US Secretary of Education Arne Duncan today announced a new partnership with the National Board for Professional Teaching Standards to encourage additional school leadership roles for teachers. Under “Lead the Change,” National Board-certified teachers would collaborate with principals, district leaders and other stakeholders to develop a plan for teachers to lead in their schools without having to leave their classrooms.
Prior to the announcement this afternoon, NASSP Executive Director JoAnn Bartoletti had an opportunity to speak to Assistant Secretary for Elementary and Secondary Education Deb Delisle about the proposal and how our organization could contribute to the initiative. During the conversation, she expressed the association’s excitement about the prospect of principals’ involvement in the development and implementation of Lead the Change.
As the Breaking Ranks framework for school improvement reminds us, school success relies on the outstanding skills and contributions from many individual leaders working together. A culture of shared responsibility and true collaborative leadership will require principals to bring together coalitions of teacher leaders who have the skills to meet the school’s objectives and create a culture of continuous learning and shared decision-making.
While the initiative is short on details at this time, we expect that recommendations will be submitted to Secretary Duncan by March 2015. We know that middle and high school leaders are struggling to implement new college and career-ready standards and teacher evaluation systems, and NASSP will continue to work with the US Department of Education to ensure that the principal’s perspective is taken into consideration as the plan for teacher leaders is developed.
More information will be posted on the Department’s blog on Monday, March 17.
Representatives Jared Polis (D-CO) and Donald Payne (D-NJ) today introduced the Great Teaching and Leading for Great Schools Act, which NASSP strongly supports. The bill focuses on the importance of improving teacher and principal quality by providing intensive, job-embedded professional development that is useful and relevant to educators’ work.
“Too often, teachers are subjected to one-time workshops that are disconnected from their needs in the classroom.” said Rep. Polis in a press release. “We need to give teachers the time, training and resources to collaborate and take advantage of the data revolution in education. I am proud to have worked with teachers, principals, and other stakeholders to advance a new system of professional learning that will ultimately lead to better outcomes for students.”
“Teachers and principals are the most important school based factors that impact student achievement. Unfortunately, attempts at education reform have lacked meaningful efforts to strengthen professional development,” said Rep. Payne. “The Great Teaching and Leading for Great Schools Act is an important update to current law to ensure that teachers and leaders have the training and support needed to prepare our 21st Century learners. And I am pleased to cosponsor this legislation with the leadership of Congressman Polis.”
The Great Teaching and Leading for Great Schools Act provides a new definition of professional development in the Elementary and Secondary School Education Act that is based on research and best practices that focuses on continuous professional learning. It also encourages professional learning strategies that involve the use of technology, peer networks and time for school leaders and teachers to engage in collaborative team-based learning multiple times per week. Furthermore, the bill advances evidence-based professional learning strategies for principals to provide useful feedback, engage the community and partners and foster professional learning communities.
NASSP was pleased to offer input and comments prior to the bill’s introduction as the legislation was in development. For example, NASSP worked with Rep. Polis’s staff to ensure that the language in the legislation acknowledged that school leaders have a significant impact on student learning and teacher retention thus playing a significant role in creating a successful school environment. Most importantly, the bill would ensure that evaluation systems for principals connect to a system of support and development. The language is very much aligned to the recommendations developed by NASSP and NAESP in 2012. Rethinking Principal Evaluation combined leading research on principal evaluation and the practitioner perspective to provide states and districts with guidance on establishing effective principal evaluation systems. Many of the report’s recommendations are included in the Polis bill, such as requiring principal evaluation systems to take into account multiple measures of student performance, including student academic growth, support for effective teachers and other “critical leadership factors”, such as graduation outcomes and social and emotional development—and other factors aligned to the domains of effective principal practice.
The Great Teaching and Leading for Great Schools Act is also consistent with principals’ beliefs that any evaluation must be measured by observations of the principal and other relevant data. These leadership practices include: creating a school culture of high student achievement; managing the school’s organization and resources to achieve school improvement goals; engaging families, community and other stakeholders; cultivating a positive environment for learning and teaching; managing staff talent and development; and maintaining focus on personal leadership, professional knowledge, skills, and improvement.
Providing personalized professional development for all principals, assistant principals and teacher leaders that supports collaboration and best practices within school districts and schools to improve instruction and learning is critical for the overall success of all students.
