Mission, vision, and strategic plan

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

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

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

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.

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

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

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