Strategic Plan: 2016-2020                                        

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Vision

Highly effective professional educators who meet the diverse needs of schools and districts and prepare all students to graduate able to succeed as learners and citizens.

Mission

The mission of PESB is educator quality, recognizing that the highest possible standards for all educators are essential to ensuring attainment of high standards for all students.

Summary of Goals

Overarching objective: All P-12 students are supported by effective educators


Goals and Action Strategies

Overarching objective: All P-12 students are supported by effective educators

This is an overarching objective of the PESB and is supported by the six goals below.

Key performance measures
  • Improve P-12 student outcomes in Washington's standardized tests as referenced by the State Board of Education Statewide Educational System Health Targets: 
    • Kindergarten readiness 
    • 3rd Grade literacy 
    • 8th Grade high school readiness 
    • High school graduation 
    • Quality of high school diploma 
    • Post-secondary attainment

Other performance indicators
  • Improve NAEP scores 
  • Improve SAT/ACT participation and scores 
  • Improve TPEP results 
  • Improve P-12 student perceptions 

Goal 1: Educator Preparation Program Options

All qualified individuals are able to pursue educator preparation that leads to employment

Continuum
  • Entry/preparation 
Strategies
  • Support seamless pipeline from recruitment to educator preparation routes to employment (e.g. expand preparation programs to community colleges; expand paraeducator to teacher routes; high school teacher academy to certified teacher etc.). 
  • Connect school districts to preparation programs to develop working partnerships that address workforce pipeline. 
  • Advise prospective educators on multiple preparation options. 
  • Seek legislative directive for higher education institutions to structure recruitment and enrollment toward identified service region needs. 
  • Provide adequate pathways for adding credentials or achieving advanced tiers of licensure. 
Key performance measures
  • Average cost to candidate (program cost - scholarship support) decreases by 5% in 5 years. 
  • Each service region (ESD), as defined in RCW.28B.76.335, includes at least two preparation options for all roles and in core endorsement areas as defined by the PESB by 2020. 
  • Statewide access to an alternative route to teaching program in endorsement shortage areas by 2020. 
Other performance indicators
  • Decrease barriers to programs 
    • Improved use of district-based preparation 
    • Improved use of online preparation 
    • Decreased cost of program completion 
    • Improved use of WEST-B alternatives 
  • Improve recruitment 
  • Increase/improve options in under-resourced areas of the state


Goal 2: Educator Preparation Effectiveness 

After completion of an approved educator preparation program, educators possess the knowledge, skills, and cultural competencies to ensure that P-12 students reach the goal of being college or career ready.

Continuum
  • Entry/preparation
Strategies
  • Implement indicator-based program review with consistent, transparent measures of program performance.
  • Improve quality opportunities for field placements that support development of culturally competent professional practice and include improved mentorship.
  • Improve candidate recruitment and support services.
  • Advocate for statewide funding for beginning teacher induction and mentoring support. 
  • Ensure knowledge and skill competencies match or surpass rigor of national standards.
  • Develop PESB-brokered support process responsive to program needs and informed by program evaluation indicators.
Key performance measures
  • Improve aggregate scores statewide, by program and endorsement, on content knowledge assessments by 7% by 2020 (e.g. WEST-E / NES).
  • Improve aggregate scores statewide, by program and endorsement, on performance assessments by 7% by 2020 (e.g. edTPA).
Other performance indicators
  • Improve P-12 student performance on state assessments
  • Decrease the time it takes candidates to be hired
  • Improve beginning educator persistence
  • Improve overall job performance of beginning teachers
    • Aggregate job performance information (e.g. TPEP scores)
    • Principal perception of teacher performance
    • Teacher perception of principal performance
    • P-12 student perception of teacher performance
    • Workplace conditions survey
  • Improve candidate perceptions of program performance
  • Improve clinical experience performance 


Goal 3: Career-long growth

All educators access quality professional growth opportunities throughout their career

Continuum
  • Beginning Practitioner, Professional, Continued Growth and Career Ladder
Strategies
  • Connect professional growth activities in one system to:
    • Improve portability and transferability across areas (e.g. use for multiple credentials, use for evaluation, and certification renewal).
    • Improve record keeping and knowledge.
    • Evaluate impacts of professional growth.
    • Create meaningful incentives for professional growth.
    • Redirect inservice certification fees for continued education for experienced educators in areas of new knowledge and skill competencies expected of preservice candidates; particularly culturally competent professional practice.
    • Advocate for compensation systems aligned with the career-long continuum of educator certification and professional growth.
  • Continue to analyze and develop professional certification for teachers and other educators, including their impact and design.
  • Increase opportunities to access retooling programs and add credentials in needed areas.
Key performance measures
  • Reverse the beginning teacher retention trend and improve an additional 5 % by 2020.
  • Increase the number of educators choosing to develop Professional Growth Plans and reporting satisfaction 10% by 2020.
  • Other performance measures to be determined once data is available (e.g. persistence of effective teachers, greater avenues and increased access to professional growth opportunities).
Other performance indicators
  • Other performance measures to be determined once data is available.


