ShowMe Professional Learning Conference March 4 2019 MPEA

Show-Me Professional Learning Conference March 4, 2019 MPEA: EQUITY LAB INITIATIVE FOR ADMINISTRATOR PREPARATION PROGRAMS Re-Envisioning Administrator Preparation to Promote Equity and Excellence Catherine Bear, Ed. D Maryville University – St. Louis Uzziel Pecina, Ph. D University of Missouri – Kansas City

The ESSA Leadership Learning Community (ELLC) Project Council of the Great City Schools

ELLC Project - Background Organized by the Wallace Foundation Ten states nationwide 3 rd Year of the Project State Departments of Education, School Districts, Universities, Non-Profits Focus on school leadership

Missouri’s Plan Driver #1: The Policy Lever – ESSA Plan, MSIP, Licensure, etc. Driver #2: Leading for Equity Driver #3: Support Network for Schools Driver #4: Grow Your Own Programs

Driver #1: The Policy Lever SA Plan: Embedded language about building leader capacity Connections to licensure Redesign of criteria for state accreditation of school districts Overhaul of Annual Performance Report (APR) Scoring Guide

Driver #2: Leading for Equity State partnerships with local school districts to support principals Competencies and skills training for principals 1. Critical Firsts 2. Recognizing and Developing Excellent Instruction 3. Understanding Self and Others 4. A Primer for Decision-Making 5. Reading and Shaping School Culture 6. Making Time for Instructional Leadership 7. Designing and Leading Change 8. Communication, Influencing, and Persuasion Pilot group of principals participating in training protocols Establish priorities for training and support of principals in under-performing schools

Driver #3: Support Networks Determine the state Focus Set “major players” across and unify efforts Priorities

Driver #4: Grow Your Own Programs State supporting a variety of “Grow Your Own Programs” in districts to recruit teachers and leaders SB 997: Establishes areas of general education for teacher preparation programs State competency tests for pre-service teachers aligned to these areas

ELLC Work and Administrator Preparation Missouri Equity Lab Initiative Missouri ELLC Team proposed designing an Equity Lab experience to be used in administrator preparation programs MPEA authorized a task force to begin designing the Equity Lab Experience and Project

Missouri ELLC Team Goal for Administrator Preparation Programs To prepare principal and superintendent candidates with the knowledge, skills, and dispositions necessary to view and analyze data and approach decision-making through an equity lens. This preparation experience will permit the next generation of school leaders to transform current educational systems that perpetuate discrimination and achievement gaps.

Fall 2018 Pilot Embedded into EDL 658 – Skills for Data-Driven Decision Making Dedicated two class sessions for the Mini Equity Lab Part 1: Setting the Stage – Exploring Equity Issues Part 2: Digging into School Data Project: Analyze School Data and Develop Action Plans to Address Areas of Inequity

MINI EQUITY LAB: PART 1: EXPLORING EQUITY ISSUES Highlights from the Fall Pilot

The Race for Success Parents were married when you were born Parents still married Parents graduated from high school Parents have a post high school education Lived in a “good” neighborhood Family has an extensive social network (Online does not count) History of good family health

More of the Race Access to affordable medical services Never had to work to help pay family bills Access to private education/tutors Did not move during your K-12 years Never experienced a utility/service disconnect Not a first generation college graduate Never been food insecure Family owned your home

Dimensions of Identity

Bias An inclination toward one way of thinking – based on lived experience. Starting with how we were raised. Implicit How vs. Explicit does this impact us as educators?

Ladder of Inference

Defining Equity

Defining Equity

Defining Equity

Reality

IMPLICATIONS… Conclude Part 1 of the Equity Lab with a discussion of implications of our exploration of equity issues for school leaders What are some suspected areas of inequity that may be present in our school systems? What steps could school leaders take to address these suspected areas of inequity? What challenges do you anticipate in addressing these issues?

