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**PUERTO RICO DEPARTMENT OF EDUCATION**

**EQUITY PLAN**

July 17, 2008

2007-2008 HQT Data Weblink

<http://www.de.gobierno.pr/dePortal/Docentes/hqt/PRHOUSSE.aspx>

The Puerto Rico Department of Education (PRDE) Teacher Equity Plan will
ensure that poor and minority students are not taught at higher rates
than other students by inexperienced, unqualified and/or out of field
teachers. This plan is aligned with PRDE's comprehensive model for
school improvement in order to guarantee that well prepared and
effective teachers have all the necessary support systems to better
teach all students, regardless of their socio-economic level. The
following diagrams summarize PRDE's school improvement model.

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>
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>
> This model emphasizes the professional development of teachers as a
> critical factor for academic achievement. Moreover, it is important
> that well prepared and qualified teachers are assigned to all students
> without discriminating towards students living in poverty or other
> disadvantaged environments.
>
> **Background**
>
> The Puerto Rico Department of Education is a unitary system within the
> US jurisdiction that serves approximately 527,116 students in 1,499
> public schools providing both regular academic and vocational K-12
> programs. According to statistics from the PRDE Planning and
> Evaluation Office the majority of PRDE's students are minority
> students and approximately 80.20 % of students enrolled in public
> schools are living in poverty. For the 2007-2008 school year, a total
> of 33,627 teachers taught core subject classes. PRDE has completed the
> collection of accurate classroom level data and currently has 18 % of
> the core subject classes taught by NHQT. The core subjects with the
> highest percentages of NHQT are Special Education, Science, English
> and the K-3 elementary level.
>
> This plan is part of PRDE's Revised State Plan for Highly Qualified
> Teachers (June 2008) and is prepared in accordance to NCLB highly
> qualified teacher requirements. The strategies described here are
> intended to result in an equitable distribution of highly qualified,
> experienced and effective teachers across the island, and to ensure
> that all students will be taught by HQT.
>
> The definition for HQT adopted in PRDE is consistent with the *No
> Child Left Behind* requirements and ensures that all teachers new to
> the profession meet all the required qualifications. In addition,
> Puerto Rico's rigorous certification requirements, adopted in 1992,
> also meet the HQT requirements.
>
> Since 1992, approval of a rigorous, subject matter based teacher
> certification test (known in Puerto Rico as PCMAS) is required to
> obtain a regular teaching certification in Puerto Rico. Different
> disciplines within the PCMAS are required for elementary or secondary
> school teachers; USDE has accepted that it complies with the third HQT
> definition requirement.
>
> All teachers hired after 1992, who are teaching in the subject for
> which they are certified, do meet the highly qualified requirements
> because of the recruitment and certification standards that PRDE has
> had in place since 1992.

PRDE recruitment and relocation policies (Policy Letter #10-2007-2008)
guarantee that all new recruitments in core subject areas adequately
comply with all three prongs of the HQT definition. Similarly, the
relocation of teachers within schools or categories will only be
authorized if the teacher fully complies with the HQT requirements.

PRDE's Equity Plan will address the issues of:

-   NHQT in high poverty schools

-   NHQT in schools not making AYP

-   Teacher Experience and HQT

-   Out of field teaching

> **DATA AND REPORTING SYSTEM**

Since April 2008, PRDE can, for the first time, analyze complete and
accurate classroom level HQT data. Though relatively new, the data gives
us an initial glance at teacher distribution information. The Student
Information System (SIS) has the capacity for collecting the data and
tracking where inequities in teacher assignments might exist.

Through the implementation of the data warehouse system PRDE can now
perform cross sections of school master schedule and/or student schedule
data from the Student Information System (SIS) with school staff data
sourced from the human resources systems. This enables the matching of
teacher, course and schedule records, as described in Diagram1. Teachers
that comply with all three HQT prongs are compared with data in the
courses' database to verify that they are qualified to teach each core
subject course and, finally, this match is correlated with the school's
teacher schedules to make sure that every teacher is indeed teaching the
course for which he/she is qualified.

