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Are we shifting ed prep programs to align with the shifts we are striving for? Mostly academic but need to address more relative to SEL, demographics, ethnicity. Can DESE influence licensure programs? 

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Are we shifting ed prep programs to align with the shifts we are striving for? Mostly academic but need to address more relative to SEL, demographics, ethnicity. Can DESE influence licensure programs? 

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Funding is definitely an issue. Hiring and maintaining the best is challenging. Also difficult to provide resources and programs equitably. How can we garner funding that helps all districts succeed?

DESE needs to be very clear in its ONE MESSAGE throughout the state. We have heard the Commissioner's message here but it's critical it continues to be spread so all understand our vision and focus.

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Professional development that prepares our teachers to be able to teach in a future focused environment. 

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Professional development that prepares our teachers to be able to teach in a future focused environment. 

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How can DESE support districts to increase diversity in staff and being supported once they join districts? Develop alternate models for licensure i.e. difficulty passing tests in English language.

Thinking about Teach for America model; develop a pipeline system that incentivizes people to join the teaching force; i.e. out of state folks. Develop a diversity task force

Can we develop support groups for diverse groups such as the Women Leadership conference? Networking, support

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1) Statewide, DESE supported networks, direction and resources to scale all districts

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1) Statewide, DESE supported networks, direction and resources to scale all districts

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2) The evaluation piece is critical and must be aligned with innovative practices
3) Balance traditional accountability systems with performance based assessments (every other year?)

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Hold harmless within accountability for schools, districts, or classes as they innovate (or put rewards in the system for those innovating). Hold harmless needs to be more multiple years (true innovation will take more than one year to manifest results on test scores)

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More flexible teacher licensure pathways, perhaps more required year-long student teaching, more lab schools to train teachers while innovating around practices, and more support/training for teachers to innovate (address issues with ed eval system that promote grade inflation so the system can be more effective as a development tool, for example requiring proficient ratings to gain professional teacher status inflates ratings for third-year teachers)

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1) Common statewide vision, language and definition of SEL and what that really means

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1) Common statewide vision, language and definition of SEL and what that really means

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2) Recommended resources to align with the state vision
3) Inter-agency collaboration of the common vision (SRO's, DCF)
4) Wraparound services provided through collaboratives for smaller districts that cannot their own programs

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1) Children’s Cabinet: convening of leadership who have an impact in children / education. Health and Higher Education Commissioners.

2) Use influence to improve partnerships: including but not limited to business community and higher education. Convene universities around the quality educator prep programs that prepare teachers, leaders, counselors for social emotional learning

3) School Quality Measures: how do we create additional measures for social emotional development that allows schools and districts to receive credit / recognition for the great work being done. Chronic absenteeism focus can be punitive and a lagging indicator.

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Put DCF entirely under DESE.  Force collaboration for wraparound supports

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Put DCF entirely under DESE.  Force collaboration for wraparound supports

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Create a partnership between the MTA and DCF unions to agree on TIME for collaboration to improve wraparound supports for both unions' workers

Develop model best-practice curriculum and trainings to build all educators' capacity to understand and support challenging students' needs.

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Build capacity for teachers and students to understand the real meaning and application of what they learning in the classroom (i.e. internships, mentoring in the real worlsd..etc.)

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1) DESE provide multiple pathways for professional development:

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1) DESE provide multiple pathways for professional development:

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-Innovation library of videos (models)
-Workforce internships for teachers
-Providing examples of innovative collaboration models that inspire risk-taking (teacher & student driven...include their voice)
-Providing a common understanding of 'deeper learning'
-Ensure PK-16 collaboration and clarity of understanding of expectations

2) Shift from assessment for proficiency to assessment of learning (performance-based)

3) Reduce the threats within the evaluation system to promote risk-taking and inspire an atmosphere of innovation

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Reduce compliance requirements

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Redefine accountability to give credit for providing opportunities to build soft skills and innovative, creative educational opportunities.

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Less restrictive licensure requirements (and/or more pathways); more pathways for homegrown educators starting in high school to improve teacher diversity

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Evaluation- evaluate current evaluation cycle

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Change bureaucratic requirements.  Compliance system equates 20th Century values.

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Stronger wrap-around supports for educators, particularly educators of color, to not just enter, but remain in the profession

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Broaden the accountability appeals process that more closely takes into account medical, cultural, or family-based challenges.

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Broaden the accountability appeals process that more closely takes into account medical, cultural, or family-based challenges.

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Modify accountability system/MCAS format and/or add or substitute a different component to more closely align to deeper learning goals (projects/portfolios/collaborative learning)

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Develop students as teachers and leaders and use resources in schools to encourage the profession. Support students on thei pathways
Build partnerships with higher ed and use students as interns and in teacher prep programs

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Alternative pathways to licensure. Licenses that are not siloed.

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Student assessments - spacing, performance,   Alignment with vision for the graduate, content, length of time tested, style of assessments, results.