MINI EQUITY LAB: Part 2: Digging into the Data Highlights from the Fall Pilot

Identified Educational Equity Gaps Comparison Groups Group 1—Highest Minority schools (314 schools). Non-White students Group 2—Highest (100%) FRPL schools (314 schools). Students eligible for Free and Reduced lunch Group 3—Title I Schools (1199 schools: Targeted(249) or School-wide(950)) Group 4—Most Rural Schools (352 schools). NCES Urbanicity Classification “Rural: Remote” Group 5—Non-Title Schools (945 Schools) Group 6—Lowest FRPL of schools (314 schools). Students eligible for Free and Reduced lunch 30 Data Measurements In Key Areas including: Discipline Teacher Experience Salary Retention Overall Preparation Less Than Fully-Qualified Teaching Out-Of-Field Student Proficiency

Teacher Salary – Statewide Data First Year Teacher with Bachelor’s Degree 60000 550000 45000 40000 35000 30000 25000 20000 15000 10000 5000 0 High Minority High FRPL Title Rural Non-Title Low FRPL

Teacher Salary – Statewide Data Average Salary – All Teachers 60000 550000 45000 40000 35000 30000 25000 20000 15000 10000 5000 0 High Minority High FRPL Title Rural Non-Title Low FRPL

New Teachers – Statewide Data 20 First Year Teachers and Induction Support 18 16 14 12 10 8 6 4 2 0 % 1 st Year Teachers % 1 st Yr Teachers without a mentor

Teacher Experience – Statewide Data Percent of Teachers – Less than 3 years experience 30 28 26 24 22 20 18 16 14 12 10 8 6 4 2 0 High Minority High FRPL Title Rural Non-Title Low FRPL

Principal Experience – Statewide Data Percent of First Year Principals 3 2, 5 2 1, 5 1 0, 5 0 High Minority High Poverty Title Rural Non-Title Low Poverty

SAMPLE DISTRICT EQUITY DATA

Sample Core Data: Conversation Piece In which school would you most want your child/grandchild? Why? Where do you see potential areas of inequity? As a member of leadership for this district, what strategies would you consider to address the inequity you see?

Actual Data from Missouri Districts Where do you see potential areas of inequity in Missouri schools? As a person from this district, what strategies would you consider to address the inequity you see? What other data from Missouri district should you look at? Identify activity. one more “Next Steps” based on this

ESSA: Supporting Excellent Educators SEAs determine, consistent with section 1111(g)(1)(B) of the Act, whether low-income and minority students enrolled in schools that receive funds under Title I, Part A of the Act are taught at disproportionate rates by ineffective, out-of-field, or inexperienced teachers. Title II and Educator Equity Under The Every Student Succeeds Act

IMPLICATIONS Conclude Part 2 with a discussion about implications for schools and districts of inequities identified within the system: What trends did you find in the data with regard to disproportionate rates of inexperienced, out-of-field, and/or ineffective teachers? Why do you believe ESSA specifically identified these areas of inequity as the critical areas of focus within the legislation? What can school leaders do to address these specific areas of inequity within their schools? What other areas of inequity might emerge from an analysis of your district’s data? How might school leaders address those areas?

EQUITY LAB PROJECT 1. Introduction: Describe the context for your equity lab strategic plan. You may use the Missouri School Data provided in class as the basis for your plan OR you may pull comparable data from your own school or district. If you build your plan based on your own building/district data, please provide a copy of the data used and a brief description of the demographic make-up of your school/district. 2. Planning Process: Briefly describe the process you would recommend be used in developing the School Improvement Plan. Discuss: Who would be involved in the process, i. e. what stakeholders would you involve and why? How would the strategic planning process be structured? 3. Complete the SIP Template 4. – (provided below) Analyze and Reflect: Discuss your overall rationale for deciding to address the priority targets you identified in your plan. What data stood out to you that indicated a significant threat to students receiving an equitable education and why?

CHANGES FOR SPRING 2019 Add a class session to provide more time for data analysis in class Take more time to address the specifics of ESSA legislation as it relates to issues of inequity Require the Equity Lab Project from all candidates Encourage candidates to discuss the Equity Lab Project with their field-based mentors

MPEA TASK FORCE PROCESS The Missouri Professors of Educational Administration authorized a Task Force to develop an Equity Lab Experience and Project that could eventually be adopted for use in all administrator preparation programs across the state Task Force Members are currently participating in Equity Labs in various districts throughout the state The Task Force will present an update on its progress to the MPEA during the Spring 2019 Conference in April Task Force Members Include: Sally Beth Lyon, St. Louis University Kennedy Ongaga, Missouri State University Robert Steffes, Lindenwood University Everett Singleton, Northwest Missouri State University Uzziel Pecina, University of Missouri Kansas City Catherine Bear, Maryville University – St. Louis Paul Katnik, DESE

Questions, Feedback, Things to Consider