The SIS has already provided a valid set of information describing all
courses, and the number of classes per course, that all teachers teach
in all our schools. PRDE now has data for approximately 100% of all core
classes taught by teachers in all schools. The database includes the
following:

-   Total number of classes for all courses in each of the core subject
    areas offered in every school

-   Total number of the classes that were taught by HQT. Classroom level
    data for HQT has been computed using the information from all
    databases described, as follows: courses and classes are matched
    with code numbers for categories of teachers qualified to teach them
    and course numbers for categories of teachers are matched with
    teacher's current compliance with the HQT screening tool. Finally, a
    teacher's ID is matched between the first and third databases to
    validate that a specific teacher was assigned to teach a class in
    which the teacher has subject matter competency.

-   Percentage of classes taught by HQT in all core subject areas and in
    every school. This in turn produces the percentage of classes taught
    by NHQT, as required by law. We have computed the percentage of
    classes from all courses in each of the seven core subject areas
    that were taught by a highly qualified teacher for the 2007-08
    School Year.

Since the classroom level HQT data is relatively new, PRDE will assign a
special task force to analyze island wide inequities in teacher
assignments and to propose appropriate corrective actions. The task
force will include teachers, principals, superintendents, parents and
other stakeholders. The task force will begin the analysis in October
2008, when the 2008-09 recruitment process is almost over and PRDE has
had the chance to update the HTQ, AYP and poverty level information for
the new School Year. Findings and recommendations should be submitted to
PRDE by December 2008. Based on the findings of the equity task force
PRDE will develop an extended Equity Plan for SY 2009-2010 that will
address inequities identified in the 2008-09 classroom level data.

Meanwhile, until the task force submits its findings and
recommendations, PRDE proposes the following strategies to ensure that
the equitable distribution issues be considered in Education Regions,
School Districts and Schools. Strategies will be focused on the staffing
needs of high need schools, those with the highest poverty levels and
not making AYP.

-   Enforce compliance with PRDE Policy Circular Letters for Recruitment
    and HQT to ensure that the best qualified and effective teachers are
    hired in schools where inequities are found.

-   Disseminate teacher distribution data and task force recommendations
    to all Education Regions and School districts and schools for
    further analyses, validation and implementation of appropriate
    strategies for addressing the inequities in schools.

-   Consider the data on teacher inequities in the recruitment process.

-   Identify funding sources to support professional development
    activities aimed at meeting the 100% HQT goal.

-   Establish collaborations with IHE's to address the particular needs
    of teachers in off shore islands of Vieques and Culebra. Including
    the possibility of an on site professional development school.

-   Consider compensation and incentives for HQT willing to relocate to
    Vieques or Culebra (or any other remote district).

-   Provide support to teachers with three or less years of teaching
    experience. Evidence shows that high quality induction with
    mentoring components reduce teacher turnover and help novice
    teachers achieve adequate levels of effectiveness, thus increasing
    student achievement.

-   Continuously measure and monitor percentages of NHQT, experienced
    teachers in high poverty and schools not making AYP permitting the
    early identification and intervention in schools where inequities
    appear.

-   Develop policies to attract HQT to high need schools.

-   Provide technical assistance to high poverty districts to ensure
    they address the issue of equity.

**SUMMARY OF 2007-2008 HQT DATA ANALYSIS**

> (Complete school by school data will be posted on PRDE Website)

Puerto Rico has 1,499 schools in 89 school districts within seven
education regions. During the 2007-08 School Year PRDE had 33,627
teachers in 110,840 classes in core academic classes. As of June 2008,
PRDE has the following accurate classroom level data for these teachers
-- broken down into two categories:

Category 1: **88%** comply with all three HQT definition requirements

Category 2: **12%** do not comply with at least one HQT definition
requirements.

