Written by Dale McDonald, PBVM, Ph.D., NCEA Vice President of Public Policy, [email protected]
The continuous development of teachers and educational personnel is crucial for creating a learning environment that promotes student success. Title II, A- Part A – Supporting Effective Instruction is part of the Elementary and Secondary Education Act (ESEA/ESSA) and is designed to improve teacher quality and effectiveness through comprehensive professional development. The funding aims to ensure that educators have the knowledge and skills required to support students in achieving a well-rounded education and meeting challenging academic standards. For Catholic school educators, Title II-A funding helps provide resources for professional development (PD) opportunities beyond what the school’s budget may be able to afford.
In the legislation, Title II-A, professional development is defined as activities that: “Are part of strategies to provide educators with the knowledge and skills necessary for student success” and “Are sustained, intensive, collaborative, job-embedded, data-driven, and classroom-focused, as opposed to stand-alone workshops.” This definition emphasizes the importance of ongoing and integrated activities that address student needs and support an environment of continuous improvement.
Title II-A funding is not limited to public school educators. Private school teachers, principals and other school leaders are also eligible for equitable services under this program. Additionally, educational personnel, including paraprofessionals, may receive training that addresses various issues related to student learning, such as safety, peer interactions and chronic absenteeism.
The funding process for Title II-A is designed to ensure that a proportional share of the local educational agency (LEA) funding is designated to provide services for eligible private school personnel. This share is calculated based on the total number of students in the district, ensuring equitable access to resources for all students. The same dollar amount per pupil should be the same whether in public or private school. As with all federal education programs, the needs of the students drive the expenditure of funds. When determining the use of Title II-A funds for PD services, Title II-A must align with the students’ needs and educator needs to address them to attain better student outcomes, and requests for use of Title II-A funds must demonstrate how the activity will do that.
When planning and seeking funding, keep in mind the stated purpose of Title II-A – Part A: to assist state and local educational agencies in helping schools increase student achievement by improving the quality and efficacy of teachers, principals and other school leaders who are effective in improving student academic outcomes. Professional development activities should be designed to improve the knowledge of teachers and principals in these areas: core academic subjects, integrating technology into the curriculum by helping them obtain effective instructional strategies, methods and skills for teaching and addressing the needs of students with different learning styles as well as methods of improving student behavior and identifying early interventions to address them.
Professional development plans that are presented to the LEA for requested funding must meet the definition of “professional development “as defined in ESEA section 8101(42), which requires that the activity is both (1) part of strategies, knowledge and skills that are collaborative, job-embedded, data-driven and classroom focused; and (2) “sustained, not stand-alone, 1-day or short-term workshops. However, if a private school official can demonstrate, through consultation with an LEA, that attendance at a short-term conference is part of a sustained and comprehensive PD plan for a teacher that meets Title II-A – Part A requirements, the LEA may approve a private school teacher’s participation in the conference.
Section H in the guidance document provides further explanation.
The requested PD activities should be based on data from student assessments, ensuring that the professional development addresses the specific needs of educators and students. To maximize the impact of Title II-A funding, it is essential to create a comprehensive PD plan that incorporates the following elements:
- Needs Assessment: Conduct a thorough analysis of student data, teacher feedback and other relevant measures to identify the specific professional development needs of educators.
- Goals and Objectives: Establish clear goals and objectives that align with the identified needs, ensuring that the professional development activities are purposeful and targeted.
- Strategies for Implementation: Outline the specific information, programs and strategies that will be employed to achieve the goals which may include collaborative learning opportunities, coaching and mentoring.
- Timeline and Estimated Costs: Develop a timeline for implementation and an estimated budget to ensure that resources are allocated effectively.
Planning PD opportunities using Title II-A funding is a strategic process that requires careful consideration of educator and student needs. To meet the challenges of providing relevant, evidence-based professional development that is tailored to the unique needs of educators, it is important for school leaders to involve teachers in the planning and implementation of a PD activity, so they feel it is relevant and not something imposed upon them. Title II-A funding, in support of a holistic approach to PD that empowers educators to meet the diverse challenges they face, can transform PD into a powerful tool for educational success, benefiting educators and students alike. By aligning PD activities with a comprehensive PD plan, schools can ensure the resources provided through Title II-A funding are utilized effectively.
NCEA will present a webinar, Planning Professional Development Opportunities Using Title II-A Funding, on December 3, 2024, at 2 PM (ET). This will provide more details about the planning and consultation processes for obtaining equitable services utilizing Title II-A – Part A funds.
