By September of this year, states will be submitting their state plans to meet the new standards under the Every Student Succeeds Act (ESSA). As part of the equity requirements of the policy, states are required to formulate policies that ensure historically disenfranchised students are not disproportionately taught by ineffective or inexperienced teachers. As of this spring, 16 states and Washington, D.C. have submitted their plans to the U.S. Department of Education for review, with more expected to be released throughout the summer.
The National Center on Teacher Quality (NCTQ) released an analysis of those 17 plans, ESSA Educator Equity Best Practices Guide, which “shines a spotlight on particularly noteworthy policies in the state plans to meet ESSA’s educator equity requirements.” Designed to recognize and share strong work in these plans, the guide also looks to support all states in developing effective plans ensuring all students have access to excellent teachers.
Providing best practices and exemplary state examples on four critical factors: definitions, data, timelines and interim targets, and strategies, this analysis looks to serve as a useful guide for states still conducting the critical work of ensuring educator equity for all students. As an example,Colorado developed an exemplary definition of an inexperienced teacher: a teacher with two or fewer years of experience. Louisiana’s definition was slightly different, yet still exemplary: a teacher who received a transitional student growth rating of ineffective, or effective: emerging.
See the full report here: http://nctq.org/dmsView/Educator_Equity_Best_Practices