**COURSES WITH SIGNIFICANT NUMBER OF CLASSES NOT TAUGHT BY HQT**

-   **28.68%** of all Special Education classes were taught by NHQT

-   **28.13%** of all Science classes were taught by NHQT

-   **21.91%** of all K-3 classes were taught by NHQT

-   **21.53%** of all English classes were taught by NHQT

The Puerto Rico Department of Education will focus on efforts to
increase the percentage of classes taught by HQT in Special Education,
Science, English and K-3. Hopefully, these initiatives will impact our
students' academic achievement and improve our overall AYP results
especially in our special education population. We are committed to
identify existing inequities and will address the issue intensively as
they appear.

**DISTRICTS AND SCHOOLS WITH SIGNIFICANT NUMBER OF CLASSES NOT TAUGHT BY
HQT OF NHQT**

Puerto Rico has 1,499 schools in 89 school districts. Most districts
have approximately **15 to 30** schools, 788 are in rural areas mostly
in the central and eastern parts of the island and 711 are located in
urban areas. Out of the 89 school districts 29 of them have 20% or more
of classes not taught by HQT.

  -------------------------------- --------------------------------------
  PRDE DISTRICTS                   \% NOT TAUGHT BY HQT

  **CULEBRA**                      73%

  **VIEQUES**                      59%

  **CANOVANAS**                    36%

  **GUAYAMA**                      30%

  **ADJUNTAS**                     29%

  **SAN JUAN I**                   29%

  **LUQUILLO**                     28%
  -------------------------------- --------------------------------------

  ---------------------------------- ------------------------------------
  PRDE DISTRICTS                     \% NOT TAUGHT BY HQT

  **CIDRA**                          28%

  **NAGUABO**                        28%

  **CEIBA**                          28%

  **CAROLINA I**                     28%

  **GUAYNABO**                       27%

  **SAN JUAN IV**                    24%

  **GUANICA**                        23%
  ---------------------------------- ------------------------------------

  -------------------------------------- --------------------------------
  PRDE DISTRICTS                         \% NOT TAUGHT BY HQT

  **BAYAMON II**                         23%

  **RIO GRANDE**                         23%

  **TOA ALTA**                           22%

  **SAN JUAN III**                       22%

  **AIBONITO**                           22%

  **TRUJILLO ALTO**                      22%

  **CAGUAS I**                           22%
  -------------------------------------- --------------------------------

  ------------------------------------- ---------------------------------
  PRDE DISTRICTS                        \% NOT TAUGHT BY HQT

  **COMERIO**                           22%

  **SALINAS**                           21%

  **AGUAS BUENAS**                      21%

  **SAN JUAN V**                        21%

  **JUNCOS**                            20%

  **GURABO**                            20%

  **CAYEY**                             20%
  ------------------------------------- ---------------------------------

Most schools and districts with high percentages of NHQT are:

-   Located in rural areas of the island or in the off-shore island
    municipalities of Vieques and Culebra. These are towns with high
    unemployment rates and low socio-economic indexes

-   Located in densely populated metropolitan areas (particularly in the
    Capital City of San Juan) which may have higher employment rates but
    lower quality of life indexes (pollution, crime casualties, etc)

The analysis of 2007-2008 HQT data confirms PRDE's initial hypothesis
that equity issues in Puerto Rico are regional in nature, and are, for
the most part, not based on the poverty or minority status of the
students, but rather on global socio-economic factors. However, PRDE
will target these areas for intensive technical assistance, professional
development programs and allocate additional resources, human and
financial to ensure that any inequity in teacher assignment be
identified and corrected.

