Archive for May, 2009


Parents, kids, and education advocates joined lawmakers and Gov. Gregoire for the signing of ESHB 2261 into law.

Parents, kids, and education advocates joined lawmakers and Gov. Gregoire for the signing of ESHB 2261 into law.

It’s been a busy week!  Education advocates heard Kati Haycock talk about strategies to close the achievement gap on Monday and attended the basic education reform bill signing in Olympia Tuesday.

Check out the photos from these events:

Kati Haycock Town Hall – May 18, 2009

Basic Education Reform bill signing – May 19, 2009

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Legislative Session Outcome — Jennifer Wallace

-HB 2261

*By January 2010, PESB must

*Have new knowledge, skill and performance standards calibrated at each level of certification

*Adopt a new definition of “master teacher”

*Proposal for a uniform, statewide, valid and reliable classroom-based means of evaluating teacher effectiveness at pre-service level

*Update on implementation of uniform and external assessment for teacher professional certification

*Have a recommendation on the length of time a residency certification is valid

*Beginning no earlier than September 2011, professional certification shall be based on a minimum of two years of successful teaching experience and may not require candidates enroll in a professional certification program

*Beginning July 2011, residency teacher preparation programs must demonstrate how program produces effective teachers

>>Questions from members about the impact of this on colleges of education. Ms. Wallace shared that some colleges have indicated they will not continue to offer ProCert programs. PESB members from institutions of higher education indicated some would and others would not continue to offer ProCert programs.<<

*Three workgroups will have a PESB member on them

-HB 2003: changes in PESB responsibilities and composition

*Shrinking to 12 members and the Superintendent of Public Instruction

*Removes current PESB responsibility of hearing certification appeals

-SB 5973 and HB 2261: cultural competencies

-HB 1675

-HB 1156

-Final budget


Recommendations for the Conceptual Model of the Evidence-Based Pedagogy Assessment — Larry Lashway, Esther Baker, Cap Peck, Colleen Fairchild

-Recommendations for pre-service level EBPA:

*Would be external (conducted by non-supervisor)

*Should include video clips

*Should have scoring system that provides fast, timely feedback to candidates and programs

*Assessment should include university faculty and supervisors in the scoring process

*The standards and criteria for the Teaching Cycle should be aligned with standards and criteria for the Professional Certificate assessment

*The formal “external” assessment of core teaching skills should be supplemented by a program-implemented assessment (the “Longitudinal Record”) during student teaching

-Unresolved issues

*Content specificity




*Legal concerns (namely around video clips)

>>Back and forth exchange on scale and timely feedback. Some concern from Board members on cost to candidates, worried it will act as a deterrent. Some members also concerned about the time needed to grade exams (2-3 hours to grade, for 2,000+ candidates).<<

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A historic–but bittersweet–day for kids

It’s a historic–but bittersweet–day for Washington’s children and schools. Gov. Chris Gregoire signed Engrossed Substitute House Bill 2261, which marks the beginning of the movement to redefine and fully fund “basic education” so all children receive the support they need to succeed in college, job training, work and life.

A broad-based coalition of parents, business leaders, community members and education stakeholders worked closely with legislators for months to pass the landmark education reform legislation. The reforms, which begin in 2011 and will be fully implemented by 2018, will:

  • Expand the school day so high school students can take more math, science and world language courses to graduate with 24 credits;
  • Redefine basic education to include all-day kindergarten, highly capable education, transportation and other academic programs and support services students need to succeed in school;
  • Make school funding more transparent for school leaders, lawmakers and parents through the use of a “prototypical schools” model; and
  • Direct the State Board of Education to develop an accountability system and intervention measures targeted at challenged schools and districts.

Two reasons make this a bittersweet occasion.

In a surprise veto, the governor removed the section that included early learning in the revised definition of basic education. The governor disagreed with the approach to provide early learning for only at-risk children. We are deeply disappointed. Including early learning was to be the foundation of a child-focused bill. Solid research demonstrates that children who are at-risk, who receive high-quality early learning, will do better in school and life. However, the governor pledged to work with policymakers to provide early learning opportunities for all children. This issue continues to be a top priority of ours and we will count on your support moving forward.

This afternoon, the governor also signed the 2009-2011 state budget into law, which cuts more than $1.5 billion from public education. Already, children, teachers, schools and colleges are feeling the impact.

Going forward, it’s crucial that we continue to remind our policymakers that these cuts are devastating to our state’s education system and the future prospects of our children.

As for ESHB 2261, the work has just begun. It’s up to all of us to ensure these reforms are implemented so our educators and schools receive the support they need to provide the high quality education that every child deserves.

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