STATE OF HAWAII

Department of Education

Queen Liliuokalani Building

Room 300

Honolulu, HI 98683

![](media/image1.png){width="1.9659722222222222in"
height="1.9326388888888888in"}

**HIGHLY QUALIFIED TEACHER**

***EQUITY PLAN***

**No Child Left Behind Act of 2001**

**Title II, Part A**

**April 2007**

**Patricia Hamamoto**

**Superintendent of Education**

TABLE OF CONTENTS

  -------------------------------------------- --------------------------
  Introduction                                 Page 3

  HQT Statewide Objectives                     Page 3

  Hawaii's Strategic Plan                      Page 3

  Intersection of HQT and HDE Strategic Plan   Page 4

  Highly Qualified Teacher Equity Plan Goals   Page 4

  Goal 1                                       

  Stakeholders                                 Page 5

  Scope of Work                                Page 5 - 6

  Goal 2                                       

  Current Data Collection Policies and         Page 6 - 7
  Programs                                     

  2006- 2007 Data Collection                   Page 7 -- 11

  Data Collection and Planning                 Page 11 -- 13

  Goal 3                                       

  Programs and Strategies to Recruit and       Page 13 -- 18
  Retain HQT                                   

  Strategies to Address Recruitment            Page 18 -- 21

  Reducing the Number of Out of Field          Page 21 - 23
  Assignments                                  

  Induction and Mentoring                      Page 23

  Strategies to Address Leadership             Page 23 -- 25

  Strategies to Address Professional           Page 25
  Development Needs                            

  Strategies to Address Working Conditions     Page 25

  Technical Assistance and Communication       Page 25 - 26

  Statewide Policy Coherence                   Page 26 -- 27

  Monitoring Progress, Corrective Action and   Page 27 -- 29
  Sanctions                                    

  Evidence of Probable Success                 Page 29

  Equity Plan Research Base                    Page 29 -- 32

  Next Steps                                   Page 32 - 34
  -------------------------------------------- --------------------------

[Introduction]{.underline}

Ensuring all children in Hawaii receive a high-quality education
requires a qualified and effective teacher in every classroom, effective
administrators in every school, and school leadership that is focused on
raising achievement.

In keeping with this philosophy, Hawaii is committed to the goal that
all teachers and administrators are highly qualified (HQ) and that poor
and minority children are not taught at higher rates than other children
by inexperienced, unqualified, and/or out-of-field teachers. Hawaii
further recognizes that teacher quality has a major impact on student
achievement. We are committed to the goals of "ensuring that all
students are well prepared to be responsible and productive citizens"
and "all educators highly qualified and responsive to students." (05-08
Hawaii Department of Education Strategic Plan)

This Equity Plan serves to bring together Hawaii's Highly Qualified
Teacher (HQT) Objectives and Hawaii's Strategic Plan.

[HQT Statewide Objectives]{.underline}

-   Every core academic class taught by a highly qualified teacher; and

-   Poor and minority children are not taught at higher rates than other
    children by inexperienced, unqualified, or out-of-field teachers.

[Hawaii's Strategic Plan]{.underline}

The 2005-2008 Hawaii Department of Education (HDE) Strategic Plan
defines Hawaii's priorities, direction, and work. The Strategic Plan
targets three student priorities -- academic achievement, safety and
well being, and civic responsibility. Three goals guide the HDE
Strategic Plan:

1.  Improve student achievement through standards-based education;

2.  Sustain comprehensive support for all students; and

3.  Continuously improve performance and quality.

Hawaii's Strategic Plan was developed with system-wide collaboration.
For more than a year, input and feedback were solicited from teachers,
principals, vice principals, educational specialists, and Complex Area
(CA) superintendents. Today the strategic plan is permeating all levels
of the system. Schools, complex areas, and state offices are accountable
for its goals, objectives, measures, and benchmarks. Schools use the
Strategic Plan as the basis for their Three Year School Strategic Plans
and Annual Academic and Financial Plans. Likewise, complex areas and
state offices base their Three Year Annual Implementation Plans on the
HDE Strategic Plan.

[Intersection of HQT and HDE Strategic Plan]{.underline}

Goal 3 of the Strategic Plan brings together the USDE Title II HQT
requirements and implementation through the HDE statewide planning
process. This goal has three objectives. The first is an ongoing effort
to improve student performance by ensuring that instruction is rigorous
and relevant. The second is improving the quality of schools by ensuring
the hiring of qualified teachers and administrators, and by providing
assistance in effective leadership. The third is improving the quality
of the educational system by developing clear communication with all
stakeholder groups. Specifically, Goal 3, Objective 2 states:

*Goal 3: Continuously improve performance and quality.*

*Objective 3.2: Continuously improve school quality*

*Strategies: 3.2.1: Provide qualified teachers and school
administrators*

*3.2.2: Hire teachers well-versed in standards-based education*

*3.2.3: Recruit and retain teachers*

> *3.2.4: Develop school administrators to be effective leaders in
> standards-based education*
>
> *3.2.5: Redesign middle-level education and high schools to facilitate
> student success*
>
> *3.2.6: Develop instructional options to address student needs*

[Highly Qualified Teacher Equity Plan Goals:]{.underline}

1.  Hawaii will fold the HQT Equity Plan into the State Strategic Plan
    as a vehicle to develop a comprehensive, coordinated human resource
    system.

2.  Hawaii will develop, implement, and maintain a statewide data
    collection system to monitor and analyze teacher and administrator
    distribution patterns, to ensure that Hawaii's poor and minority
    students are not being taught by inexperienced, unqualified, or
    out-of-field teachers at a higher rate than other students.

3.  Hawaii will coordinate statewide efforts and strategies that support
    highly qualified teachers and administrators and provide technical
    assistance, communication, statewide policy coherence and monitoring
    to support teacher and administrator quality.

**[GOAL 1]{.underline}**

**Hawaii will fold the HQT Equity Plan into the state Strategic Plan as
a vehicle to develop a comprehensive, coordinated human resource
system.**

HDE will use the strategic planning process to develop and implement a
comprehensive human resource system. This statewide human resource
system will include recruitment and retention strategies, hiring
processes to ensure HQT, long term induction, mentoring/coaching
techniques and effectively plan long-term continuous professional growth
for all Hawaii educators. It will also bring a variety of components
into synchronization, resulting in a coordinated, high quality state
system of human resources for K-12 education.

This system will ensure that a highly qualified teacher is in every
classroom, that the preparation and licensure process seamlessly
supports HQT requirements, that the hiring process facilitates selection
of HQ teachers, that there is a support system in place for early career
teachers and administrators. It will also ensure that all schools have
the tools they need to monitor and evaluate teachers and administrators;
that high quality professional development is tied directly to the needs
of both staff and students; and that there is a *grow-your-own* system
of educator development from high school through higher education,
pre-service education and back into the K-12 classroom.

# [Stakeholders]{.underline}

-   Charter School Committee

-   Complex Area Superintendents and Administrators

-   Hawaii Department of Education Staff

-   Hawaii Education Association

-   Hawaii Superintendent of Education

-   Hawaii Teacher Standards Board (HTSB)

-   Institutions of Higher Education (IHE)

-   Legislators

-   Paraeducators

-   Parents

-   Personnel Resource Officers (PRO)

-   Pre-service Teachers

-   Professional Development Providers

-   Professional Organizations

-   School Administrators

-   Schools of Higher Education

-   Specialists

-   State Board of Education

-   Students

-   Teachers

[Scope of Work]{.underline}

**Prepare:** A system that supports the *grow-your-own*, career ladder
concept linking high school students interested in entering the field of
education with work experiences in local schools; provides a seamless
higher education experience through the community college and university
system; and completion of a state approved teacher education program
based on approved program standards.

**Recruit:** A system that draws from higher education preparation
programs across the nation including strategies such as mainland and
statewide job fairs, connections with recruitment firms, locating and
supporting residents with ties to their communities (such as
paraeducators, who wish to pursue a teaching credential), and incentives
to draw second career professionals into the teaching profession.

**License**: A system that ensures quality professional standards and
accountability for teacher and specialist licensure and administrator
certification that requires and monitors professional learning; that
monitors professional behavior; and provides for high quality staff in
every classroom and school in Hawaii.

**Hire:** A system that allows for a cyclical and year-around viable
pool of HQ, eligible applicants to fill school vacancies, to ensure that
teacher assignments are commensurate with qualifications, and to provide
for a local selection process that maximizes the percentage of courses
taught by HQ teachers.

**Induction:** A system that supports teachers new to the profession,
and retains existing teachers, through formalized mentoring, coaching,
collegial support, and professional learning.

**Develop:** A system that provides tools and resources to assist
schools, complex areas and teacher development programs with training
teachers, administrators, specialists, paraeducators and other school
staff in the skills and knowledge they need to meet the academic,
emotional, and physical needs of their students and the community.

**Maintain and Enhance**: A system that provides high quality, research
based, job embedded, life-long professional learning and development
planned around individual staff member needs, student learning needs,
and school and district goals.

**Monitor and Evaluate:** A system that ensures teachers, administrators
and other staff have high expectations for students; are focused on
learning objectives; know and can effectively deliver instructional
strategies; work together toward student, school and district goals; and
are accountable for high quality work.

**Promote:** A system that provides development of teacher leaders and
administrative leadership through succession planning, research-based
leadership training, mentoring, and internships.

**[GOAL 2]{.underline}**

Hawaii will develop and implement a statewide data collection system to
monitor and analyze teacher and administrator distribution patterns, to
ensure that Hawaii's poor and minority students are not being taught at
a higher rate than other students by inexperienced, unqualified, or
out-of-field teachers.

[Current Data Collection Policies and Programs]{.underline}

1.  Teacher Personnel Data

Teacher personnel data are captured on multiple operational data systems
throughout the Department. While this provides for a very rich and
detailed picture of Hawaii's teaching force and their qualifications,
this data resides in a variety of databases from which this information
must be drawn and then hand assembled to provide the overall picture.
For example, in addition to the HDE Data System (HDS), teacher
information is also being captured in the professional development,
special education, teacher transaction, workers' compensation, and
alternative certification programs sections.