**HQT IN HIGH POVERTY SCHOOLS**

  ---------------- ------------------ ------------ ------------- -------------- ------------- --------------
  **Core Academic                                                                              
  Classes Taught                                                                              
  by Teachers Who                                                                             
  Are Highly                                                                                  
  Qualified                                                                                   
  (teachers)**                                                                                

                                                                                              **Jun 29,
                                                                                              2008**

                                      **\# of Core **\# of Core  **Percentage   **\# of Core  **Percentage
                                      Academic     Academic      of Core        Academic      of Core
                                      Classes      Classes       Academic       Classes       Academic
                                      (Total)**    Taught by     Classes Taught Taught by     Classes Taught
                                                   Teachers Who  by Teachers    Teachers Who  by Teachers
                                                   Are Highly    Who Are Highly Are NOT       Who Are NOT
                                                   Qualified**   Qualified**    Highly        Highly
                                                                                Qualified**   Qualified**

  **All schools**  ** **              110,840      91,024        82%            19,816        18%

                                                                                               

  **ELEMENTARY**   **1.High-poverty   13,611       10,594        78%            3,017         22%
                   schools Q1**                                                               

  **ELEMENTARY**   **3.Low-poverty    18,089       14,553        80%            3,536         20%
                   schools Q4**                                                               

  **SECONDARY**    **1.High-poverty   9,511        7,853         83%            1,658         17%
                   schools Q1**                                                               

  **SECONDARY**    **3.Low-poverty    13,520       11,205        83%            2,315         17%
                   schools Q4**                                                               

                                                                                               

  **ELEMENTARY**   **All Schools**    **63,559**   **51,285**    **81%**        **12,274**    **19%**

  **SECONDARY**    **All Schools**    **47,281**   **39,739**    **84%**        **7,542**     **16%**
  ---------------- ------------------ ------------ ------------- -------------- ------------- --------------

We have analyzed the current HQT data with poverty level information to
correlate teacher's qualifications with percentage of students below
poverty level. It is evident from this data that there is no direct
relationship between these two variables. In particular, the school
districts with higher percentages of NHQT are **not** consistently those
with higher poverty levels.

**HQT IN SCHOOLS NOT MAKING AYP**

Districts with 60% or more schools identified in improvement and more
than 20% of class taught by NHQT

  -------------------- ------------------ ------- ------- --------- ------------ -------------------- ------------- --------- ---------- ---------- --------------- ----------- ---------
                       **Total**                                    **Jun-08**                        **Schools in                                                              
                                                                                                      Improvement                                                               
                                                                                                      by years**                                                                

  **DISTRICTS**        **Schools**        **NO    **YES   **% NO    **% NHQT**   **Priority**         **1er.**      **2do**   **3er.**   **4to.**   **5to.+**       **Total**   **%**
                                          AYP**   AYP**   AYP**                                                                                                                 

  **Adjuntas**         13                 8       5       **62%**   **26.1%**    **[٭]{dir="rtl"}**   1                       5          1          1               8           **62%**

  **Bayamon II**       21                 16      5       **76%**   **21.7%**    **\***                             4         7          2          3               16          **76%**

  **Canóvanas**        17                 13      4       **76%**   **33.4%**    **\***               1             5         4          3                          13          **76%**

  **Carolina I**       23                 17      6       **74%**   **25.0%**    **\***               1             1         3          9          3               17          **74%**

  **Ceiba**            10                 6       4       **60%**   **21.6%**    **\***               3             1         1          1                          6           **60%**

  **Culebra**          3                  2       1       **67%**   **73.9%**    **\***                             1                    1                          2           **67%**

  **Luquillo**         13                 8       5       **62%**   **23.7%**    **\***               2             2         2          1          1               8           **62%**

  **San Juan I**       26                 17      9       **65%**   **21.9%**    **\***               3             4         7                     3               17          **65%**

  **San Juan III**     26                 19      7       **73%**   **22.3%**    **\***               3                       4          9          3               19          **73%**

  **Vieques**          8                  6       2       **75%**   **59.5%**    **\***               1             1                    3          1               6           **75%**

                                                                                                                                                                                

  **[٭]{dir="rtl"}**   PRDE's High                                                                                                                  **60%\> No                  
                       Priority Districts                                                                                                           AYP**                       