NASSP and NAESP sent a joint letter of support for the Great Teaching and Leading for Great Schools Act, and we will continue to work with Congressman Polis and his colleagues to ensure the bill is enacted into law
Today the President released his Fiscal Year (FY) 2015 budget request for the Department of Education. The President requested $68.6 billion in education funding which is an increase of $1.3 billion over Fiscal Year 2014 allocations. In its FY15 budget the Department lays out its six priorities: “1) increasing equity and opportunity for all students, 2) strengthening support for teachers and school leaders, 3) expanding high-quality preschool programs, 4) affordability and quality in postsecondary education, 5) promoting educational innovation and improvement, and 6) improving school safety and climate.”
NASSP was ecstatic to see that support for teachers and school leaders was highlighted as the number two priority for the Department, however the School Leadership Program saw a modest increase from the FY14 levels to a proposed level of $35 million. This increase pales in comparison to the ever growing professional development needs of school leaders as they work to implement college and career-ready standards and new teacher evaluation systems. (See NASSP & NAESP’s Policy Brief: Supporting Principals in Implementing Teacher Evaluation Systems.)
In the FY15 budget plan, Title I is renamed, “College and Career Ready Students” and is level funded at $14.4 billion. Additionally, IDEA state grants are funded at $11.6 billion which is an increase of $100 million over FY14 appropriations, but the $100 million is earmarked for Results Driven Accountability Incentive grants, a new competitive grant program. Career and technical education state grants were also level funded at $1.1 billion in the President’s proposal.
One program NASSP was particularly pleased to see the President include was the new ConnectEDucators grant at $200 million, that would support the use of digital devices and technology, including professional development to personalize the learning environment. NASSP has long promoted digital learning and technology to foster personalized learning for all students. This initiative supplements ConnectED, that NASSP also supports, which aims to bring broadband internet to 99 percent of students in five years.
This year’s proposal again includes the High School Redesign program, requested at $150 million which would provide competitive grants to local school districts that partner with institutions of higher education, non-profits, community based organizations, government agencies, and business or industry related organizations to stimulate a comprehensive redesign of the high school experience with meaningful and relevant academic and career-related learning experiences. This program is currently mirrored in the Youth CareerConnect grants managed by the U.S. Department of Labor. The President also once again proposed elimination of the Striving Readers Comprehensive Literacy program to form their own program called Effective Teaching and Learning: Literacy. However, Striving Readers has strong support in Congress and was funded at $158 million in the FY14 omnibus spending bill.
Lastly, the FY15 request included a new Race to the Top (RTT) initiative, RTT-Equity and Opportunity competitive grant program that seeks to close the opportunity and achievement gaps for students attending the nation’s highest-poverty schools. The President’s request is for $300 million. While equity in our nation’s public schools is deservedly the number priority in the Department of Education’s FY15 budget request, it shouldn’t be a competitive grant program that typically benefits the districts that already have the resources to write successful grant proposals while leaving out poorer and rural districts that lack the support and resources to compete. NASSP continues to urge a stronger investment in formula funded programs, like Title I and IDEA that support high poverty schools and students and students with disabilities.
To view all the Department of Education budget documents, visit www.ed.gov/budget15 and make sure to continue to check the Principals Policy Blog for more information and follow @balljacki and @akarhuse on Twitter.
NASSP Executive Director JoAnn Bartoletti issued the following statement on the FY 2015 budget proposal:
President Obama’s proposed Fiscal Year 2015 budget offers plenty to celebrate, but also renews some ongoing disappointment. Secretary Duncan got our attention when he declared teacher and leader effectiveness the #2 education priority—quite appropriately, behind equity and opportunity for all students. The Secretary’s language reflects a consistent recognition from ED of the importance of leadership in school success. Unfortunately, that recognition did not translate to budget support. Dedicated leadership-development funds under the School Leadership Program received just a modest $9 million increase to $35 million. Yes, the option of leadership development is woven throughout other programs under Title II, but history tells us that states and districts rarely use those funds for professional development for principals. And our nation’s school leaders need that training and support more than ever as they strive to implement new college and career-ready standards and teacher evaluation system sunder new accountability requirements.