1.  Student Data

Student data are captured on multiple database systems. Similar to ways
in which teacher data is collected, this data resides in a variety of
databases from which the information must be drawn and then hand
assembled to provide an overall picture. Three of the major systems
include the Integrated Special Education Database (ISPED), the
Comprehensive Student Support System (CSSS), and the Electronic Student
Information System (eSIS). While CSSS and eSIS capture similar student
data (e.g. student demographics, course work, performance, support
services, scheduling information, etc.), ISPED captures information
about students involved in the Special Education (IDEA) program and
Section 504 programs. The Student Support Systems (CSSS, ISPED, and Safe
School Information System) are currently being integrated into one
seamless database for more consistent reporting and this work will be
completed by December 2007. School level data including ethnicity and
poverty is included in Appendix B.

[2006-07 HQT Data Collection]{.underline}

An analysis of ethnicity data shows that nearly 80% of Hawaiian children
identify themselves as Asian/Pacific Islanders, about 15% as White, and
less than 6% as Native American, Black and Hispanic combined.

Comparisons of student achievement, and poverty, by ethnic groupings is
complicated by the small numbers children within three of the subgroup
categories. In most schools there are insufficient numbers of Native
American, Black and Hispanic students to meet the minimum number for AYP
data reporting (40) at the school level. For example, there is no school
in Hawaii with sufficient numbers of Native American students to report
on subgroup data for purposes of AYP. There are only three schools in
the state with populations of Native American children exceeding 19
students. Of the schools with sufficient populations of African American
students to be included in AYP reporting, all 29 are located in areas
where military dependents reside and all are located on the island of
Oahu. Of these 29 schools, only 9 meet the Title I poverty criteria. Of
the 37 schools in Hawaii with sufficient populations of Hispanic
students to be included in AYP reporting, only 16 meet the Title I
poverty criteria, still less than the overall percentage of Title I
schools statewide.

Conversely, White students are present in sufficient numbers to count
for AYP purposes, 168 of 255 non-charter schools. There are only seven
schools in all of Hawaii in which the White population exceeds 50% of
total school enrollment. This could lead to the conclusion that the
White [minority]{.underline} subgroup is the group with enough student
data to determine and target needs. However the White population, as a
group, is higher performing than the [majority]{.underline}
Asian/Pacific Islander group. For example, in 2005/06, 45% of
Asian/Pacific Island students met the reading standard and 27% met the
mathematics standard, while 59% of White students met the reading
standard and 34% met the mathematics standard.

Schools in Hawaii with more than 19 Native Americans are Pearl Harbor
Elementary on Oahu, Pahoa Elementary and Keonepoka Elementary on the
Island of Hawaii. The five schools with the greatest number of African
American students are all located on the Island of Oahu. They are
Radford High (169) , Solomon Elementary (163) , Leilehua High (148),
Wheeler Middle School (122) and Wheeler Elementary (117). The five
schools with the greatest number of Hispanic students are Solomon
Elementary (Oahu) (125), Kamehameha III Elementary (Maui) (128), Mokapu
Elementary (Oahu) (104), Leilehua High School (Oahu) (90), and Kapolei
High School (Oahu) (86).

The students who are at the most risk may, in fact, be masked within the
largest subgroup, Asian Pacific Islanders. Some of the most
disadvantaged students statewide are Native Hawaiians and part Native
Hawaiians. Other disadvantaged groups counted within Asian/Pacific
Islanders include immigrants from the Marshall Islands, many of whom
have had little formal schooling.

Further Hawaii's largest call for English as a Second Language
instruction is for Hawaii's Filipino student population at 6,149
students, Samoan at 1,282, Marshallese at 1,260 and Chuukese
(Micronesia) at 1,225. All of these groups, together with many others,
are counted together in the Asian/Pacific Islander subgroups.

The highest-need schools in terms of poverty have been identified in the
analysis and table below by high and low poverty. In order to perform
this analysis, the elementary and secondary schools were ranked
separately from highest to lowest using free or reduced price lunch
data. Each list was divided into four equal groups, thereby creating
quartiles. Schools in the first (highest group) are high-poverty
schools. Schools in the last group (lowest group) are the low-poverty
schools. Following the table from left to right, all schools are listed
in the first set of columns, then schools in the high poverty quartile,
then schools in the low poverty quartile. (See Appendix B for all data).

Table 1: SY 2006-2007 Percentage of Elementary Classes Taught by NHQT in
High and Low Poverty Schools

  ------------ ---------- --------- ---------- ---------- --------- ---------- ---------- --------- ----------
               All                             High                            Low                  
               Schools                         Poverty                         Poverty              

               Core       \# of CC  \% CC      Core       \# of CC  \% CC      Core       \# of CC  \% CC
               Content    Classes   Classes    Content    Classes   Classes    Content    Classes   Classes
               Classes    Taught by Taught by  Classes    Taught by Taught by  Classes    Taught by Taught by
                          NHQT      NHQT                  NHQT      NHQT                  NHQT      NHQT

  Elementary   **4558**   **460**   **10.1**   **1012**   **140**   **13.8**   **1086**   **75**    **6.9**

  Special      **765**    **265**   **34.6**   **195**    **149**   **43.1**   **149**    **45**    **30.2**
  Education                                                                                         

  Totals       **5323**   **725**   **18.6**   **1207**   **289**   **23.9**   **1235**   **120**   **9.7**
  ------------ ---------- --------- ---------- ---------- --------- ---------- ---------- --------- ----------

Analysis of the 2006-07 statewide HQT data for all elementary schools
shows that of 4,558 total mainstream core academic classes, 460 (10.0%)
were taught by NHQT. In special education classrooms, there were a total
of 765 classes, 265 of which (34.6%) of which were taught by NHQT.
Deeper analysis of this data reveals a 3.2 percentage point difference
in the percent of NHQ mainstream classes in high and low poverty schools
and 4.4 percentage points in special education classes. The percentage
of mainstream core academic classes taught by NHQT in high poverty
elementary schools is 13.8%, exactly double that of the 6.9% percent of
NHQT teaching mainstream core academic classes in low poverty elementary
schools. The percentage of special education core academic classes
taught by NHQT in high poverty elementary schools is 34.6%, which is
4.2% percentage points greater than the 30.2% percent of NHQT teaching
mainstream core academic classes in low poverty elementary schools.

Table 2: SY 2006-2007 Percentage of Secondary Core Content Classes
Taught by NHQT in High and Low Poverty Schools

  -------------- ----------- ----------- ---------- ---------- ---------- ---------- ---------- ---------- ----------
                 All Schools                        High                             Low                   
                                                    Poverty                          Poverty               

                 Core        \# of CC    \% CC      Core       \# of CC   \% CC      Core       \# of CC   \% CC
                 Content     Classes     Classes    Content    Classes    Classes    Content    Classes    Classes
                 Classes     Taught by   Taught by  Classes    Taught by  Taught by  Classes    Taught by  Taught by
                             NHQT        NHQT                  NHQT       NHQT                  NHQT       NHQT

  Arts           **1130**    **229**     **20.3**   **163**    **51**     **31.3**   **472**    **56**     **11.9**

  English        **5321**    **1801**    **33.8**   **770**    **310**    **40.3**   **1867**   **498**    **26.7**

  Foreign        **806**     **280**     **34.7**   **41**     **28**     **68.3**   **386**    **110**    **28.5**
  Languages                                                                                                

  Mathematics    **4444**    **2004**    **45.1**   **609**    **298**    **48.9**   **1638**   **667**    **40.7**

  Science        **3559**    **1129**    **31.7**   **428**    **152**    **35.5**   **1390**   **398**    **28.6**

  Social Studies **3699**    **924**     **25.0**   **413**    **99**     **24.0**   **1468**   **364**    **24.8**

  Special        **5371**    **4751**    **88.5**   **637**    **553**    **86.8**   **2043**   **1791**   **87.7**
  Education                                                                                                

  Elementary\*   **133**     **35**      **26.3**   **63**     **17**     **27.0**   **15**     **6**      **40.0**

  Totals         **24463**   **11153**   **45.6**   **3124**   **1508**   **48.3**   **9279**   **3890**   **41.9**
  -------------- ----------- ----------- ---------- ---------- ---------- ---------- ---------- ---------- ----------

\*In Hawaii, the "elementary" designation is given to those schools
which do not include any grade higher than grade five.  Secondary
schools are defined as any school that includes grade six or higher. 
Because some school configurations do not fit exactly into this
definition, for example K-8 schools, in some of the data reported for
secondary schools "elementary" has been included among the core academic
content.  In such cases these are self contained classes that are grades
K-5. 

Analysis of the 2006-07 statewide HQT data for secondary schools
indicates that the percentage of core academic classes taught by NHQT in
high poverty schools is 6.4 percentage points higher than the percent of
classes taught by NHQT in low poverty schools. Statewide, 45.6% of
secondary core academic classes are taught by NHQT, 48.3% in high
poverty and 41.9% in low poverty schools. The three subgroup areas with
the greatest numbers of classes taught by NHQT overall, in high and in
low poverty schools are the same: special education, English, and
mathematics. However an analysis of the reasons special educators at the
secondary level are NHQT reveals that of the 5,371 secondary special
education core academic classes, 4,200 are taught by NHQT not because
they are not licensed in special education, but rather that they are
NHQT in the academic content area in which they are teaching, the bulk
of which are English/language arts and mathematics. Following is a table
of the 2006-07 Highly Qualified Teacher data in each Complex Area:

Table 3: SY 2006-2007 Distribution by Complex Area of Classes Taught by
HQ and NHQT in High and Low Poverty Schools

  --------------------------------------------------------------------------------------------------------------------
  COMPLEX AREA NAME                    LOW       LOW       LOW       LOW       HIGH      HIGH      HIGH      HIGH
                                       POVERTY   POVERTY   POVERTY   POVERTY   POVERTY   POVERTY   POVERTY   POVERTY
                                       CLASS     HQT CLASS NHQT      NHQT %    CLASS     HQT CLASS NHQT      NHQT %
                                       COUNT     COUNT     CLASS               COUNT     COUNT     CLASS     
                                                           COUNT                                   COUNT     
  ------------------------------------ --------- --------- --------- --------- --------- --------- --------- ---------
  Baldwin-Kekaulike-Maui               770       427       343       44.5%     \--       \--       \--       \--