                       Over 60% NAYP                                                                                                                **On                        
                       improvement/Over                                                                                                             Improvement**               
                       20% NHQT                                                                                                                                                 
  -------------------- ------------------ ------- ------- --------- ------------ -------------------- ------------- --------- ---------- ---------- --------------- ----------- ---------

There are 10 school districts with more than 60% of its schools on
improvement and 20% or more NHQT. This does not reflect a strong
relationship between the qualification of teachers and the improvement
status of their schools. More than half of the districts with high
percentages NHQT and high number of schools on improvement are very
large districts (in metro areas) with more than 8,000 student
enrollments. On the other hand, the other half, are very small or medium
size districts (between 4,000 and 6,000 students).

In Puerto Rico the student achievement-teacher qualifications binomial
is more "geographical" and "socio-economic" in nature.

More than 40% of the districts with high NHQT populations are just to
the north metro area of the island and those with high number of schools
on improvement are mostly in metro areas and rural municipalities.

**tEACHER EXPERIENCE AND HQT**

PRDE has defined an inexperienced teacher as one with three years or
less in the system. The following tables show that there is no
significant correlation between the teacher inexperience variable in
high poverty schools or in low performing schools. It's evident that
PRDE's most experienced teachers are working in our high need schools.
However, PRDE will require that all school districts have in place an
Induction Program that will assess the needs of novice teachers and
provide the professional development tailored to their particular needs.

**INEXPERIENCED TEACHERS IN HIGH POVERTY SCHOOLS**

**Elementary Level 2007-08**

  --------------------- ---------------- -------- ---------------- -------- -------------
  **Teachers by Years                                                        
  of Experience**                                                           

                        **ELEMENTARY**            **ELEMENTARY**            **HQT
                                                                            Teachers**

                        **HQT**                   **HQT**                   

                        **3 Yrs or less           **4 Yrs or more           
                        exp**                     exp**                     

  **1.High-poverty      324              7.56%    3,960            92.44%   4,284
  schools Q1**                                                              

  **2.Q2/Q3**           662              6.82%    9,044            93.18%   9,706

  **3.Low-poverty       327              6.27%    4,889            93.73%   5,216
  schools Q4**                                                              

  Totals                1,313            6.84%    17,893           93.16%   19,206

                                                                             

                        **ELEMENTARY**            **ELEMENTARY**            **NHQT
                                                                            Teachers**

                        **NHQT**                  **NHQT**                  

                        **3 Yrs or less           **4 Yrs or more           
                        exp**                     exp**                     

  **1.High-poverty      142              18.14%   641              81.86%   783
  schools Q1**                                                              

  **2.Q2/Q3**           215              17.23%   1,033            82.77%   1,248

  **3.Low-poverty       144              18.49%   635              81.51%   779
  schools Q4**                                                              

  Totals                501              17.83%   2,309            82.17%   2,810
  --------------------- ---------------- -------- ---------------- -------- -------------

**Secondary Level 2007-08**

  ---------------------- --------------- --------- --------------- --------- -------------
                                                                              

                         **SECONDARY**             **SECONDARY**             **HQT
                                                                             Teachers**

                         **HQT**                   **HQT**                   

                         **3 Yrs or less           **4 Yrs or more           
                         exp**                     exp**                     

  **1.High-poverty       186             9.77%     1,717           90.23%    1,903
  schools Q1**                                                               

  **2.Q2/Q3**            462             9.00%     4,669           91.00%    5,131

  **3.Low-poverty        218             8.16%     2,454           91.84%    2,672
  schools Q4**                                                               

  Totals                 866             8.92%     8,840           91.08%    9,706

                                                                              

                         **SECONDARY**             **SECONDARY**             **NHQT
                                                                             Teachers**

