Seeding Innovation

Why does this matter?

In many strategic staffing models, highly-effective teachers are empowered to take on larger class sizes or lead teams of other educators, providing those educators with on-the-job coaching, classroom support, and more. Yet, just eight states provide some type of supplemental pay for teacher leadership roles beyond mentoring novice or aspiring teachers. State funds can play an important role in providing supplemental pay for these roles, particularly if the state funding formula is restrictive or inflexible regarding how personnel funds can be used.

How did we evaluate state policy for this action?

NCTQ analyzed state policy to identify: Does District of Columbia financially support teacher leader roles beyond mentoring?

What are NCTQ’s recommendations for District of Columbia?

• Provide funds that districts can access to supplement pay for teacher leader roles, particularly if the state funding formula is restrictive or not flexible regarding how personnel funds can be used

How did District of Columbia respond to NCTQ’s analysis?

No state review requested.

Why does this matter?

While many strategic staffing models are designed to be budget-neutral, there can be significant costs associated with designing and implementing new staffing models. Grant opportunities can support districts as they navigate these initial start-up costs associated with transitioning to new staffing models, as well as training and coaching for teacher leaders.

How did we evaluate state policy for this action?

NCTQ analyzed state policy to identify: Does District of Columbia provide grant opportunities that could be used to innovate with strategic staffing models?

What are NCTQ’s recommendations for District of Columbia?

• Require and fund research and evaluations to study the outcomes of strategic staffing models
• Leverage district networks to support implementation

How did District of Columbia respond to NCTQ’s analysis?

The state provided additional information that modified the original analysis.

Why does this matter?

While well-intended, some state policies, like class-size restrictions, can inhibit district’s ability to innovate with strategic staffing models. States can provide districts with flexibility by creating “innovation zone” waiver processes that exempt districts from certain state policies if they develop well-detailed plans that include evaluation.

How did we evaluate state policy for this action?

NCTQ analyzed state policy to identify: Does District of Columbia have “innovation zones” where districts can request waivers of policies that inhibit strategic staffing models?

What are NCTQ’s recommendations for District of Columbia?

• Connect the dots among multiple initiatives statewide so districts can see how strategies such as strategic staffing, academic initiatives, and pipeline programs could all be working together to improve working conditions for teachers and student outcomes
• Create an innovation zone waiver where districts can apply for exemption from certain state policies if they have a well articulated plan for implementing a strategic staffing model, including tracking student and teacher outcomes

How did District of Columbia respond to NCTQ’s analysis?

The state provided additional information that modified the original analysis.

Why does this matter?

Clinical practice experiences, like teacher residencies and apprenticeships, can be a financial burden for aspiring teachers. Providing candidates with a wage or stipend while they complete these experiences, particularly in hard-to-staff schools and subjects, can support candidates and strengthen teacher pipeline programs more broadly.

How did we evaluate state policy for this action?

NCTQ analyzed state policy to identify: Does District of Columbia financially contribute to differentiated pay for residents, student teachers, apprentices, or other types of not fully certified teachers who are training to become teachers?

What are NCTQ’s recommendations for District of Columbia?

• Pay aspiring teachers a wage or stipend while they are completing clinical practice, especially in hard-to-staff schools and subjects, as a way to support these candidates and teacher pipeline programs (e.g., residencies, apprentices) more broadly

How did District of Columbia respond to NCTQ’s analysis?

The state verified the accuracy of this analysis.

Why does this matter?

In some states, policy can restrict how districts use funds to pay for positions. This can be a challenge for some districts implementing strategic staffing models, as they create new roles like teacher leader positions or empower other roles with additional responsibilities, like paraprofessionals and residents.

How did we evaluate state policy for this action?

NCTQ analyzed state policy to identify: Do District of Columbia‘s education funding formulas permit districts the flexibility to use state-allocated funds for various types of positions?

How did District of Columbia respond to NCTQ’s analysis?

The state verified the accuracy of this analysis.