7
85.8
85
School
80.7
County
State
80
75
70
2008
2009
2010
HQT by Elementary Programmatic Level
County
State
97.7
96.8
97.9
96.9
95.9
91.2
2008
2009
2010
HQT by Middle Programmatic Level
92.5
92.5
93
92
91
89.8
90
88.3
89
88
87.9
State
87.2
87
86
85
84
2008
County
2009
2010
HQT by High Programmatic Level
2010
2009
State
County
2008
0
20
40
60
80
100
HQT Content Areas over 4 years
HQT Core Content Areas at School A
100
90
80
70
60
50
40
30
20
10
0
Series1
Series2
Series3
Series4
Sample HQT Monitoring Report
• Sample Monitoring Chart
• Sample Monitoring Chart (Narrative
included)
Personnel Data Report
2009 Report (pages 79-80)
(Substitutes not included)
Sample Documentation
(Substitutes, First-Class/Full-Time Permit &
Out-of-Field Authorization)
School
Name
Teacher Name
AND/OR
Course
Code/Course
Name
Actions
•(OOF,
Permit, Alt. Cert)
•Additional
Funding
Timeline of
Expected
Completion
School A
Teacher C
OOF Reading
Spec.(cert. Elem).
•Reimbursement (State
out-of-funds letter
12/29/2010)
•Stipend ($___)
Expected
completion May
2013
•$0
Expected
completion May
2011
Course
Code/Course
Name
School B
Teacher D
Course
Code/Course
Name
Already enrolled at MU
(optional)
First-Class/Full-Time
Permit Multi-Cat &
English (restricted)
Enrolling at WVU
(optional)
Recruited from sub list
(optional)
Waiver Renewal 2010
(optional)
Develop a HQT Plan
Plan for classes to have HQT by:
Recruiting
Retaining
Retraining
Tuition Reimbursement Enhances
the Knowledge of:
• Pedagogy
• Content
• Student Behavior and Development
• Best Instructional Practices
• Best Assessment Practices
• Classroom Management
Tuition Reimbursement as Part of
an HQT Plan will:
• Increase the % of classes taught by HQTs
• Improve school culture
• Improve teacher effectiveness
• Increase student learning
• Increase student achievement
Elements of Strong Tuition
Reimbursement Policies
1. Needs driven eligibility guidelines
2. Application procedures
3. Budgets for the HQT plan
4. Accountability and follow-up
5. Communication strategy
1. Needs Driven Reimbursement
Targets
• Determine targets through data
• Critical-need core subject areas
• Schools with low % classes taught by
HQTs
• Schools with high poverty
1. Needs Driven Reimbursement
Targets (cont.)
• Schools with high turnover
• Certification renewal
• Authorizations in high-need subject areas
• Endorsement in high need subject areas
1. Needs Driven Reimbursement
Targets (cont.)
• Certification if on permit or alternative
• Do not reimburse if no commitment to HQT
2. Well-Designed Applications
• Establish who is eligible
• Establish the priority of those eligible
• Summarize the policy
• List required documentation
• Establish timelines
2. Well-Designed Applications
(cont.)
• Establish repayment conditions
• Include assurance courses lead to HQT
• Establish limits for out-of-state tuition
• Require signature of the applicant
3. Purposeful and Adequate
Budgets
• Identify multiple sources of funding
• Consider requirements of the funds
• Consider third party agreements with IHE
3. Purposeful and Adequate
Budgets (cont.)
• Consider Scholarships
• Consider Grants
• Consider Transition to Teaching
• Utilize Troops to Teachers
Develop a HQT Plan
Implement the plan
4. Accountability, Verification and
Follow-Up Strategies
• Verify grades and hours
• Verify that classes lead to HQT status
• Follow-up on repayment conditions
• Verify progress toward graduation date
Retention Strategies
• Leadership training
• Distributed Leadership
– collaborative teams
• Rigorous, job embedded, professional
development
Retention Strategies
• Tuition support for certificate renewal
• Administrative support
– For those with expiring certificates
• Ensure advanced notification for renewal
5. Communicating the Policy
• List critical core subject areas annually
• Publish high-need school list annually
– Website
- E-mail
– Newsletter
- Meetings
– Posters
- Webinar
– New teacher orientations
5. Communicating the Policy
• Differentiate marketing of tuition
reimbursement by:
– School
– Teacher
– Subject
– Source
The Difference…
Suggestions for HQT Plan
Improvement?
• Individually assess district policies/data
• Identify strengths
• Identify weaknesses
• Identify how the plan might be improved
Questions?
• Richard Lawrence
– rlawrenc@access.k12.wv.us
• Shawn Hawkins
– shawkins@access.k12.wv.us
• Robert Mellace
– rmellace@access.k12.wv.us