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 Leader
Certification, Preparation & Recruitment
Bulletin 746 Updates
Adopted Policy
PRAXIS Examinations for Special Education Certification
This 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 updates
Current Test
Who Takes This
Test Now?
New Test
Who Will Take
The New Test?
Qualifying
Score
Early Interventionist,
Hearing Impaired, &
Visual Impairments
145
0353 Ed of Except
Students: Core
Content Knowledge
Early Interventionist,
Hearing Impaired,
Mild/Moderate,
Significant Disabilities,
& Visual Impairments
0354 Special
Education: Core
Knowledge and
Applications
0542 Ed of Except
Students:
Mild/Moderate
Disabilities
Mild/Moderate
0543 Special
Mild/Moderate
Education: Core
Knowledge and Mild to
Moderate Applications
(0542 has been
combined with 0353)
153
0544 Ed of Except
Students: Severe to
Profound Disabilities
Significant Disabilities
0545 Special
Significant Disabilities
Education: Core
Knowledge and Severe
to Profound
Applications
(0544 has been
combined with 0353)
153
Bulletin 746 Updates
Adopted Policy
Middle Grades: 4-8 Add-On
Allows 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.
Adopted: February 2011
Bulletin 746 Updates
Adopted Policy
Out-of-State Principal
1. 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.
Adopted: February 2011
Bulletin 746 Updates
Adopted Policy
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.”
Adopted: February 2011
Bulletin 746 Updates
Adopted Policy
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.
Adopted: February 2011
Bulletin 746 Updates
Adopted Policy
Ancillary Mental Health Professional Counselor
Provides 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.
Adopted: February 2011
Bulletin 746 Updates
Adopted Policy
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.
Adopted: February 2011
Bulletin 746
Currently 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 addon endorsement purposes.
Adoption Date: July 2011
Bulletin 746
Currently Out for Notice of Intent:
Early Interventionist- Birth through
Kindergarten
The 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 746
Approved for NOI February 2011:
Supervision of Student Teaching
Supervision of Student Teaching had a
correction to the policy from the requirements
indicating “and” to “or”.
Bulletin 746
Approved for NOI February 2011:
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.
Bulletin 746
Approved for NOI February 2011:
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 Law
Component
Previous Law
School and
Requires BESE to enact a
District
statewide accountability
Accountability based on student
achievement
Revision to Law
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 nonrenewal
Timeline for Dialogue and Phase-In
Action
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
Celeste.holmes@la.gov
Scott Hughes
Alliance for Education
shughes@alliance4education.org
http://www.act54.org/
25
Louisiana Statewide Staffing Initiative
Andrew Vaughan
Director, Division of Certification, Preparation & Recruitment
Andrew.vaughan@la.gov
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 Louisiana Statewide Staffing
Initiative (LSSI)
The LSSI will use five key strategies in a comprehensive effort to
strengthen teacher hiring and staffing practices:
1.
2.
3.
4.
5.
Direct priority applicants to target schools
Train principals in effective hiring
Provide personalized staffing assistance
Minimize staffing barriers
Increase the rigor of retention decisions
The Louisiana Statewide Staffing
Initiative (LSSI)
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 ValueAdded 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 districts
All 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 Burke
Division of Certification, Preparation & Recruitment
Barbara.burke@la.gov
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%)
Recruitment
How do I take advantage of these services?
• Contacts:
– Barbara Burke (barbara.burke@la.gov)
– Paula Davis (paula.davis@la.gov)
– Cathy St. Romain (cathy.stromain@la.gov)
Educator Pipeline
• To request staffing assistance:
1. Email vacancy details to Educator Pipeline staff
2. Review resumes of pre-screened, referred
candidates
3. 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?