NASSP was an early supporter of the president’s ConnectED initiative to bring broadband Internet to 99 percent of students in five years, and we are delighted to see that priority reflected in his budget proposal. The proposed $200 million for the new ConnectEDucators initiative will help teachers and leaders optimize digital tools to personalize learning and improve instruction and assessment—hallmarks of NASSP’s Breaking Ranks Framework for School Improvement.
Encouraged though we are by the ConnectED investment, we are equally disappointed by the President’s hefty proposed investment in competitive grant proposals at the expense of formula programs. With dramatic increases in Race to the Top and School Turnaround programs, and new, smaller scale competitive grants in areas like career/technical education and special education, the president renews his commitment to create an education system that tilts toward the “haves.” A competitive grant program necessarily has winners and losers, and the latter are far too typically the poorer, rural districts that often lack the support to write and compete for grants successfully. As equity is the number-one priority, we strongly encourage the administration to rethink these competitive programs and make a strong investment in formula programs like Title I and IDEA.
Cross posting from Ignite ’14 blog.
Last week at Ignite ’14, the NASSP Board of Directors officially approved the release of a joint policy brief with NAESP offering recommendations for principals in implementing teacher evaluation systems.
The brief, titled “Supporting Principals in Implementing Teacher Evaluation Systems: Recommendations from practicing principals to improve instruction and learning,” is the work of a joint committee formed by NAESP and NASSP in November to review current research and literature on the impact that new teacher evaluation systems are having on principals across the country.
The committee of 19 practicing principals provided a unique perspective on how the profession is being impacted by the adoption of new teacher evaluations systems. The committee developed seven recommendations for policymakers at all levels to better support principals in the implementation of teacher evaluation systems.
While the effect of new teacher evaluation systems on principals has been minimally covered in literature, NASSP and NAESP have learned from their members that the time required for the evaluations is a major concern for principals. In February 2013, a survey of NAESP and NASSP members found that a substantive teacher evaluation requires 11–15 hours per teacher over the course of a school year.
While the research is still emerging on the implementation of the new teacher evaluation systems, we do know that principals are facing many challenges including insufficient and ongoing training, unclear or “check the box” rubrics, poor feedback mechanisms, and inadequate time to complete meaningful evaluations and engage in instructional coaching. Recent studies have also found that one of the most positive impacts a principal can have in his or her school occurs when they are able to focus on instructional coaching and build strong relationships with teachers.
The official press release on the new joint policy will be issued this week, so be on the lookout for it!
NASSP has been a big propoent of the ConnectED initiative to promote digital learning in the classroom, but most of the conversation has been focused on high-speed broadband and modernization of the E-Rate program. We all know, however, that connectivity is only the one part of the equation: school leaders and teachers must be trained on how to use the technology and integrate it into their instruction to ensure student success.
To address that issue, the US Department of Education released a Dear Colleague letter on February 5 that provides guidance to states, districts and schools on how they can leverage current federal funding “to support innovative technology-based strategies.”
The document includes examples of how funding from Titles I-3 of the Elementary and Secondary Education Act and the Individuals with Disabilities Education Act for digital learning “even if the program statutes do not reference educational technology specifically.”
According to the guidance, “these examples do not depart from previous ED guidance, but clarify opportunities to use federal grant funds to support digital learning, including 1) improving and personalizing professional learning and other supports for educators; 2) increasing access to high-quality digital content and resources for students; 3) facilitating educator collaboration and communication; and 4) providing devices for students to access digital learning resources.”
I’ve talked to many NASSP members, in person and during Twitter chats, who tell me that funding for education technology and training their teachers is a big challenges in their schools. So we were very pleased to hear that in addition to the guidance, President Obama will propose new funding for professional development for education technology in his FY 2015 budget. Details of the budget should be released in early March, so stay tuned!
NASSP Communications Director Bob Farrace was lucky enough to be at Buck Lodge Middle School in Adelphi, MD, yesterday where President Obama announced a major private sector investment of nearly $750 million for schools to improve digital learning. The additional funding for education technology is a major win in the administration’s ConnectED initiative to connect 99% of students to “next-generation connectivity” in 5 years.
Companies such as Apple, Microsoft, Verizon and AT&T have pledged to provide their products, mobile and wireless services, and professional development for educators at a reduced cost, or for free to certain low-income schools. According to a White House fact sheet, these commitments will “help make the most of the government investment in broadband infrastructure by ensuring it is put the best educational use.”