  Aiea-Moanalua-Radford                1213      839       374       30.8%     25        21        1         4.0%

  Leilehua-Mililani-Waialua            3280      1999      1281      39.1%     49        46        3         6.1%

  Hilo-Laupahoehoe-Waiakea             20        19        1         5.0%      86        72        14        16.3%

  Castle-Kahuku                        539       305       234       43.4%     30        24        6         20.0%

  Nanakuli-Pearl City-Waipahu          995       575       420       42.2%     217       168       49        22.6%

  McKinley-Roosevelt                   480       374       106       22.1%     293       204       89        30.4%

  Farrington-Kaiser                    516       324       192       37.2%     977       679       298       30.5%

  Kaimuki-Kalani                       518       408       110       21.2%     134       93        41        30.6%

  Kailua-Kalaheo                       308       189       119       38.6%     106       69        37        34.9%

  Hana-Lahainaluna-Lanai-Molokai       468       236       232       49.6%     308       187       121       39.3%

  Kau-Keaau-Pahoa                      \--       \--       \--       \--       1326      687       639       48.2%

  Honokaa-Kealakehe-Kohala-Konawaena   \--       \--       \--       \--       58        27        31        53.4%

  Campbell-Kapolei-Waianae             1032      628       404       39.1%     702       318       384       54.7%

  Kapaa-Kauai-Waimea                   397       203       194       48.9%     20        1         19        95.0%
  --------------------------------------------------------------------------------------------------------------------

Hawaii's schools are organized into complex areas which are comprised of
several geographically proximate complexes. A complex is a high school
and its feeder elementary and middle schools There are 15 CAs spread
throughout the islands. In four CAs, the percent of classes taught by
NHQT in high poverty areas exceeds 45%. These are: Kau-Keaau-Pahoa and
Honokaa-Kealakehe-Kohala-Konawaena located on the Hawaii,
Campbell-Kapolei-Waianae located on leeward side of Oahu, and
Kapaa-Kauai-Waimea, located on Kauai.

In these four complex areas, 60.7% of all high poverty academic core
content area courses, statewide, are taught. In both Kau-Keaau-Pahoa and
Honokaa-Kealakehe-Kohala-Konawaena there are no schools in the quartile
representing low poverty schools, and 48.2% and 53.4% respectively of
all core academic content classes are taught by NHQT. In
Campbell-Kapolei-Waianae 54.7% of core academic classes are taught by
NHQT. In Kapaa-Kauai-Waimea, 95% of its core academic content classes
are taught by NHQT.

The current data collection system identifies the years of service for
each teacher in the state. In order to compile the data below, Hawaii
has defined an experienced teacher as one who has two years or more of
teaching experience. Therefore, the collection will differentiate
between teachers who are considered "inexperienced" with fewer than two
years of teaching experience and "experienced teachers" who have two or
more years of teaching experience.

**Table 4: SY 2006-2007 Inexperienced and Experienced Teachers in
Elementary Schools**

  ---------------- ---------- --------------- --------------- ------------- -------------
  **Elementary**   Total      Number of       Percent of      Number of     Percent of
                   Number of  Inexperienced   Inexperienced   Experienced   Experienced
                   Teachers   Teachers        Teachers        Teachers      Teachers

  High Poverty     1,207      366             30.3%           841           69.7%

  Low Poverty      1,257      285             22.7%           972           77.3%

  All Elementary   5,369      1,331           24.8%           4,038         75.2%
  ---------------- ---------- --------------- --------------- ------------- -------------

Hawaii faces particular challenges in teacher retention overall. This is
reflected in high percentage of inexperienced teachers overall. However
there is less than a 10% variance in the percent of experienced and
inexperienced teachers assigned to low and high poverty schools. As
shown in the data above, at the elementary level in 2006-07, the
percentage of inexperienced teachers in high poverty schools (30.3%) is
7.6% higher than that of inexperienced teachers in low poverty schools
(22.7%). Thus the percentage of experienced teachers in high poverty
elementary schools (69.7%) is 7.6% percentage points lower than the
percentage of experienced teachers in low poverty schools (77.3%).

**Table 5: SY 2006-2007 Inexperienced and Experienced Teachers in
Secondary Schools**

  --------------- ---------- --------------- --------------- ------------- -------------
  **Secondary**   Total      Number of       Percent of      Number of     Percent of
                  Number of  Inexperienced   Inexperienced   Experienced   Experienced
                  Teachers   Teachers        Teachers        Teachers      Teachers

                                                                           

  High Poverty    648        211             32.6%           437           67.4%

  Low Poverty     1,280      386             30.2%           894           69.8%

  All Secondary   4,192      1245            29.7%           2,718         64.8%
  --------------- ---------- --------------- --------------- ------------- -------------

At the secondary level the gap between the experience level of teachers
in high and low poverty schools is nearly closed. As shown in the data
above, at the secondary level in 2006-07, the percentage of
inexperienced teachers in high poverty schools (32.6%) is just 2.4%
higher than that of inexperienced teachers in low poverty schools
(30.2%). Thus the percentage of experienced teachers in high poverty
elementary schools (67.4%) is 2.4% percentage points lower than the
percentage of experienced teachers in low poverty schools (69.8%).

[Data Collection Planning]{.underline}

1.  Integration of Student Information Systems

> The eSIS system will become the centralized, web-accessible database
> system for capturing comprehensive student information upon full
> implementation in 2009-10.

2.  Comprehensive Student Support System (eCSSS)

> eCSSS is an integration of a number of student support systems under
> one architecture. Combined with eSIS it will provide a single story of
> a student that links all demographic and student support activities
> (special education, supplemental education, behavioral interventions,
> etc). Projected timeline for completion of initial phases is December
> 2007.

3.  Integration of Human Resource Systems

> Integration of the Office of Human Resources (OHR) database systems
> will improve the collection and reporting of teacher qualification
> data. Phased implementation of the Collaborative Human Resources
> Automation Project (CHAP) will consolidate data from various human
> resource systems into a single, centralized, web-based information
> system. Full implementation is scheduled for 2010-11.

The full implementation of the HDE data systems will allow the SEA to
electronically link teacher qualification data from the human resource
system with classroom assignment data, allowing the SEA to review this
data by individual teacher, by school, Title I status, HQT status,
complex area and statewide. Below is HDE's data design and
implementation timeline.

**Table 6: Data Design and Implementation Timeline**

+-------------------------------------------------------+--------------+
| > 1\. Integration of Student Information Systems      |              |
+-------------------------------------------------------+--------------+
| -   Conversion of remaining WinSchool and MacSchool   | > SY 2008-09 |
|     data into eSIS format and migration into eSIS     |              |
+-------------------------------------------------------+--------------+
| -   Interfacing of eSIS with eCSSS                    | > SY 2006-07 |
+-------------------------------------------------------+--------------+
| -   eSIS fully implemented                            | > SY 2009-10 |
+-------------------------------------------------------+--------------+
| > 2\. Comprehensive Student Support System (eCSSS)    |              |
+-------------------------------------------------------+--------------+
| -   Implement CSSS component                          | > April 2007 |
+-------------------------------------------------------+--------------+
| -   Implement Special Education component             | > August     |
|                                                       | > 2007       |
+-------------------------------------------------------+--------------+
| -   Implement Safe School Information System          | > October    |
|     component                                         | > 2007       |
+-------------------------------------------------------+--------------+
| -   Enhance Special Education component               | > July 2008  |
+-------------------------------------------------------+--------------+
| > 3\. Integration of Personnel Database Systems --    |              |
| > CHAP Phase I                                        |              |
+-------------------------------------------------------+--------------+
| -   Stage 1                                           | > SY 2008-09 |
+-------------------------------------------------------+--------------+
| -   Stage 2                                           | > SY 2010-11 |
+-------------------------------------------------------+--------------+
| > 4\. Financial Management System (FMS) for           |              |
| > Professional Development (PD)                       |              |
+-------------------------------------------------------+--------------+
| -   Phase I is a web-based data system that automates | > SY 2008-09 |
|     the input into the existing financial data        |              |
|     system. Phase II will be implemented during       |              |
+-------------------------------------------------------+--------------+
| -   Phase II is the integration of the above data     | > SY 2010-11 |
|     into a new financial management system. The new   |              |
|     financial management system will be integrated    |              |
|     with eSIS as well as CHAP which holds HQT         |              |
|     information.                                      |              |
+-------------------------------------------------------+--------------+

HDE has entered into a design phase for upgrading our financial system
to be more responsive to school, complex area and statewide operational
requirements. This will provide a more responsive linkage between
academic planning and resource allocation and expenditures, including
the professional development process and fund tracking. Below is the
timeline for public reporting of HQT data.

Table 7: HQT Data Collection, Analysis and Reporting Timelines

  ------------ -------------- -------------- ------------------ ---------------
  Data Year    Collect        Data Analysis  Report to State    Report to USDoE
               Personnel and  from Complex   Through "*Trend    through
               HQT Data from  Areas          Report: Education  "Consolidated
               Schools                       and Fiscal         Report"
                                             Accountability*"   

  2006-07      Fall 2006      Spring 2007    Fall 2007          Dec 2007

  2007-08      Fall 2007      Spring 2008    Fall 2008          Dec 2008

  2008-09      Fall 2008      Spring 2009    Fall 2009          Dec 2009
  ------------ -------------- -------------- ------------------ ---------------

**[GOAL 3]{.underline}**

**Hawaii will coordinate statewide efforts and strategies that support
highly qualified teachers and administrators and provide technical
assistance, communication, statewide policy coherence and monitoring to
support teacher and administrator quality**

[Programs and Strategies to Recruit and Retain Highly Qualified
Teachers]{.underline}

Hawaii continues to use aggressive outreach, incentive, and bonus
programs to train in-state, and attract HQT out-of-state teachers.
Despite these efforts, Hawaii continues to struggle with shortages in
some content areas and also in filling positions in Oahu's neighbor
islands. Below are some of the strategies Hawaii is employing to
increase the number and percentage of HQT in its core academic content
areas:

1.  HQ Status Earned in Other States

> HDE will recognize and accept as HQ, teachers new or returning to the
> state who can demonstrate that they earned HQ status under the rules
> of another state. In addition, HDE will offer a portable certificate
> recognizing the HQ status of Hawaii teachers in order to expedite
> transferring between schools based on HQ and level of experience
> needs.