Goal 4: Qualified educators

All P-12 students have courses and support services provided by properly credentialed educators

Continuum
  • Preparation, Beginning Practitioner, Professional, Continued Growth and Career Ladder
Strategies
  • Identify priority courses by working directly with State Board of Education, OSPI, and stakeholder groups.
  • Direct financial assistance to priority areas, including scholarships and loan forgiveness.
  • Include production in PESB-determined priority areas in program evaluation.
  • Improve forecasting of educator workforce needs, including assignment, employee persistence, and student enrollment.
  • Provide opportunities for school districts to understand and address out of endorsement challenges.
  • Improve training of district and building leaders and administrator program faculty on workforce development.
Key performance measures
  • Decrease the percent of P-12 students assigned to out of endorsement teachers by 4% by 2020.
  • Determine appropriate target for priority areas (all roles) once they are identified. *
Other performance indicators
  • Decrease the percent of new educators starting late
  • Decrease the use of long term substitutes
  • Increase the number of educators that transition from conditional and emergency to full credentials


Goal 5: Educator Diversity

Educator workforce diversity reflects P-12 student population

Continuum
  • Entry/preparation, Beginning Practitioner, Professional, Continued Growth and Career Ladder
Strategies

  • Evaluate program recruitment activities via indicator-based review.
  • Provide Technical Assistance for improved preparation program recruitment practices.
  • Implement and evaluate redesigned Alternative Route opportunities.
  • Expand teaching academies with revised Careers in Education Curriculum reflecting RWT program.
  • Advocate for and support full implementation of OSPI’s State Equity Plan.
  • Examine and call out promising practices by districts and preparation programs.
  • Expand data collection to align with broader definition of diversity, beyond race / ethnicity to include gender and socio-economic status.
Key performance measures
  • Increase the number of new educators self-identifying with underrepresented groups 5% by 2020.
  • Increase diversity of educator preparation completers to a level commensurate with the diversity of their respective institutions by 2020. 
Other performance indicators
  • Improve diversity of educators persisting in programs 
  • Improve diversity of educators enrolled in programs 
  • Improve persistence of educators of underrepresented groups 


Goal 6: System-building and continuous improvement

PESB accesses and uses data to improve educator preparation and student learning

Continuum
  • Entry/Preparation, Beginning Practitioner, Professional, Continued Growth and Career Ladder
Strategies
  • Build on and collaborate among systems to collect, connect, and analyze structured data (ERDC, OSPI, WSAC).
  • Partner with researchers to study the validity of PESB policy requirements (e.g. educator assessments, credentials, program evaluation, etc.).
  • Design initiatives with clearly identified and measurable objectives.
  • Use collaborative and iterative procedures to develop, deliver, and assess initiatives.
Key performance measures
  • Improved PESB access to information related to the impact of its activities and policy initiatives.
    • Preparation
    • Evaluation (e.g. TPEP)
    • Student growth
    • Professional growth
Other performance indicators
  • Increased studies related to PESB’s work utilizing WA data
  • Expanded research utilizing WA data
  • Increased access to staff and public via websites and reports

BOARD MEMBERS
STAFF
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Molly Hamaker-Teals, Chair
Randy Dorn, Ex-Officio
Ernesto Araiza
Colleen Fairchild
Aurora Flores
Takiyah Jackson
Ron Jacobson
Damien Pattenaude
Tammie Schrader
Luke Thomas
Rina Paul
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Jennifer Wallace, Executive Director
Alexandra Manuel, Director, Educator Pathways
Coleen Putaansuu, Director, Program Support
Patti Larriva, Director, Educator Assessments
Joseph Koski, Director, Data & Research
David Brenna, Senior Policy Analyst
Amy Vaughn, Program Specialist
Brendan O’Connor, Program Specialist
Jennifer Maxfield, Project Specialist
Charlie Potter, Policy and Research Analyst
Cheryl Ricevuto, Project Manager
Jordan Martin, Project Assistant
Victoria Moreland, ELL Coordinator
Juwariyah Sou, Administrative Technology Assistant
Leslie Huff, Program Specialist
Pamela Cook, Executive Assistant/Office Manager
Stefanie Cady, Junior Executive Assistant