                         **NHQT**                  **NHQT**                  

                         **3 Yrs or less           **4 Yrs or more           
                         exp**                     exp**                     

  **1.High-poverty       135             36.89%    231             63.11%    366
  schools Q1**                                                               

  **2.Q2/Q3**            178             31.12%    394             68.88%    572

  **3.Low-poverty        111             38.54%    177             61.46%    288
  schools Q4**                                                               

  Totals                 424             34.58%    802             65.42%    1,226
  ---------------------- --------------- --------- --------------- --------- -------------

**I**

**INEXPERIENCED TEACHERS IN SCHOOLS NOT MAKING AYP**

**Elementary School Level 2007-08**

  ----------------------- -------------- ------------ ----------- ------------ --------------
                          **ELEMENTARY                                         **NHQT
                          LEVEL NHQT**                                         Teachers**

                          **3 Yrs or                  **4 Yrs or               
                          less exp**                  more exp**               

  **AYP Schools**         236            17.33%       1,126       82.67%       1,362

  **NO DATA**             2              100%                                  

  **Non AYP Schools**     261            18.32%       1,164       81.68%       1,425

  **Totals**              **499**        **17.89%**   **2,290**   **82.11%**   **32,789**
  ----------------------- -------------- ------------ ----------- ------------ --------------

**Middle School Level 2007-08**

  ----------------------- ---------- ------------ --------- ------------ --------------
                          **MIDDLE                                       **NHQT
                          SCHOOL                                         Teachers**
                          LEVEL                                          
                          NHQT**                                         

                          **3 Yrs or              **4 Yrs                
                          less exp**              or more                
                                                  exp**                  

  **AYP Schools**         18         33.33%       33        67.35%       54

  **NO DATA**             4          80.00%       1         20.00%       5

  **Non AYP Schools**     182        32.38%       375       68.93%       562

  **Totals**              **204**    **32.85%**   **417**   **67.15%**   **621**
  ----------------------- ---------- ------------ --------- ------------ --------------

**High School Level 2007-08**

  ----------------------- --------- ------------ --------- ------------ --------------
                          **HIGH                                        **NHQT
                          SCHOOL                                        Teachers**
                          LEVEL                                         
                          NHQT**                                        

                          **3 Yrs                **4 Yrs                
                          or less                or more                
                          exp**                  exp**                  

  **AYP Schools**         25        26.60%       69        73.40%       94

  **Non AYP Schools**     195       38.16%       316       61.84%       511

  **Totals**              **220**   **36.36%**   **385**   **63.64%**   **605**
  ----------------------- --------- ------------ --------- ------------ --------------

**STRATEGIES TO GUARANTEE EQUITABLE DISTRIBUTION OF TEACHERS**

Until the Department has the task force conclusions on inequities, this,
plan is designed to target state and federal resources to implement
enhance and/or apply corrective action strategies to ensure that
students in high-poverty and/or high-minority schools and/or schools
that did not make adequate yearly progress (AYP) are taught by highly
qualified and effective teachers. This part of the plan is divided in
areas that have direct impact on the equitable distribution issue.

**Strategy 1 Data and Reporting System**

PRDE will continue to revise and expand its data collection process. In
order to further assess the issue of equity, PRDE needs to have and
analyze data that, currently, the system does not supply. Data on
teacher attrition and turnover rates, teacher supply and demand, teacher
distribution patterns, limited Spanish proficient students data can
enhance the Department's understanding of the all the variables that
surround the equitable distribution of HQT teachers.

PRDE will collect and report data annually on our website regarding HQT
qualifications and equitable distribution of teachers.

Using the state's data system, PRDE will track teacher qualifications,
teacher assignments, teacher experience, student population
demographics, and academic accountability over time at the state level
and at the local school district levels. These data will be reported
publicly through annual report cards and will be used to ascertain the
degree and effectiveness of implementation of the State HQT Plan,
including the Teacher Equity Plan. Data will also be used to identify
the need for making mid-course corrections and to support the
development of additional policies to address stubborn or residual
inequities in the distribution of highly qualified, inexperienced, and
out-of-field teachers.