As part of National School Choice Week in late-January, Sen. Lamar Alexander (R-TN) and Sen. Tim Scott (R-SC) have introduced two bills to greatly increase federal funding for private school vouchers at the expense of our nation’s public schools.
“NASSP have long stated its opposition to private school vouchers, which drain money away from public schools, reduce accountability in the education system, and ultimately harm public schools where the vast majority of our nation’s youth receive their education,” said NASSP Executive Director JoAnn Bartoletti. “We are especially dismayed that the proposals would eliminate federal education programs that we know are important to school leaders, such as literacy education and career and technical education, and would redirect funding for special education programs and services away from public schools.”
The Scholarship for Kids Act (S. 1968) would authorize nearly $24 billion (41% of federal education funding) for a Scholarship for Kids program. Eligible low-income children would be able to use the grant scholarships at any state-approved public or private school they attend or for supplemental educational services. According to Sen. Alexander, 11 million students would be eligible for the scholarships and would be worth approximately $2,100 per student.
In order to pay for the Scholarship for Kids program, the bill would consolidate more than 80 federal education programs previously allocated for programs under Title I of ESEA, including the Striving Readers Comprehensive Literacy program, the High School Graduation Initiative, the School Leadership program, the Enhancing Education through Technology program, and the Carl D. Perkins Career and Technical Education Act. States participating in the program would be relieved of having to comply with all requirements of ESEA except for provisions related to challenging academic standards and related assessments.
“Equal opportunity in America should mean that everyone has the same starting line,” said Sen. Alexander at an event in Washington, DC. “During this week celebrating school choice, there would be no better way to help children move up from the back of the line than by allowing states to use federal dollars to create 11 million new opportunities to choose a better school.”
The Creating Hope and Opportunity for Individuals and Communities through Education (CHOICE) Act (S. 1909) takes a three-pronged approach to increasing private school vouchers. First, the bill would provide funds to states for disability school choice programs that would allow students with disabilities to use funds under the Individuals with Disabilities Education Act at any school of their choice. The legislation would also create a pilot school choice program for students living on military bases. Finally, the bill would greatly expand the DC Opportunity Scholarship Program for students living in the District of Columbia.
“As someone who grew up poor and nearly failed out of high school, I know the importance of empowering parents and teachers to make a difference in a child’s life,” Sen. Scott said in a press release. “Kids who succeed in the classroom have a better chance of succeeding later in life. Education is the cornerstone of success, and the CHOICE Act is a great first step towards ensuring more kids across our nation have access to a great one.”
All students deserve the opportunity to attend great schools and federal resources should help support schools and students who need it the most. For this reason, NASSP encourages all principals and assistant principals to contact their members of Congress and urge them to oppose the Scholarship for Kids Act and the CHOICE Act. Visit the Principal’s Legislative Action Center (PLAC) to find the contact information for your legislators and send a letter today!
Last night, the lead House and Senate Appropriators, Rep. Hal Rogers (R-KY) and Sen. Barbara Mikulski (D-MD), released a $1.1 trillion omnibus appropriations bill for Fiscal Year (FY) 2014. The omnibus appropriations bill combines all of the 12 individual appropriations bills into one large 1,582 page spending that covers every facet of federal spending including investments in education.
Within the $1.1 trillion dollar package, $156.8 billion was allocated to the Labor, Health and Human Services, Education and Related Agencies Subcommittee to divvy up to the various programs under its jurisdiction. $70.6 billion of this allocation went to the Department of Education. This is $739 million below the FY13 post-sequester level.
While not all sequester cuts were restored to every education program, NASSP was pleased to see that the bill places a priority on formula funded programs of importance to NASSP members such as Title I, IDEA and Career and Technical Education State Grants. As you may recall, NASSP and NAESP sent a joint letter to House and Senate appropriators outlining our organizations’ priorities in the omnibus spending bill. Here’s how our priorities fared in the bill:
Title I grants to local education agencies received $624,583 million back from the FY13 post-sequester levels to put it at $14.38 billion for FY 2014. This is still below the FY 2012 level of $14.5.
