This data shows the count and percentages of working educators in WA K-12 by educator role, race-ethnicity, and gender. For example, every year there is an increasing percentage of teacher of color. [Read more…] about Race-ethnicity and gender of working educators
The Professional Educator Standards Board (PESB) uses a variety of data to inform policy decisions and assess the effectiveness of our initiatives. These data originate from sources such as licensure and certificate programs, from fellow state agencies such as the Office of the Superintendent of Public Instruction (OSPI), as well as directly from the test vendors. Our partners and stakeholders can use these data points to help inform and support their own work.
PESB understands the complex issues related to research and data when it comes to racial equity. We recognize the importance of analyzing data by race-ethnicity, and aim to disrupt the legacy of harm caused by inappropriate research methods and (mis)use of data to make claims about others. PESB strives for data relations and literacy that support transparency, public accountability, informed decision-making, and active community and stakeholders partnerships. We aim to employ equitable data practices to forward PESB’s vision of “an equity-minded educator workforce that facilitates learning and growth for each and every student.”
How do I use the data portal?
The search box on the right hand side of the page (or bottom of the page, if you are on a mobile device) allows you to refine the data queries based on the contents of the data and the school years involved. You can also page through all of the data queries in the portal using no filters.
How do I use these data?
In addition to PESB’s use of these data for its work, many partners and stakeholders including educator preparation programs, education researchers, professional organizations, media, legislative staff, and elected officials look to PESB to provide insight and responses to questions related to educator preparation, licensure, and workforce in Washington State. PESB aims to provide the most valuable and accurate data possible. To do that, we collaborate closely with data contributors to make sure that data inquiries can be clearly displayed and understood.
Why could these data look different from other data?
There are a variety of data sources that could be used, and depending on which one is used (or in combination), there may be variance in reported numbers. The caveats and methodology section of each data display include its data source and the analytic choices made that could impact the numbers PESB reports.
We hope that as you explore these pages and make meaning from these data, additional questions and feedback emerge. Please send all comments or questions to email@example.com.
School districts may also use limited teacher certificates to assign teachers to K-12 courses. This can be an indicator of the need for credentialed teachers, though there are also beneficial reasons a district may have teachers with limited certificates. [Read more…] about Limited certificate use
First credential teacher completers are beginning teacher candidates who have finished their preparation program. They could be from either a traditional route program or one of Washington’s four alternative routes to teacher certification. [Read more…] about First credential teacher counts by educator preparation program provider
Professional growth plans (PGPs) are job-embedded, self-directed professional development. This is the count of reported PGPs completed each school year. [Read more…] about Professional Growth Plans (PGPs) completed per school year
The percent of beginning teachers, principals, vice-principals, and ESAs who are people of color increases each school year. Use the “Educator Role” filter to view data on each educator role. [Read more…] about Race-ethnicity and gender of beginning educators
This data shows the percentage of educators who persist as educators in WA K-12 anywhere in the state (in the same role or in any educator role). Use the filters to narrow the results to beginning educators or educators of any experience level.
This data shows the percentage of educators who persisted as in their initial district or in their initial school for 1, 3, and 5 years.