Description: The article is the further understanding about Every Student Succeeds Act, showing us how people used professional development money and ways to implement professional development.
There are some opportunities for states to think about how they’re using professional development money now, they can include administrators and paraprofessionals and other groups that were not necessarily targeted under NCLB, so it broadens that net of professional development.
I think there are a lot more opportunities to think about ways to implement professional development and use a lot more classroom bases.
I like to think about this legislation rather than looking at the big picture, we’ve been talking about a large extent today and bring it all the way down to parents and other things that parents need to know about this new legislation.
I think that the most important things for parents to be aware of is that the new law ensures that states continue to involve parents and families in education.
It’s a requirement, it also requires that states seek in put from various education stakeholders meaning community members, parents, students themselves advocacy groups to be involved as they make their plans.
There are lots of opportunities and a real emphasis on including parents in education both at the state levels, but it is also at their local school, what about the state school and the board members?
The National School Board Association applauded, the return of local government governance to localities, so there’s a lot of support among school boards for the new law.
I think an important emphasis of this law is that it will put more emphasis on local and state boards engaging with their constituency, so people are involved meaningfully and provide real input into state, planning one of the things that I’ve been very interested in.
We can connect States with resources from experts, we have tackled a lot of stuff, we’ve covered a lot of information and we’re getting started, so I appreciate both of you being on the program and we have two more to go and we’re going to dig in even further and I’d like to thank you for joining us on this edition of ICF insights.
There are some items related to teacher evaluation, it still requires that states look at their context and assure that students are going to be served by teachers who are certified even though the highly qualified provision is no longer part of the law states.
What about students? How do they make sure that student have access to effective teaching? So they’re continuing to report out, so they have to report out on their annual report cards, they are released to the public, the percentage of students who are being taught by teachers who are out of certification.
They have to report those out by subgroup, so it will be very easy to spot if there are states or districts that do not meet the needs of kids with our highly qualified teachers.
I think my favorite part of our conversation is to address the next section and that is what are the unknowns related to essa, there’s been a lot of information, that’s been put out.
There are state education agencies that are actively responding to this, but certainly not everything is known at this point, when you think about what you know about essa and as a practitioner within a State Education Agency, what are some of the unanswered questions that you have about essa.
I think the plans are exciting because of that ability to take your local context and build something unique for your own state, but it also requires the resources to carry out those plans.
I think what remains to be seen at the state level is that we can muster up the support and resources at the state and local level to implement the high quality plans.
The US Department of Education states have two options, they can submit their plan in April or submit it in September, that’s a change from the original communication from US Department, they had released different dates initially.
They’ve backed those up to April and September does essa address professional development again, it does address professional development.
If you want to add something to this, but that leaves it back to the state to determine the types of professional development and how they want to utilize our title to funding which was targeted under NCLB towards professional development and had some fairly strict parameters around it, there’s a lot more.