IDEA state grants received $11.47 billion in the FY 2014 omnibus. This is approximately $500 million more than the FY 13 post-sequester level, however like Title I the FY14 allocation is still below its FY 12 level.
Unfortunately, the School Leadership Program was cut from its FY13 post-sequester level of $27.6 million to $25.8 million. The FY14 level is a $3.3 million dollar cut from FY12. This is extremely disappointing considering the President requested $98 million in his FY14 budget proposal and currently less than 4 percent of Title II “allowable use” funding currently goes to principal professional development.
Striving Readers Comprehensive Literacy Program
The Striving Readers Comprehensive Literacy Program received $158 million in the FY14 omnibus bill. This is a $6.6 million increase from the FY13 post-sequester level, while still not back to its FY12 level.
Career and Technical Education State Grants
Like most of our other priorities, Career and Technical Education State Grants received an increase from the FY13 post-sequester level. CTE state grants were funded at $1.12 billion for FY14. This is a $53 million dollar increase from FY13, but does not return the program to its FY12 funding level.
Enhancing Education Through Technology
Unfortunately, this program still remains unfunded.
Early Childhood Education
The big winner in the omnibus for education is Head Start. It received an addition $1 billion over its sequester-level funding to top out at $8.6 billion for FY14. The omnibus bill also provides $250 million in an early learning Race to the Top grant program for states to develop and enhance pre-K opportunities for 4-year olds.
Another program that received more funding than its FY12 level was the Safe and Drug Free Schools and Communities National Programs. The program supports school safety and climate initiatives such as alcohol abuse reduction, drug and violence prevention and education, and school emergency preparedness activities. This grant program received $90 million in the FY14 omnibus, which is $25 million more than its FY12 level.
The omnibus is likely to reach the House floor as early as Wednesday and then proceed to the Senate for final passage on Thursday or Friday. The House passed a three day extension of the FY13 Continuing Resolution (CR) by voice vote Tuesday afternoon, with the Senate to follow to provide enough time for the omnibus to pass when the current CR expires on Saturday.
The US Department of Education announced in December that five applicants would be granted nearly $120 million in the second round of the Race to the Top-District (RTT-D) competition, which aims to personalize education for all students in the classroom. The program is aimed squarely at classrooms and the all-important relationship between educators and students.
The FY 2013 winners were selected from 31 finalists out of the more than 200 applications received by the Department. They are:
- Clarendon County School District Two in South Carolina (consortium of four rural districts)
- Clarksdale Municipal School District in Mississippi
- Houston Independent School District in Texas
- Kentucky Valley Educational Cooperative (consortium of 18 rural districts)
- Springdale School District in Arkansas
“These winners serve as an example to the rest of the country for how to develop innovative plans to drive education reform and improve student achievement,” said US Secretary of Education Arne Duncan. “These diverse, trailblazing districts have a clear vision and track record of success for models of personalized learning that aim for every child to graduate from high school ready for college and careers.”
According to the Department’s press release, grantees were selected based on their vision and capacity for reform as well as a strong plan that provides educators with resources to accelerate student achievement and prepare students for college and their careers.
NASSP State Coordinator Danny Brackett is the principal of Har-Ber High School in Springdale, Arkansas, and said that educators were “PUMPED” upon hearing the announcement of their $25.8 million award. “We’re excited that we have a chance to positively influence the instruction of all 1,300 teachers in our district and all 21,000 students.”
The Springdale Public Schools will implement instructional strategies that engage and empower students and has identified 11 projects to accelerate student achievement, close the experience gap, and deepen student learning. Many of their goals are aligned to NASSP’s Breaking Ranks framework for school improvement, including additional advisory time for college and career planning and personalized learning plans for each student. The district is also planning to emphasize the use of technology and expand its existing career academies to align with external standards and college entrance requirements.
The district’s plan is also focused on professional development with an assurance that all school leaders and leadership teams will receive training on the new systems put in place designed to support college and career readiness. Collaborative planning time will be expanded to allow participating teachers to engage in student-centered conversations in professional learning communities focused on effective implementation of personalized learning environments. The use of an existing data dashboard and student-centered model will foster increased opportunities for staff to use data to inform their instructional approaches and consider individual student needs.
More information about the Race to the Top-District program and the FY 2013 winners can be found on the Department’s Web site.