2.  Incentives for Hard-To-Fill Teaching Positions

> Hard-to-Fill schools are schools that were designated by court order
> as part of the Felix Consent Decree. The designation was an attempt to
> provide an incentive to retain teachers in geographically isolated
> parts of the state.
>
> Licensed Teachers have received a yearly incentive bonus in the amount
> of \$3,000 annually since the 2000-2001 School Year. In order for a
> new teacher to receive this bonus they must secure full State
> Licensure by the last instructional day of the entering school year.
>
> Recent legislation provides \$3,000 per year for funding incentives to
> HQT in remote, low-density areas. Attracting and retaining HQT in
> these historically hard-to-fill and hard-to-retain areas, such as
> Molokai, Lanai, Hana, and Kau, is improved by providing teachers with
> this form of incentive. The Department has a yearly average of 323
> teachers in 13 schools that annually receive this bonus.
>
> Because housing is expensive in Hawaii's highest population density
> areas and limited in Hawaii's most remote and low population density
> areas, HDE provides a combination of housing cost bonuses to offset
> housing costs in some areas and makes state provided housing available
> to teachers moving into positions in schools located in the most
> geographically hard to fill areas.

3.  Teacher Licensure Opportunities in Remote Areas of the State

> The Bachelor of Arts in Special Education (BASE) Program specifically
> addresses teacher pipeline issues in high need CAs and schools. BASE
> accomplishes three goals in one program:

a.  Provides educational assistants who have experience in the
    classroom, an opportunity to pursue an Associate's Degree in
    Education followed by a bachelor of arts degree in special
    education;

b.  Provides licensure opportunities to the neighboring islands where
    Title I schools are found in significant proportions; and

c.  Provides a career ladder that educational assistants can use to work
    their way to full teacher licensure, with opportunities to earn a
    Master's of Arts degree in special education.

> This program not only increases HQT numbers in high-need areas but
> also maximizes retention of these teachers in areas in which turnover
> is high and there is currently a reliance on out-of-state teachers who
> typically stay fewer than three years.

4.  National Board Certification State Support

> Over the past six years, the Hawaii Teacher Standards Board has
> provided support sessions, in partnership with the Hawaii State
> Teachers Association, to help National Board candidates successfully
> navigate the certification process. Financial support for this program
> comes jointly from funding authorized by the Hawaii State Legislature
> and from long time supporter, State Farm Insurance Company in Hawaii,
> who annually awards funds to help defray program expenses.
>
> To date, 124 teachers in Hawaii have been certified by the National
> Board for Professional Teaching Standards. The 2003-05 statewide
> teachers contract, provides NBC teachers with an additional \$5,000
> per year, above their teaching salary. In legislation passed during
> the 2005 legislative session, an additional \$1,500 was provided for
> every teacher who completed the certification process, with an
> additional amount equal to the remainder of the NBPTS fees for every
> candidate who is awarded National Board Certification. In addition, HB
> 24, currently being considered by the state legislature, would
> increase the bonus for NBC teachers who teach at a school that is 1)
> not making AYP, 2) is under restructuring, 3) has a high turnover
> rate, or 4) is designated as a school in which teaching positions are
> hard-to-fill.

5.  Fall and Spring HQT Out-of-State and In-State Recruitment

> The SEA will continue its efforts to recruit HQT from out-of-state for
> placement, giving top priority to Title I schools and non-AYP schools
> that are geographically hard-to-fill with high populations of
> high-poverty students. Current practice for recruiters in the fall and
> spring is to review lists of current and projected teaching position
> vacancies within CAs and schools. Armed with this information, teams
> travel across the continental U.S. to recruit new HQT, with high need
> vacancies as described above, as a top priority placement factor.
> Concurrently, teacher recruiting fairs are conducted locally by
> scheduling face-to-face interviews of applicants with a view toward
> offering applicants with specific placement in schools with greatest
> need, i.e., high-risk, high-poverty, NAYP, etc. This bi-annual
> recruiting practice has helped to fill the roughly 300-450 teacher
> vacancies each year.

6.  New Teacher Stipends

> This SEA program provides special education teacher candidates with
> full tuition stipends to assist them in the pursuit of their degrees.
> In return for these stipends, the participating teacher agrees to
> teach in Hawaii for a minimum of three years. Initial data collected,
> maintained and reviewed by OHR indicate success in recruiting and
> retaining new HQT in special education, especially in hard-to-fill
> Title I schools.

7.  Increasing Relocation Bonuses for Out-of-state Special Education
    Teachers and Oahu's Neighbor Island Teachers

> As part of the Felix Consent Decree, the Department initiated a
> Relocation Bonus Incentive paid to certified Special Educations upon
> being contracted to a position in Hawaii. In order to the receive the
> bonus, teachers must have completed a SATEP, which included student
> teaching in special education. The bonus is awarded as follows: 1) 50%
> upon arrival; 2) 25% after the first semester of teaching and 3) 25%
> after the second semester of teaching.
>
> 8\. Increasing Relocation Bonuses for Out-of-state Teachers and
> Other-island Teachers
>
> Attracting HQT in mathematics, science, and English to Hawaii is a
> challenge. While many teachers are initially interested in moving to
> Hawaii, the cost of relocating is high for mainland teachers. To
> overcome this obstacle, HDE offers relocation funds to offset moving
> costs. In view of escalating airfares and moving expenses the state
> has increased relocation funds for West Coast teachers from \$1,500 to
> \$2,000 and for East Coast teachers from \$4,500 to \$5,500. Likewise,
> the state has implemented \$500 relocation funds for local teachers
> moving from one island to another.
>
> Between the two relocation bonus programs described above HDE paid an
> average of 109 bonuses for each of the past seven years. In 2006-07
> this number increased to 209 teachers.
>
> 9\. Return to Special Education Incentive Bonus
>
> This incentive program, which also grew out of the Felix Consent
> Decree, program excellently illustrates Hawaii's difficulty in
> retaining special education teachers. Eligible candidates must possess
> dual licensing in regular education and special education. Eligible
> candidates must have been teaching initially in special education left
> the special education position to teach in regular education for a
> period of two or more years then return to a special education
> instructional position. These teachers are paid \$10,000 over a period
> of three years as follows: 1) \$3,000 at the end of the first and
> second year; and 2) \$4,000 at the end of the third year.
>
> Despite the size of the bonus, since this program started in 2000-01
> just 28 teachers have participated in this program. In the past two
> years only a single teacher has participated each year.
>
> 10\. Teacher-Teacher.com
>
> Teacher-Teacher.com is an educational recruitment service that
> provides teacher candidates in the HDE shortage areas of special
> education, math, and science. The service is free to teachers,
> administrators, and other school personnel seeking employment. All
> recruits must have completed a SATEP that included student teaching in
> the content area, but may not have a Hawaii license to teach. The site
> leads applicants through an application process specifically geared
> towards candidate's qualifications. Candidates are matched to open
> positions and recruiters conduct interviews. All HQ teachers are first
> referred to Non-AYP schools. In the past, the average recruitment from
> this company has been 8-10 teachers per year. This year however, using
> this service, HDE was able to place 26 highly qualified teachers as
> special education teachers.
>
> 11\. Teach for America
>
> Teach For America Hawaii corps members teach under a contract between
> Teach For America and the HDE. This contract requires that corps
> members enroll in a SATEP and work to secure licensing during their
> two-year commitment as corps members. The HDE and the Hawai\'i State
> Teachers Association has also arranged for a special salary scale for
> Teach For America teachers because of the additional training and
> support that they receive. For hiring purposes, corps members are
> currently classified as emergency hires in the state of Hawai\'i and
> will receive their licensing once they have fulfilled all their SATEP
> coursework and testing requirements. 
>
> To help corps members fulfill their licensing requirements for the
> HDE, Teach For America has established a partnership with the
> University of Hawaii-Manoa.  Corps members will receive in-state
> tuition.  As part of the entrance requirement for the university,
> corps members must pass PRAXIS I and PRAXIS II (if they are teaching
> at the secondary level) before they arrive in Hawaii.  Corps members
> can apply for financial aid through UH-Manoa and, currently corps
> members can use their \$4,725 Americorps education award each year to
> cover tuition costs.
>
> Both the MET and SPED programs are combined in a two-year initial
> licensure and master's degree programs, allowing corps members to earn
> both their certification and their master's degree at the end of two
> years. The Teach for America Program was implemented this school year,
> 2006-07, with the HDE placing 52 of 55 Teach for America candidates.
> The four-year contract agreement with the HDE is for a maximum of 55
> teachers per year or a total of 200 teachers in four years. For school
> year 2007-2008 the Department's focus for Teach for America candidates
> will be placed in high need content areas (mathematics, English, and
> science).
>
> 12\. Troops to Teachers
>
> Troops to Teachers is a federally-funded program that assists retired
> and separated members of the Armed Forces, as well as Guard and
> Reserve personnel, to obtain certification/licensure and employment as
> teachers. Troops to Teachers provides support to personnel who make
> that transition to teaching and to the CAs who hire them. Eligible
> veterans may receive either a stipend of no more than \$5,000 to
> assist in attaining a teaching credential or a \$10,000 incentive
> grant bonus for teaching three years in high needs school. In school
> year 2005-06, nine teachers were hired and 11 in 2006-07. There are
> now a total of 20 teachers placed in hard-to-fill areas. Eight
> teachers received the \$5,000 stipend assistance including two in
> science and one in special education. Seven teachers are located in a
> high need school and received \$10,000 bonuses for teaching
> mathematics, science, elementary and special education . Five teachers
> do not have contracts and are currently substitute teaching in the
> school system. The war in Iraq has resulted in a setback in the number
> recruited into the program.
>
> The tables below indicate the level of funding for bonus programs over
> the past four years.
>
> Table 8: Hard-to-fill Bonus for Teachers