PRDE has begun to systematically upgrade its financial systems to be
more responsive to school level needs. This will enhance the academic
planning capabilities and prompt allocation of resources to implement
activities including professional development and training for teachers
to become HQT in the shortest possible timeframe.

**Strategy 2 Teacher Preparation and Professional Development**

PRDE acknowledges the importance of prepared, experienced and a well
supported teacher workforce in achieving overall school improvement. The
main objective is to meet the 100% HQT goal as soon as possible to
ensure that every Puerto Rican student is taught by a highly qualified
and effective teacher in every academic core subject. Until the goal is
reached, PRDE will continue to support teacher preparation particularly
where inequities are identified by:

-   Providing scholarships and tuition for system wide professional
    development, certification and recertification of teachers teaching
    out of field and other NHQT in the subjects with the highest numbers
    of NHQT (Science, K-3, English and Special Education).

-   Establishing collaborations with Institutions of Higher Education to
    address the particular needs of teachers in the off shore islands of
    Vieques and Culebra. Including the possibility of an on site
    professional development school on both islands.

-   Considering compensation and incentives for HQT willing to relocate
    to Vieques or Culebra**.** (or to any other districts where inequity
    in teachers assignments appear)

**Strategy 3 Recruitment**

Teacher recruitment in PR is done at the Education Region level.
Certified teachers that apply for a teaching position in PRDE are ranked
on a list of eligible teachers for the grade level and/or subject matter
they hold a certificate for. The ranking process is based on a set of
criteria that includes teacher preparation, experience, grade point
average, clinical experience grade and residence among others.
Recruitment is based exclusively on the strict order of the teacher on
the eligible list. The first teacher on the list will be offered the
available vacancies. The vacancies can be offered to the next teacher on
the list only if the first teacher declines. This ensures an equitable
distribution of teachers throughout the island's schools, regardless of
the schools particular characteristics or demographics.

Although Education Regions can hire an unqualified teacher through a
special recruitment process only when a qualified teacher is not
available, beginning with the SY 2007-2008 additional strategies have
been implemented to assist Regions in hiring HQT. An additional pool of
certified teachers is provided through a fast track certification
process. These are recently graduated new teachers and veteran teachers
that completed certification requirements after PRDE's application
period had ended in February. Once certified, lists of qualified
candidates are sent to the Education Regions. Regions are required to
hire from this list before hiring an unqualified teacher through the
special recruitment process.

As for transfer and relocation of existing teaching personnel, PRDE's
Recruitment Policy (Circular Letter \# 10-2007-2008) makes it impossible
for teachers to transfer to another school unless they are HQT. PRDE
will enforce the compliance with Policy Circular Letters for Recruitment
and HQT to ensure that the best qualified, effective teachers are hired
in high need schools where inequities are identified. PRDE is enforcing
compliance with HQT requirements through the Policy Circular Letters for
Recruitment and HQT to ensure that the best qualified and effective
teachers are hired in schools where inequities are found. Region
progress reports on recruitment process will be submitted annually to
PRDE. Effective with SY 2008-09 The Office of Federal Affairs will
monitor Education Regions for compliance with Title I and Title HQT
requirements as well as with Recruitment and HQT Policy Circular
Letters.

**Strategy 4 Induction and Mentoring**

Evidence shows that high quality induction with mentoring components
reduce teacher turnover and help novice teachers achieve adequate levels
of effectiveness. Coaching and mentoring during the first critical years
of teaching have a positive impact on the novice teacher as well as on
student achievement.

PRDE hires approximately **3,000** new teachers annually. These highly
qualified but inexperienced teachers are distributed throughout Island
schools to replace teachers who retire, transfer, leave the profession
or are teaching out of field. To increase new teacher retention and
effectiveness PRDE will expand its New Teacher Induction Program to
target specifically school districts with the largest amounts of novice
teachers.