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-State facilitated easier facilitated clearing house-We need to examine why they are not going into education -Work to build the interest and pipeline at the district level (middle school/high school)  to push them into it (do some research about why people of color are not going into education) -We need to do a better job of promoting the education field in general -Launch a media campaign for people to go into teaching -Look at more loan forgiveness opportunity-How do we raise the awareness of the community of that diversity-We need to think about projects that bring our students together from different communities - take the issue to the kids. Create more space for kids from different towns to come together. Let the kids come back with that different experience. Focus more on the exposure for the kids. Look at these options as regional opportunities. Empower the kids to take this on and bring it back to their community. -Major disconnect between K-12 & higher education -Create a model where students are given a free college education to go into education and work as a teacher afterwards (instead of loan forgiveness make it a scholarship). Look at how to keep them where they are “schooling” - expose the students to different opportunities and try something new. Today’s Students Tomorrow’s Teachers

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-State facilitated easier facilitated clearing house-We need to examine why they are not going into education -Work to build the interest and pipeline at the district level (middle school/high school)  to push them into it (do some research about why people of color are not going into education) -We need to do a better job of promoting the education field in general -Launch a media campaign for people to go into teaching -Look at more loan forgiveness opportunity-How do we raise the awareness of the community of that diversity-We need to think about projects that bring our students together from different communities - take the issue to the kids. Create more space for kids from different towns to come together. Let the kids come back with that different experience. Focus more on the exposure for the kids. Look at these options as regional opportunities. Empower the kids to take this on and bring it back to their community. -Major disconnect between K-12 & higher education -Create a model where students are given a free college education to go into education and work as a teacher afterwards (instead of loan forgiveness make it a scholarship). Look at how to keep them where they are “schooling” - expose the students to different opportunities and try something new. Today’s Students Tomorrow’s Teachers

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Opportunities for more partnerships (for example, opportunities for teachers to work with college professors on designing innovative lessons/tasks)

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DESE to partner in messaging campaign regarding shifts.

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-We need to work with them to develop a shared understanding of what support looks like:  

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-We need to work with them to develop a shared understanding of what support looks like:  

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Standard expectations, opportunities for innovation, and asking the district what support looks like

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1. Bring educators together to develop Model units, sample curriculum, deeper learning and assessments.

2. Provide a level of choice to districts to measure how districts are best meeting the standards. (Choose MCAS or PBL assessment to recognize skill development and/or deeper learning of a standard.  Give control over assessment. Align standardized testing with expectations for deeper learning and reduce quantity and time dedicated to it.  This might be in the form of a portfolio, options for assessment.  Allows for viable assessment of students with varying abilities and backgrounds.  Assessments should match the teaching and the expectations for students to engage in deeper learning.  Measurements should be different for students.

3. Consider flexibility of school year, school day.

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1)Identify and share district strategies for partnering with outsides agencies to offer services within the district setting

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1)Identify and share district strategies for partnering with outsides agencies to offer services within the district setting

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2)Braid together the DESE initiatives /mandates to promote understanding of the overlap and promote higher impact of best practices

3) Place as much focus on teacher wellness and social-emotional health as we do on student SEL and communicate that teachers are valued and important through wellness offerings

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1. Proactive best practices provided from DESE on school committee functions, expectations, and norms
2. Public discussion on accountability should be focused on growth and should be differentiated based on local goals and contexts
3. Use the pilot to curate best innovative practices that exist across MA and share with all districts (e.g. Innovation Pathways)

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Connect districts with like needs - similar to S3.

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State teacher contract

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State DESE leadership can bring DMH, DCF, Courts...etc. together to enable the svc. providers to more effectively collaborate, coordinate, and share information.

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Remove barriers and create a different culture.
PD around the importance of equity. Listen to our students. New ways toward licensure.

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1. Provide a vertical articulation of SEL skills and experiences. Bring stakeholders together to come up with ideas.

2. DESE take the lead to provide a structure for reaching beyond the school day to support students.  Create outreach coordinators to help SACs and administrators.

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Allow differentiated approach  - flexibility to innovate

Change the model of accountability -
Systemic barriers -  remove and educate

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1) Create compensation systems that incentivize more people to want to enter profession.

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1) Create compensation systems that incentivize more people to want to enter profession.

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2) Develop better systems of recruitment- particularly in creating better connections with higher education

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decentralize or organize into regions to support districts;  areas such as DPED, Curriculum, Sup't;
Build stronger conduit with HE

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Flexibility at local level around who we bring in . Sometimes candidates who are licensed are not the best candidate.

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Dese from compliance to support for innovative change

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Dese from compliance to support for innovative change

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Dese listen to the needs of districts and help with the best practices.

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Ensure that there is wraparound at a policy level that is strategic and thoughtful to ensure that differing agencies are able to understand how their work connects with other agencies.  Policies need to identify where the funding will come from and prevent prohibitive policies that exclude students and families from accessing support

ensure districts have a seat at the table in generating and implementing that policy eliminating system of silos which prohibits ability to understand each other and how we function.

Enshrine policy and funding in legislation to ensure its protection

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Encourage our own students to become educators - Educator sign-up day worked!  Continue to push it.

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Encourage our own students to become educators - Educator sign-up day worked!  Continue to push it.

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Scholarship/loan forgiveness programs - change TFA model to Teach for Massachusetts?
Support/encourage career changers of color - bring back the MINT program.

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Portfolios, make sure SS/Civics is not a bubble test; flexibility to innovate on assessments;

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1) Please clarify what EXACTLY is meant by "deeper learning"...

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1) Please clarify what EXACTLY is meant by "deeper learning"...

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2) Less testing, take something "off the plate"

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Wrap around supports
Ensure equity of supports
Grants to establish programming

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Like MAPLE where we learn from one another. We are better together.

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Held back by CB constraints. Need HELP!

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Need to look at how to increase longevity of leadership team so that (and school governance) as these problems take years to solve

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More aggressive early retirement

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Parnter with Higher Ed
Relax MA licensing requirements to attract candidates from around the world!

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Review accountability measures to eliminate those that map directly to the low level of learning expectations from the group of 10

Develop structures where districts can provide the department evidence that it is meeting accountability measures in ways other than those published by the department, example districts can submit evidence of district classes that meet Advanced Coursework requirements but not on the approved list

Look at the vocational model of assessment, where students have to demonstrate at the local level that they can DO the skills

Increase the role of “happiness indicators” in accountability to ensure that students are authentically engaged, similar to the work done in Boston and California around MESH skills by Transform Ed.