+---------------------+----------+-----------+-----------+-----------+
| >                   | > SY     | > SY      | > SY      | > SY      |
|                     | > 03-04  | > 04-05   | > 05-06   | > 06-07   |
+---------------------+----------+-----------+-----------+-----------+
| Regular Education   | > 271    | > 328     | > 316     | > 291     |
| Teachers            |          |           |           |           |
+---------------------+----------+-----------+-----------+-----------+
| Special Education   | > 43     | > 60      | > 61      | > 64      |
| Teachers            |          |           |           |           |
+---------------------+----------+-----------+-----------+-----------+
| > Total Teachers    | > 339    | > 415     | > 404     | > 380     |
+---------------------+----------+-----------+-----------+-----------+
| Total Amount (3,000 | > \      | > \$      | > \$      | > \$      |
| per teacher/EO)     | $942,000 | 1,164,000 | 1,131,000 | 1,065,000 |
+---------------------+----------+-----------+-----------+-----------+

> **Table 9: Relocation Bonus for Teachers**

+--------------------+-----------+-----------+------------+-----------+
| >                  | SY 03-04  | SY 04-05  | SY 05-06   | SY 06-07  |
+====================+===========+===========+============+===========+
| > \$500 non-SpEd   | >         | > ** **   | > ** **    | > 22      |
+--------------------+-----------+-----------+------------+-----------+
| > Intrastate       | >         | > ** **   | > ** **    | >         |
| > Relocation       |           |           |            |  \$11,000 |
+--------------------+-----------+-----------+------------+-----------+
| > \$1000 non-SpEd  | >         | > ** **   | > ** **    | > 223     |
+--------------------+-----------+-----------+------------+-----------+
| > Interstate       | >         | > ** **   | > ** **    | >         |
| > Relocation       |           |           |            | \$223,000 |
+--------------------+-----------+-----------+------------+-----------+
| > Pacific (SpEd)   | > 20      | > 10      | > 12       | > 31      |
+--------------------+-----------+-----------+------------+-----------+
| > \$1,500.00       | >         | >         | > \$18,000 | >         |
|                    |  \$30,000 |  \$15,000 |            |  \$46,500 |
+--------------------+-----------+-----------+------------+-----------+
| > Mountain (SpEd)  | > 14      | > 10      | > 14       | > 15      |
+--------------------+-----------+-----------+------------+-----------+
| > \$2,500.00       | >         | >         | > \$35,000 | >         |
|                    |  \$35,000 |  \$25,000 |            |  \$37,500 |
+--------------------+-----------+-----------+------------+-----------+
| > Central (SpEd)   | > 27      | > 20      | > 33       | > 42      |
+--------------------+-----------+-----------+------------+-----------+
| > \$3,500.00       | >         | >         | >          | >         |
|                    |  \$94,500 |  \$70,000 |  \$115,500 | \$147,000 |
+--------------------+-----------+-----------+------------+-----------+
| > Eastern (SpEd)   | > 83      | > 101     | > 116      | > 117     |
+--------------------+-----------+-----------+------------+-----------+
| > \$4,500.00       | >         | >         | >          | >         |
|                    | \$373,500 | \$454,500 |  \$522,000 | \$526,500 |
+--------------------+-----------+-----------+------------+-----------+
| > Total            | > 144     | > 141     | > 175      | > 205     |
+--------------------+-----------+-----------+------------+-----------+
| >                  | >         | >         | >          | >         |
|                    | \$533,000 | \$564,500 |  \$690,500 | \$757,500 |
+--------------------+-----------+-----------+------------+-----------+

> [Strategies to Address Recruitment]{.underline}
>
> Hawaii has implemented a variety of strategies to recruit teachers to
> work in geographically hard-to-staff, high-need areas. This has been
> an ongoing critical need because of the very rural location of many
> schools and the high cost of living in Hawaii. In addressing this
> shortfall of the upcoming teacher force, the HDE has implemented
> initiatives to prepare, place and support new teachers in schools with
> high percentages of at-risk students in high-poverty, low-teacher
> experience settings. In addition to the strategies mentioned above,
> HDE has recently implemented the new programs below.

1.  Act 286, Section 302A, Authorization to Rehire Retired Principals
    and Teachers.

> This Act allows retired teachers and principals to be rehired without
> loss of retirement benefits. Implementation of the program focuses on
> priority placement of teachers in the core content areas for which
> they are HQ and in geographically hard-to-fill areas. Priority
> placement of these rehired personnel will be those schools that are at
> risk and have high populations of high poverty students placing
> experienced teachers and administrators in areas of greatest need.

2.  Recruitment Website.

> The SEA is expanding its reach to prospective teachers within and
> outside the state via the Job Website. The website is a new recruiting
> tool that informs teacher candidates of vacancies within the state,
> provides candidates with application documents, enables candidates to
> easily communicate with the SEA, and provides an on-line process for
> finalizing offers from the SEA to applicants who want to teach in
> Hawaii. Teachers with math, science, special education and other
> hard-to-fill specialties are given top priority in job placement in
> schools with high populations of at-risk students.

3.  Reinstating the Teacher Cadet Program

> The goal of this program is to recruit and motivate high school
> students to consider a teaching career.  Spanning grades 11 and 12,
> the curriculum consists of introduction to teaching strategies, school
> organization, and educational issues.  Students enroll in a two year
> Career Pathways curriculum Coursework in this *grow-your-own* program
> will begin during the 1^st^ semester of the school year to prepare the
> students for practicum work during the 2^nd^ semester. At the end of
> their senior year, students are encouraged to consider a career as an
> educational assistant in a Hawaii school.  When hired, HDE provides an
> opportunity for students to enroll in an Associate of Art in Teaching
> degree at Leeward Community College or an Associate of Science degree
> at Kapiolani Community College.  HDE provides a tuition stipend to
> these students.  Upon completion of the AAT or AS degree, these
> candidates have an obligation to HDE to continue employment as an
> educational assistant for three years.  
>
> Para-educators employed under this program are further encouraged to
> continue their career pathway toward teaching by participating in the
> Chaminade dual certification program or City University Bachelor in
> Special Education program. First offered in 2005-06, this program was
> limited to three high schools, and expanded to eight schools in
> 2006-07. Two students are currently enrolled at Leeward Community
> College in the AAT program.  This program will tie into the current
> strategy to provide opportunities for employees with an Associate of
> Arts degree to complete their Bachelors Degree in Teaching, which is
> an alternative route program in geographically hard-to-fill areas.

4.  Para-educator Career Ladder Training\
    The Para-Educator Training Program provides comprehensive,
    systematic, competency based training to Educational Assistants (EA)
    and other paraprofessionals which will increase their knowledge and
    skills to improve their performance in the classroom.  The program
    offers in-service workshops to schools, professional development
    courses, and career ladder opportunities which include the Associate
    of Arts in Teaching and the Dual Certification Teaching Degree in
    Special Education and Elementary Education and is underwritten by
    HDE.

5.  Associate's Degree provided to Educational Assistants -- Kapiolani
    Community College

> The HDE subsidized program provides an Associate's Degree from The
> American Sign Language/Interpreters Education Program, and an
> Associate's Degree for paraprofessionals in Special Education.
> Beginning in July 2007, an Associate's Degree in Science will become
> available under this program.

6\. Associate of Arts in Teaching (ATT) -- Leeward Community College.  

> This program provides paraprofessionals tuition assistance to pursue
> an Associates Degree in Teaching, and helps with the retention of EAs
> and recruitment into the teaching field.
>
> 7\. Bachelors Degree EA Program -- Chaminade University
>
> The program underwritten by HDE grants a dual certification degree in
> Special Education and Elementary Education.  Upon program completion,
> the teacher candidate must agree to serve in Hawaii public schools as
> a special education teacher for at least five years.
>
> 8\. ARLISE\
> In response to the shortage of certified Special Education teachers in
> Hawaii, HDE has implemented the ARLISE program which is designed to
> provide the essential skills and knowledge needed to effectively teach
> Hawaii's students with disabilities. Underwritten by HDE, candidates
> complete the program requirements while employed in a contracted HIDOE
> Special Education teaching position. Since 1991, 980 teachers have
> completed the ARLISE program.

**Future Strategies to Recruit and Retain Highly Qualified Teachers**

1.  Performance--based Teacher Compensation System

A grant proposal has been developed and was submitted to the USDOE,
Teaching Incentive Fund. The grant will help build the infrastructure to
implement a performance-based teacher and principal compensation system
aimed at rewarding improved student achievement by increasing teacher
effectiveness in the classroom via mentoring, performance measurement
and student achievement evaluation. The grant's average award is \$8
million. If awarded, \$2 million will be used to build statewide
infrastructure and \$6 million will be used for teacher compensation.
Notification of the award will be received in June.

2.  Teacher Preparation Loan Forgiveness Program

The SEA is currently working with the HawaiiUSA Federal Credit Union to
implement a loan forgiveness program for graduates from accredited
teacher preparation programs. Loan forgiveness will be provided on a
graduated basis for each year of teaching in a high-need (e.g., special
education, math, science, and English) position and hard-to-fill school.

3.  Expanding Teacher Licensure Opportunities in Remote Areas of the
    State

The initial accomplishments of the Bachelor of Arts in Special Education
(BASE) Program described above are planned for expansion into core
content areas to positively impact Hawaii's efforts to meet HQT goals.
The SEA is negotiating expanding its work with City University
(Bellevue, Washington), University of Hawaii (West Oahu Campus), and
Chaminade University of Honolulu, by adding a field in their licensure
qualifications (e.g., in math and English/language arts). HDE will work
with HTSB to expedite the approval process for those programs not yet
fully approved.

4.  New Assignment Procedures and Upgrades to Housing Units\
    HDE conducted a review of its teacher housing units over the past
    school year to determine why all units were not being occupied and
    what changes should be considered to make them more attractive to
    teachers. Current housing is primarily cottage type units in which
    teachers share a three bedroom unit with a single bathroom. Reasons
    for non-occupancy ranged from examples of single parents with a
    child who use take two of the three bedrooms and another non-related
    teacher being assigned to the remaining bedroom. Others included
    schools being unable to fill all the available bedrooms due to
    personality conflicts or privacy issues. Under consideration is
    including more studio or one bedroom units and assuring cottage type
    units have more than a single bathroom especially in those instances
    in which non related parties share the units.