PRDE's Induction Program will be carried out in each of the 89 school
districts. School districts superintendents will be responsible for
identifying, assessing and addressing the needs of all their district's
teachers with three or less years of experience in the system.
Strategies that address new teacher needs will be part of the districts
HQT/Equity Plan.

The program is structured following the New Teacher Center at UC Santa
Cruz mentoring model. Mentor teachers receive an intensive two year
training after which they are assigned a new teacher. Mentors provide
new teachers with the school site support to help them develop as
professionals as well as professional development in the specialized
knowledge and skills that new teachers need to succeed in school with a
diverse student population. Research indicates that high quality
induction programs impact new teacher effectiveness and retention. PRDE
is also studying the possibility of adding an online mentoring component
to Induction Program that will serve new teachers and principals.

**Strategy 5 SEA Technical Assistance to Educational Regions, School
Districts and Schools**

PRDE will provide technical assistance to Regions, Districts and Schools
to assist them in correcting inequities in the distribution of highly
qualified, experienced teachers. Technical assistance will be targeted
initially to schools identified as very high poverty and/or low
performing. Assistance to districts and schools will provide:

-   Orientation on the specific requirements of the law.

-   Guidance in the analysis and interpretation of data on highly
    qualified status and equitable distribution issues.

-   Policy options to correct inequities, including strategies for
    effective professional development, induction and mentoring,
    incentives and others

-   Funds to implement strategies.

-   Offer on line courses to students who do not have a HQT in high need
    schools. PRDE already offers on line courses in:

    -   Physics

    -   Chemistry

    -   English 12

    -   Pre Calculus

    -   Calculus

Each school district is required to prepare a plan and a timeframe to
demonstrate compliance with HQT requirements and its goal of having 100%
of the core academic subjects taught by HQT. Starting with the 2007-2008
school year, school districts will be required to add to the HQT plan a
description of how the equitable distribution of teachers will be
addressed to ensure that particularly schools with high poverty rates or
schools that are not making AYP are not being taught by unqualified,
inexperienced teachers at a higher rate than other students. These
requirements appear in the HQT Circular Policy Letter and HQT Handbook.

**MONITORING TO ENSURE PROGRESS**

Through the Student Information System (SIS), PRDE will be able to
collect, track and monitor data relevant to HQT issues including those
of equity. The data will include poverty levels, HQT, AYP status,
teacher experience and professional development.

School Districts will have access to this information and the
responsibility of analyzing, assessing priorities and addressing the
particular needs in terms of inequities of all their schools. They will
be provided with the necessary funds to carry out their HQT/Equity
Plans.

School district superintendents will respond directly to the Secretary
and are expected to provide PRDE with data analyses from their districts
as well as the HQT/Equity Plan to address the findings. Specific
protocols will be developed to collect information and implementation of
strategies regarding teacher assignment from school districts.

School district responsibilities in terms of HQT and Equity issues have
been included in the HQT Policy Circular Letter and Handbook. These
documents delineate the Districts roles and responsibilities, along with
compliance of timelines for activities and assurances. They also include
the progress reports that have to be submitted biannually to PRDE where
HQT/Equity strategies and progress in implementation will be reported.

Effective with SY 2008-09 school districts will be monitored for
compliance with LEA activities through the Monitoring Division of the
Office of Federal Affairs as part of the overall monitoring process
established through the compliance agreement. This will include
implementation and progress with HQT/Equity Plans.

The Department will continuously measure and monitor percentages of
NHQT, inexperienced teachers in high poverty, low performing schools
permitting the early identification and intervention in schools where
inequities may exist. PRDE's seven Education Regions will consider
equitable distribution of teachers during the recruitment process and
any time a vacancy due to retirement, transfer or relocation occurs in a
school during the school year. PRDE's 89 local school districts will
monitor and address the equitable distribution of teachers among PRDE
schools to ensure that poor and minority students are not taught by
unqualified, inexperienced, and out-of-field teachers at higher rates
than other students.