Summary of Recommendations
- Mastery Based System
- Idaho Core Standards
- Literacy Proficiency
- Advanced Opportunities
- Revamp the State’s Accountability Structure Involving Schools
- Empower Autonomy by Removing Constraints
- Annual Strategic Planning, Assessment, and Continuous Focus on Improvement
- Statewide Electronic Collaboration System
- High Speed Bandwidth and Wireless Infrastructure
- Educator and Student Technology Devices
- Restoration of Operational Funding
- Career Ladder Compensation Model
- Enrollment Model of Funding Schools
- Tiered Licensure
- Ongoing Job-Embedded Professional Learning
- Site-Based Collaboration Among Teachers and Instructional Leaders
- Training and Development of School Administrators, Superintendents and School Boards
- Provide Enhanced Pre-Service Teaching Opportunities Through the State’s Colleges of Education
- Participation in the CCSSO’s “Our Responsibility, Our Promise” Recommendations to Improve Teacher Preparation
The Task Force recommends the state shift to a system where students advance based upon content mastery, rather than seat time requirements. This may require a structural change to Idaho’s funding formula and/or some financial incentive to school districts. It is also recommended that mastery be measured against high academic standards.
The Task Force strongly endorses the rigorous and successful implementation of the Idaho Core Standards as an essential component of high performing schools. Higher standards in all subject areas help raise student achievement among all students, including those performing below grade level.
The Task Force recommends students demonstrate mastery of literacy before moving on to significant content learning. Reading proficiency is a major benchmark in a student’s education. Students must learn to read before they can read to learn content in other subject areas.
The Task Force recommends the state ensure that all students have access to advanced opportunities by expanding post-secondary offerings while a student is still in high school.
The Task Force recommends the state revamp the accountability structure involving schools. The existing structure that relies on compliance mandates should be replaced with a system that is based on accountability for student outcomes.
The Task Force recommends the Governor’s Office, State Board of Education, and State Department of Education evaluate existing education laws and administrative rules and work with the Legislature to remove those which impede local autonomy, flexibility to adapt to local circumstances, and the ability of the schools to be agile, adaptive, innovative, and drive continuous improvement.
The Task Force recommends each district be required to have a strategic plan (and to renew it annually) that identifies and focuses district-wide continuous improvement toward statewide goals. Both the local board and the state should provide oversight to ensure that the plan is appropriate to local circumstances and aligns to and supports the state’s goals. The plan forms the basis from which accountability will be structured and the superintendent will be evaluated.
The Task Force recommends that a statewide electronic collaboration system be adopted for educators to share ideas and resources across the state.
The Task Force recommends the state expand the existing high speed bandwidth infrastructure to ensure every school (high school, middle school, and elementary school) has the bandwidth and wireless infrastructure necessary for simultaneous equal access and opportunity. This will require ongoing funding for the repair and replenishment of equipment.
The Task Force recommends that every educator and student have adequate access to technology devices with appropriate content to support equal access and opportunity. Educator professional development is critical to the effective implementation of technology.
The Task Force recommends restoration of operational funding to the FY 2009 level. Although traditionally called “discretionary” funding, operational funds are the normal, reasonable costs of doing business and include such items as paying for heat, lights and fuel; transporting students in a safe manner to and from school; and providing timely and relevant content materials and training for teachers. A multiple year approach could be implemented to rebuild operational funding.
The Task Force recommends a phased implementation of a Career Ladder of teacher compensation. The model proposed combines competitive salaries with incentives, rewards and accountability. Further, the Task Force believes it should be tied to a revised system of state licensure.
The Task Force recommends a change from Average Daily Attendance (ADA) to Average Daily Enrollment/ Membership. This will enhance fiscal stability and remove current barriers to personalized and/or mastery learning models that are required to meet the State Board’s 60 percent goal.
The Task Force recommends a continuum of professional growth and learning that is tied to licensure. Movement through the system would be accomplished in a very specific, objective way using performance measures.
The Task Force recommends that each district develop a mentoring program for the support of new teachers based on the Idaho Mentor Program Standards. These standards provide a vision and guidelines for local planners to use in the design and implementation of a high-quality mentor program for beginning teachers. The Task Force recommends the state provide funding support for a mentoring program.
Teacher effectiveness is paramount to student success, and professional development is paramount to teacher effectiveness. Professional development must be regularly scheduled and ongoing. The Task Force recommends that districts provide regular professional learning opportunities, and supports ongoing funding for professional development. The Task Force recommends the use of the research-based standards of the National Staff Development Council known as Learning Forward and further recommends that resources for educator learning be prioritized, monitored and coordinated at the state level.
Time to collaborate is critical to effective teaching and implementation of higher standards and technology. The Task Force strongly encourages districts to restructure the traditional school day schedule to allow for job-embedded collaboration time. The Task Force supports the creation of professional learning communities that increase educator effectiveness and results for all students and recommends providing training models to districts for their use in training the members of the professional learning communities, and encourage models that focus on team outcomes and collective responsibility.
The Task Force recommends continued training and professional development of school administrators, superintendents and school boards. The Task Force supports further development and implementation of the Idaho Standards for Effective Principals and the pilot work being conducted in the 2013-14 school year to further explore effective performance measures for school administrators. This includes ongoing implementation and support for administrator training in assessing classroom performance through observation.
The Task Force supports the efforts of Idaho’s higher education institutions to increase and enhance clinical field experiences for pre-service teachers.
The Task Force supports Idaho’s participation in implementing The Council of Chief State School Officers (CCSSO) “Our Responsibility, Our Promise” recommendations to help ensure that every teacher and principal is able to prepare students for college and the workforce.
For full details, see the final task force report.