> Table 10: Housing units provided by HDE and current occupancy
> percentages

  ------------------------- -------------- --------------- ---------------
  Area                      Number of      Occupied        Occupancy
                            Units                          Percentage

  Halaula, Hawaii           21             17              81%

  Honokaa, Hawaii           8              6               75%

  Waimea, Hawaii            12             12              100%

  Kau, Hawaii               8              2               25%

  Pahala, Hawaii            6              2               33%

  Lanai City, Lanai         27             16              59%

  Hana/Wakiu, Maui          22             15              68%

  Kaunakakai, Molokai       19             8               42%

  TOTAL                     123            78              63%
  ------------------------- -------------- --------------- ---------------

> 5\. Targeted Retention Incentive Program
>
> The current retention incentive program for geographically
> hard-to-fill (defined through Felix consent decree) schools will be
> expanded for the 2007-08 school year to include low performing, Title
> I schools. All in-field, HQT teachers at targeted schools will receive
> the \$3,000 per year retention incentive for areas, such as Molokai,
> Lanai, Hana and Kau.
>
> 6\. Alternative Compensation Models in High-poverty, low-performing
> Schools
>
> The Superintendent will convene an exploratory group to: (1) review
> benefits of differentiated compensation for teachers; (2) collaborate
> with the legislators to explore models; and (3) develop a plan of
> implementation.

[Reducing the Number of Out of Field Assignments in Core Academic
Content Areas]{.underline}

The data show that there is a difference in the number of out-of-field
(OOF) teachers in high poverty and low poverty schools on a statewide
basis. However between complex areas these gaps are wider. HDE is
working with schools and complex areas to develop policies that
eliminate obstacles to redistribution of teachers from low to high
poverty, from low to high performing schools, and to assure that
teachers in core academic classes are assigned to classes for which they
are highly qualified. Current polices and programs to reduce OOF
include:

1.  Special Education Dual Certification Program

> The Department is funding an elementary and special education
> dual-certification program through the University of Hawaii via a
> memorandum of agreement (MOA) for special education teachers in the
> elementary setting.

2.  Alternative Programs

> The Department's Alternative Route to Licensure in Special Education
> (ARLISE) program offers teachers qualified in one subject area to
> become licensed in another through a one-year program.

3.  Statewide Applicant Pool

> The HDE, as a single statewide school district, has in place a
> statewide applicant pool and referral system. A single application is
> used for statewide placement, including all hard-to-fill schools.

4.  Relocation Incentive

> A relocation incentive is paid to mainland teacher recruits and local
> recruits moving from one island to another to fill the need for highly
> qualified teachers.

5.  Retention Incentive

> A retention incentive is paid to all licensed or HQT in specific
> hard-to-fill schools to assist in the retention of qualified teachers.

6.  Distance Education

> A distance learning system, eSchool, is being used to offer courses
> taught by HQT in schools that might otherwise have to use an OOF
> teacher.

7.  Induction and Mentoring

> The department has an induction and mentoring program in all complex
> areas to encourage the retention of HQTs.

**Future Strategies to Reduce Out-of-field Assignments**

1.  HDE has proposed to the HTSB the removal of licensure barriers
    requiring currently licensed teachers to re-enroll in SATEPs in
    order to add OOF by extending opportunities to teachers who hold
    current licensure to qualify for additional licensure areas via
    majors, or equivalents of majors, in the new field, or through
    PRAXIS II examination;

2.  HDE has proposed to HTSB to eliminate options in current rules
    governing OOF licenses which now require only a minor in the new
    field and/or does not require passing the PRAXIS II in the new
    field.

3.  Teachers who have passed a state approved teacher education program
    (SATEP) and have content knowledge in a core subject area will be
    offered PRAXIS preparation coursework to assist them to pass the
    required PRAXIS II subject area assessment in other areas;

4.  Teachers who have demonstrated content mastery in a core subject
    area but have not completed an SATEP will be offered a pedagogy
    program to enable them to become fully licensed;

5.  Teachers who have completed an SATEP but do not have content
    knowledge in the OOF area must complete college level coursework to
    become HQT in that subject area if they wish to continue teaching in
    that content area. The Department plans to deliver content in an
    accessible manner for identified core subject areas;

6.  HDE and HTSB will communicate to CAS, principals and teachers the
    benefits of adding a field to a license;

7.  The Department will reimburse AYP/HQT Priority Attention school
    teachers who take and pass content PRAXIS examinations who wish to
    add a field to their License that would qualify them as HQ in an
    additional content area; and

8.  The Department might also consider providing an incentive bonus to
    teachers who complete the requirements for adding a field as provide
    a bonus to teachers who do so.

9.  The Department is exploring new and expanded partnerships to enable
    teachers to meet HQ status using distance learning provided by
    vendors including PBS, Annenberg, and Carnegie.

[Induction and Mentoring to Address New Teacher Support and HQT
Retention]{.underline}

The Statewide Induction and Mentoring program is a targeted support
system for new teachers (teachers with less than two years teaching
experience with an option to extend for an additional year). The
Induction Program is offered to both NHQT and HQT that have recently
completed a SATE program. This program is a concerted effort that began
three years ago. The focus is on building the common knowledge, skills,
language, and understanding that are critical expectations for new
teacher mentors and coaches.

The Mentor Support Program is designed to systematically:

-   Train "teacher mentors" to conduct quality observations ;

-   Plan curriculum;

-   Provide an individual growth plan for teacher development;

-   Continuously assess the progress of new teachers;

-   Assist with HQT implementation; and

-   Provide overall support to the beginning classroom teacher.

The mentors are HQT and are responsible for the following:

-   Provide feedback through classroom visitations and observations;

-   Model teaching;

-   Conduct and locate high quality professional development;

-   Assist teachers in planning and preparation;

-   Hold monthly seminars with their mentees;

-   Guide teachers to develop effective strategies for students who need
    targeted assistance;

-   Coach identified teachers on specific areas of need;

-   Provide guidance for establishing effective classroom management;
    and

-   Assist teachers with baseline and on going assessment techniques.

The mentors assist teachers to better understand the teaching process
and to assist teachers with any problems they might encounter. For
teachers who are NHQT the mentor assists the mentee with content
strategies, knowledge, and pedagogy to help teachers to successfully
pass the PRAXIS tests. Mentor teachers are given specific help to assist
all their teachers not only in their daily teaching but also with the
content knowledge and pedagogy needed in order to pass their specific
content area PRAXIS tests.

[Strategies to Address Leadership]{.underline}

1.  Leadership Development Program

> The Leadership Development Program trains, develops, and supports
> administrators at every level (principals, vice-principals, athletic
> directors, and leadership teams) to enable them to gain the skills,
> knowledge and strategies as leaders to focus their school improvement
> efforts on standards-based education and Hawaii Content and
> Performance Standards.

2.  Expanding Hawaii's Pathways to Leadership

> In this grant funded jointly by HDE and USDOE, HDE and the University
> of Hawaii are designing and implementing systematic support for
> Hawaii's school administrators beginning with recruitment, extending
> through induction, and advances to accomplished senior leadership.
> This program will provide a developmental continuum of training and
> support for all educational leaders statewide, create a pool of highly
> qualified candidates for leadership preparation, redesign the current
> school administrator induction program to focus on the technical and
> practice knowledge and skills of administrators through field-based
> experiences, training, mentoring, and performance-based assessments.
> The program will provide continuous, quality professional development
> for veteran administrators in learning and implementing effective
> research-based strategies for school improvement.

3.  Administrator Certification Program\
    While HTSB has the responsibility to license teachers, HDE has the
    responsibility for certifying public school administrators. The goal
    of the Administrator Certification for Excellence (ACE) program is
    to prepare Hawaii's beginning school administrators leaders with an
    understanding of to meet the expectations of the Department in
    fulfilling their roles and responsibilities in improving student
    learning in the public school system. The ACE program provides
    various routes to certification for school administration depending
    on the individual\'s entry point into the role of an administrator.
    This research based program rests on a foundation of job embedded
    professional development which occurs in the context of
    problem-solving and acting as a school leader.\
    \
    The design of the ACE Program is based on clear descriptions of the
    dispositions and demonstrated skills of potential candidates; a
    rigorous screening process; field experience; coursework, training
    and application, mentoring; incentives that help the candidate
    pursue his/her certificate; performance based certification; and
    career long professional growth.

4.  Principals' Performance Contract

> Currently in the pilot stage in two CAs in central Oahu, this program
> will provide differential pay to principals based on an evaluation of
> their leadership performance at the schools.

5.  Teacher and Principal Leadership Advancement Program

> HDE submitted a \$2.3 million application under the Teacher Incentive
> Fund in February 2007. The request is to fund a five year pilot
> project to design, develop, implement, track, and evaluate a
> performance based pay system concurrently for principals and teachers.
> This program will encourage the development of strong leadership teams
> of principals and teachers. Teachers and principals will be eligible
> to receive performance-based compensation based on their contributions
> to student achievement. This program will target up to 35 high need
> schools which serve over 20,000 students. The first year pilot would
> launch within 9 high need schools ranging from 36% to 61% of
> economically disadvantaged students. The data will be used to justify
> the need for the Hawaii State Legislature to create a permanent
> funding mechanism to cover the costs of converting the pilot project
> into a statewide system. Awards will be announced in June.

[Strategies to Address Professional Development Needs]{.underline}

1.  Assist private providers and IHE's with potential course offerings
    to meet the requirements of professional development and coursework
    guidelines and the needs of teachers to move from NHQT to HQT;

2.  Redesign the professional development requirements and guidelines of
    HDE supported professional development to target the priorities
    addressed in this plan;

3.  Target professional development based on HQT data for high-poverty
    and low-performing schools. Develop appropriate professional
    development courses to meet the need;

4.  Align PD courses with the teacher development and growth continuum.
    Work with the Hawaii State Teacher Standards Board (HTSB) to amend
    the state teacher licensure system to align with NCLB and HQ
    requirements;

5.  Work with partners and stakeholders to identify additional
    incentives and barriers to teacher professional development; and

6.  Identify an agency wide professional development vision and plan,
    and align current and planned professional development to that
    effort.

[Strategies to Address Working Conditions]{.underline}

1.  Teacher Satisfaction

> The Department recently began conducting annual surveys at the
> beginning and the end of the school year of new teachers to obtain
> feedback in determining whether the Department's services are meeting
> the needs of new teachers. The surveys are designed to obtain teacher
> perceptions about working conditions, such as classroom resources,
> principal support, orientation, and mentoring. In addition, surveys of
> principals were conducted for their perception of new teachers
> assigned to their schools.

[Technical Assistance and Communication]{.underline}

The HDE Inter-office Title II Team including members of the Office of
Human Resources (OHR) and the Office of Curriculum, Instruction and
Student Support (OCISS) will:

-   Work with schools and complex areas to ensure that HQT plans have
    adequately addressed the equitable distribution of HQ and
    experienced teachers;

-   Ensure achievement of equity is a viable component of HQT plans;

-   Provide all schools and complex areas with data collection tools to
    report and analyze the equitable distribution of experienced and HQ
    teachers;

-   Review HQT improvement plans and provide feedback;

-   Provide technical assistance to complex areas in the revision and
    effective implementation of HQT improvement plans;

-   Disseminate successful strategies to promote retention of HQ
    teachers particularly in hard-to-staff schools.

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-   Administer competitive grants programs that address the HQT needs of
    high need schools and complex areas

    -   Math and Science Partnership Grants,

    -   SAHE Partnership Grants;

-   Coordinate and provide programs that support the development of
    highly qualified, experienced teachers; and

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-   Recognize complex areas and schools that achieve 100% highly
    qualified teachers and/or make progress on closing the equity gap.

[Statewide Policy Coherence]{.underline}

HDE is committed to improving internal processes and revising state
policies that may inadvertently contribute to staffing inequities in
schools. As the SEA/LEA, we will lead the effort in assuring that
high-need schools have the opportunity to recruit and retain highly
qualified teachers. While schools assign teachers to grades, subjects,
and classes, HDE monitors teaching assignments through personnel and HQT
data collections, through evaluative processes such as monitoring and
routine oversight of schools and complex areas. Along with the plan to
fold the HQT Equity plan into the HDE Strategic Plan, the comprehensive
human resource system (described above) will bring together what might
otherwise be disjointed pieces of Hawaii's statewide education
environment and ensure policy coherence.

**Current strategies to improve internal processes to improve policy
coherence**

1.  HQT Data Collection

> The HDE is working with private contractors to develop online
> capabilities for alignment of teacher certification with HQT
> requirements under CHAP, as well as a seamless system of data
> gathering to obtain accurate data to comply with NCLB requirements.

2.  Financial Management System

> The HDE is currently augmenting its Financial Management System to
> track all funds, state and federal, spent on professional development.
> The goal is to track and analyze the distribution of funds based on
> the Hawaii Teacher Quality and Distribution Report findings and to
> target funds based on NHQT needs.

**Future Strategies to improve policy coherence**

1.  Annual evaluation of HQT goals

> The SEA will evaluate the progress toward: 1 100% HQT goal, 2)
> equitable distribution of novice and experienced teachers, and 3)
> equitable distribution of teachers teaching in vs. out of their field
> of licensure in high vs. low poverty schools. This data will be
> analyzed and communicated to schools, CAs and all stakeholders.

2.  Clarifying and Streamlining Responsibilities

> To implement a seamless plan of action, the HDE is designing a
> singular accountability and reporting mechanism for federal programs.
> This is necessary to more efficiently and effectively coordinate
> service provision, communication, and monitoring. All federal
> timelines, accountability mechanisms, and funding provision will be
> streamlined under the leadership of one director's position which
> reports directly to the Superintendent.

3.  SEA Partnerships

> The SEA will build national (e.g., USDOE, congressional staff, and
> other states) and state-level (e.g., IHEs, Legislature, HSTA, HTSB)
> strategic partnerships that promote policy development, guidance,
> implementation, and coherence. As an example, the Department will be
> working with the HTSB to review current licensing policies, such as
> providing reciprocity in licensing and with its congressional members
> to look into how Hawaii can benefit to the same extent as other states
> in federal assistance such as the REAP grant. The partnerships will
> assist in achieving the requirements in the State Plan.

[Monitoring Progress, Corrective Action, and Sanctions]{.underline}

All schools and complex areas will be held accountable by HDE for
fulfilling their HQT Plans and meeting the two HQT statewide objectives:

-   Every core academic class taught by a highly qualified teacher; and

-   Poor and minority children are not taught by inexperienced,
    unqualified, or out-of-field teachers at higher rates than other
    children.

HDE will monitor the equitability of teacher assignment through the
collection of HQT data from schools, annual submission of the CA
Academic and Financial Plans which incorporates the strategic actions
and activities for HQT improvement of each CA that has not met the
statewide annual measurable objective of 100% highly qualified teachers.
The State will use HQT data that identifies classes taught by teachers
who are not highly qualified and teaching experience
(inexperienced/experienced), and schools that are not making AYP or have
been identified as high poverty to determine high priority schools.
Technical assistance will be prioritized for high poverty schools with
the greatest percent of classes taught by teachers who are not highly
qualified and have high percentages of inexperienced teachers.

The master schedule, course offerings, teacher assignment, and student
course assignment data is submitted by each school by October 1 of each
year. This data is used to identify teachers assigned to classes for
which they are not HQ and to identify the experience level of all
teachers. This information will be utilized in the monitoring process
and in providing technical assistance to schools. The State will monitor
school level HQT Improvement plans for NHQ teachers to become HQ and the
equitable distribution of novice and experienced teachers. HDE will also
monitor parental notification requirements as required (since Hawaii has
one accountability system, this requirement is for all schools, not just
Title I schools). When it appears that the school is unable to meet its
highly qualified goals with ongoing implementation of its plan, HDE will
enact a series of progressive monitoring and sanctions in accordance
with ESEA section 2141.

The following protocols have been developed by HDE to ensure that all
CAs have plans in place to assist all NHQT to become HQ and meet the
statewide objective of 100% highly qualified teachers in every core
academic class by the end of the 2006-07 school year. These guidelines
will more clearly explain the role and responsibilities of the SEA as we
work together to ensure the HQT requirements are understood and
implemented. The following SEA responsibilities will be communicated to
all stakeholders upon approval of this plan by USDE:

-   Monitor and approve CA Strategic and Academic and Financial Plans;

-   Monitor and approve CA Highly Qualified Teacher Improvement Plans;

-   Monitor and approve CA applications for Title II funding via the
    Financial Plan;

-   Ensure use of Title II-A includes evidence of financial support for
    teachers who have not met the HQT requirements;

-   Monitor the use of 5% of the school's Title I funds for professional
    development to ensure that teachers who are not currently highly
    qualified meet that standard;

-   Ensure the use of Title I-A funds in priority attention schools in
    supporting teachers who have not met the HQT requirements.

-   Collect statewide web-based data and provide each of the complex
    areas with NHQT status data for each school and each core subject
    area;

-   Provide current year school NHQT data by course, teacher, school and
    Complex Area by December 15 after the annual enrollment count date;

-   Provide CAs with technical assistance through training workshops
    covering data input, data interpretation, strategy and plan
    development, and progress evaluation;

-   Evaluate progress of all CAs and apply sanctions, as necessary, to
    those CAs that have failed to make progress or meet the 100% HQT
    goal;

-   Maintain an accurate and current database of NHQTs statewide;

-   Monitor HQT criteria as a component of the on-site program
    monitoring as required for each of the following programs:

    -   Title I

    -   Title II

    -   Title III

    -   Special Education;

        -   Arrange for an HQT Improvement Planning Team (comprised of
            Superintendent or designee, OHR lead, OCISS lead and CA
            superintendent) to design and coordinate CA HQT plans when
            significant concerns arise over inaccurate HQT data or when
            percentages of non-HQT significantly increase;

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-   Ensure CA compliance with all HQT state and federal program
    regulations and administer sanctions if necessary. Failure to meet
    program regulations and/or established deadlines may result in loss
    of hiring and assignment authority and/or an interruption of federal
    funds; and

-   Annually report publicly and to USDE updated HQT data, assess
    progress relative to the 100% HQT goal, percentage of teachers
    participating in high quality professional development and equitable
    distribution of experienced teachers via the *Teacher Quality and
    Distribution Report* at the school and CA level, and will aggregate
    to *The Trend Report: Education and Fiscal Accountability*?

[Evidence of Probable Success]{.underline}

As part of the development of this plan the HDE is designing an
evaluation system to monitor the degree to which the schools and CAs
implement their agreed upon HQT plans and how successful the activities
were in addressing the targeted issues. The HDE will use the following
criteria to review and evaluate CA HQT Improvement plans:

> 1\) Is the CA committed to ensuring that all core academic classes are
> taught by highly qualified teachers?
>
> 2\) Does the CA assist schools with and support individual
> professional development plans for teachers who need to become highly
> qualified?

3)  Is the CA analyzing and addressing equitable distribution of highly
    qualified, experienced teachers among low poverty and high poverty
    schools?

The CA Strategic Plan, Academic and Financial Plans, and HQT Improvement
plans will require on-going evaluation, monitoring, and accountability.
HDE is confident that this process, along with intensive technical
assistance and consistent communication will result in effective
administration of the HQT program among schools, CAs, and the state.

Additionally, HDE will continue to monitor and evaluate the success of
the programs and initiatives described above through collection of HQT
data and evidence of program implementation. HDE staff will utilize a
variety of research and the resources from higher education, the USDE,
Comprehensive Centers, professional organizations and others in
identifying additional strategies that will result in meeting the HQT
goals.

[Equity Plan Research Base]{.underline}

1\. *University of Kansas, Andy Tompkins and Anne S. Beauchamp, How Are
States Responding to the Issue of Teacher Recruitment and Retention, and
What More Needs to Be Done?, (2006)*

> In a review of issues related to recruiting and retaining teachers in
> hard-to staff schools, this publication notes that "salary increases
> alone are insufficient to attract teachers to hard-to-staff schools."
> They summarize the following as other important initiatives to address
> this problem:
>
> • Recruit from a larger pool of traditional and nontraditional
> candidates
>
> • Provide strong induction and mentoring programs
>
> • Provide a supportive principal
>
> • Provide opportunities for leadership
>
> • Provide opportunities to influence decision making
>
> • Provide more time to learn from colleagues
>
> • Provide the chance to work closely with fewer numbers of students
>
> and their families
>
> • Improve research by the federal government

2\. *The National Education Association in Tompkins and Beauchamp,
(2006)*

> The NEA recommends several strategies for addressing teacher
> recruitment and retention. Specific recruitment strategies include the
> following:
>
> • Develop a comprehensive recruitment plan
>
> • Develop a strong marketing and outreach campaign
>
> • Improve the hiring process
>
> • Provide nontraditional routes into the profession
>
> • Provide financial incentives
>
> Specific retention strategies include the following:
>
> • Prepare teachers adequately
>
> • Nurture new teachers
>
> • Improve the working environment
>
> • Provide financial incentives

3\. *NGA Center for Best Practice, Richard Ingersoll and Bridget Curran,
Out-of-Field Teaching: The Great Obstacle to Meeting the "Highly
Qualified" Teacher Challenge, (2004)*

> States should address the gaps between the HQ teacher requirements and
> the qualifications of their teachers by considering the following
> initiatives:
>
> • Creating and streamlining state data systems to include relevant
> data on
>
> teacher qualifications and assignments and requiring schools and
> districts to
>
> report critical data, including data on out-of-field teaching;
>
> • Developing strategies for recruiting and retaining effective
> teachers in areas
>
> where they are needed most;
>
> • Prohibiting out-of-field teaching for new teachers;
>
> • Offering incentives for schools and districts to eliminate
> out-of-field teaching
>
> and imposing consequences for those that do not;
>
> • Helping hard to staff schools improve retention rates;
>
> • Encouraging districts and schools to rethink how staffing decisions
> are made
>
> and use creative solutions;
>
> • Offering scholarships or loan forgiveness;
>
> • Establishing or expanding mentoring and induction programs to help
> out-of-
>
> field teachers work toward competency in additional fields by using
> expert
>
> veteran teachers in those fields;
>
> • Fostering partnerships among institutions of higher education,
> school districts,
>
> and state leaders for developing new strategies and solutions; and
>
> • Tapping federal resources, such as those offered in NCLB to fund
> these
>
> initiatives.

4\. *University of Melbourne, Suzanne Rice, Staying or Going? Factors
that Influence Effective Teachers' Decisions on Where to Teach, (2006)*

> Schools that have been traditionally hard to staff are facing
> increasing issues in
>
> attracting and retaining teachers, and the pattern of new graduates
> accepting
>
> positions in such schools, only to leave for more desirable locations
> once they
>
> have gained experience, is likely to be exacerbated by teacher
> shortages. Such
>
> staffing patterns only compound the educational difficulties already
> faced by
>
> many students in rural, remote and urban disadvantaged schools, and
> are likely
>
> to further increase inequalities in educational outcomes.
>
> If schools in disadvantaged settings are to improve student outcomes,
> they need to be aware of how best to attract and retain the teachers
> likely to have a strong positive impact on students. The strong
> commitment of these teachers to their own learning also suggests that
> another means education systems might consider to attract these
> teachers to hard-to staff schools could be to offer payment or subsidy
> of course fees for postgraduate educational qualifications to teachers
> willing to accept a position in such a school. Subsidized courses
> would be linked to school need, thus helping the school to increase
> its own effectiveness through staff knowledge, while allowing the
> teacher the personal benefit of building their skills and
> qualifications.

5*. The Southeast Center for Teaching Quality, Best Practices and
Policies, NCLB Teaching Quality Mandates Findings and Themes from the
Field, Second of Four Part Series: Recruitment and Retention, (March
2004)*

> This research shows that teachers in high-poverty, under-performing
> schools are far more dissatisfied with their working conditions than
> their peers in low-poverty schools. These under-performing schools are
> far more likely to have poor teacher collaboration and support ---
> with inadequate time to work with and learn from expert colleagues.
>
> Use of the right combination of incentives to proactively recruit and
> retain teachers --- including a focus on building a critical mass of
> accomplished teachers dramatically improves working conditions*.* Many
> of the schools discussed in this publication are not attractive to
> novice teachers without sound principal leadership and like-minded
> colleagues who can help them teach in effective ways. The authors
> describe incentives for hard to staff schools, including leadership
> development strategies along with a combination of recruiting a
> critical mass of well-prepared teachers, who receive reduced teaching
> loads and unique opportunities (through technology and university
> programs) to continue to learn to effective teaching strategies.

### 6. *National Staff Development Council, Dennis Sparks, High Performing Cultures Increase Teacher Retention, (December 2002)*

> Teachers\--even those in the most demanding settings\--are far more
> likely to remain in their positions when they feel supported by
> administrators, have strong bonds of connection to colleagues, and are
> aggressively pursuing a collective vision for student learning about
> which they feel passion and commitment. Teachers\' connections to the
> profession and to their schools are also strengthened when they feel
> they possess the content knowledge, instructional skills, and
> technological tools to meet the challenges of standards-based
> education in increasingly diverse classrooms.
>
> Strong professional learning communities do not occur by accident. It
> is critical that union contracts, district calendars, and teachers\'
> schedules be designed to support results-driven, team-focused
> professional learning and collaboration that are part of teachers\'
> work days. It\'s also critical that principals and teacher leaders be
> equipped with knowledge and skills that enable them to build and
> sustain performance-oriented cultures that have at their heart
> high-quality interpersonal relationships founded on trust and respect.

7*. University of North Carolina at Chapel Hill, the Western Region
Education Service Alliance and the Assessment Training Institute*.
(2005) This team of researchers found student assessments used by
teachers who have achieved National Board Certification yielded results
that were more closely tied to learning goals than the work of
non-NBCTs.

8*. Appalachian State University*. This research found that students
taught by NBCTs achieved deeper learning than students from non-board
certified teachers. Additionally, in an examination of the impact of
National Board Certification on student achievement, this study found
NBCTs developed and implemented instructional plans and assignments
aimed at fostering deeper understanding.

9*. CAN Corporation* (Nov. 2004). This research found students of NBCTs
did a measurably better job than other ninth and tenth graders on
year-end math testes in Miami-Dade County, Florida public schools. All
else being equal, teachers who had achieved National Board Certification
helped their students achieve larger testing gains than did colleagues
without certification.

10*. Arizona State University* (Sept. 2004). This research found that
students of NBCTs outperformed students of non-NBCTs on the Stanford-9
achievement test, with learning gains equivalent on average to spending
more than an extra month in school each year.

[Next Steps]{.underline}

Ultimately, it is HDE's mission to ensure that all students achieve
Hawaii academic standards. That goal can only be achieved when every
child is taught by a highly qualified teacher, and a competent
administrator leads every school. Because of the high number of NHQ
teachers in Hawaii, we have developed an intensive plan of technical
assistance and outreach to schools and teachers. Our next steps are:

Step 1---Organize the Outreach Team and Plan Communications

-   Identify and designate an HQT Implementation Team

-   Analyze HQT data by school and complex area

-   Train CA Personnel Resource Officers (PRO), Personnel Specialists
    and Principals in HQT requirements, roles and responsibilities
    Arrange for additional PRAXIS administration dates

-   Review transcripts to identify specific routes to HQT

-   Design targeted communication tools on how to attain HQ status

-   Plan for 07-08 hiring process

Step 2---Dissemination of Information

-   Contact all schools with roster of NHQ teachers

-   Contact all NHQ teachers and provide detailed analysis of HQT status

-   Disseminate targeted communication tools on how to attain HQ status

-   Work with PROs, principals and individual teachers to design and
    implement Professional Development Plans (PDPs)

-   PROs work directly with teachers and principals to design Individual
    Professional Development Plans

-   PROs work with principals on teacher assignments to assure highest
    percentage of HQT possible

Step 3---Implement Professional Development

-   Work with Institutions of Higher Education to offer core content
    area professional development courses via technology

-   Assist with PRAXIS preparation workshops

-   Assist NHQ teachers in accessing professional development tied to
    PDPs

Step 4---Data Collection and Integration

-   Update personnel changes via school personnel database

-   Integrate classroom data to Personnel Data System

-   Integrate HQT Data with Personnel Data System

-   Provide NHQT CA data summary to principals and CAs

-   Review NHQT data for updating Professional Development Improvement
    Plans

Step 5---Technical Assistance

-   Disseminate professional development opportunities to CAs,
    principals and all NHQ teachers

-   Provide technical assistance to NHQ teachers to access professional
    development

-   Provide technical assistance to CAs and principals to ensure
    complete and accurate Professional Development Improvement Plans

-   Provide technical assistance to CAs to assist with Title II funding
    applications

-   Plan and implement professional development opportunities to address
    areas of need

Step 6---Analyze and Communicate HQT Progress

-   Review Complex Area Results

-   Review and analyze statewide HQT data

-   Submit annual report to USDE (December 2007)

-   Submit Semester Progress Report (January 2008) to Superintendent

-   Submit Annual Progress Report to Superintendent

Step 7---Modify School and Complex Area Plans

-   Provide technical assistance to principals to modify HQT
    Implementation Plans

-   Provide technical assistance to complex area superintendents modify
    HQT Implementation Plans

Step 8---Monitoring Equitable Distribution of Teachers

-   Annually review the data on teaching assignments

-   Monitor and approve CA Strategic Plan, Academic and Financial Plans
    and Highly Qualified Teacher Improvement Plans;

-   Monitor and approve CA applications for Title II funding via the
    Financial Plan;

-   Monitor the use of 5% of the school's Title I funds fro professional
    development to ensure that teachers who are not currently highly
    qualified meet that standard;

-   Monitor the school Strategic Plan, Academic and Financial Plans and
    HQT Implementation Plan addressing strategic actions and activities
    to address NHQT;

-   Monitor CAs and schools for compliance as part of Title I, Title II,
    Title III and SPED cyclical monitoring; and

-   Ensure that all teachers are highly qualified and that poor and
    minority children are not taught at higher rates than other children
    by inexperienced, unqualified, and/or out-of-field teachers.