My New Leadership Talent: Spinning Plates!
Coming to grips with the multiple parts to any organization is invaluable for leaders trying to keep their people and priorities in balance at a time when cultural and leadership change sometimes seems an existential imperative. Just as a circus performer deftly spins plates or bowls to keep them moving and upright, so must leaders constantly intervene to encourage the sorts of behavior that align an organization with its top priorities. Masters in this circus manipulation art can barely keep 100 plates spinning at a time. How many plates can any harried player-manager handle? Typically, less than a dozen.
Today, for the first time in my life I did a plate spinning act for our entire school staff. I had been using the metaphor for a few months now because of all of the things we have going on. In fact, I would many times just make a motion like I was spinning a plate. Therefore, I decided in my opening session that I would spin plates. For being my first time it went very well – I think. I even used the act introduce our newest administrators by passing them a poll with a spinning plate as an act of passing the torch, so to speak. The plates really represent all the facets, initiatives, paradoxes, parts of an organization a leader must be focused on. Spend to much time on one plate and the others fall. Left too long without attention, they run out of energy, start spinning out of control, and may come crashing to the floor. Personal development, coaching, performance management, addressing team dynamics, and reinforcing objectives are all forms of plate spinning. The leader must find the exact right balance.
Embracing the paradoxes can be uncomfortable. Yet the act of trying to reconcile these tensions helps leaders keep their eyes on all their spinning plates and identify when interventions are needed to keep the organization lined up with its top priorities. I believe approaching leadership much like plate spinning makes it possible to avoid the frustration of many leaders I’ve witnessed, who pick the extremes by either trying to stifle complex behavior by building powerful and rigid top-down structures, or by looser, more laissez-faire styles of management that expose the messy realities of human endeavor. Far more centered and high performing, in my experience, are those leaders who welcome the inconvenient contradictions of organizational life.
This is why I am such a believer in engagement and empowerment of everyone on the team. With an intent-based leadership philosophy where everyone is a leader, all individuals have a role in keeping the plates spinning. Empowerment is fundamentally an individualized equation, or what I call hyper-personalized. What might make one employee engaged might turn off the next person – we, as leaders, must be able to read these turn-ons and turn-offs. There are many variables that can impact any one person’s engagement, and the mix is individually unique. You can’t just become a better plate spinner. You have to find ways to keep the plates spinning on their own.
Indiana Assessment Vision
Yesterday, we had our third legislative panel meeting studying alternatives to the ISTEP Program Test. This is part of our working toward the assessment plan under the Every Student Succeeds Act (ESSA) for Indiana. One of the things we worked on yesterday was the vision statement of the group. Using suggestions from panel members, the panel legislative staff came up with the following draft statement:
“Indiana looks to design an assessment system that is student-centered and provides meaningful and timely information to educators and parents on both a student’s on-grade proficiency level and growth toward Indiana’s College and Career Ready standards. The assessment needs to be viable, reliable, research-based, and meet the requirements of both state and federal law, while meeting the needs of all students across Indiana.”
Now, being the vision guru I am, I immediately realized it did not meet the 35 words or less rule of thumb. I did, however, quickly underline what I thought were the most important parts of the vision statement that our panel needed to do to meet the needs of our students, families, and schools (I have underlined above). Here are the points:
- student-centered
- meaningful
- timely
- information to educators and parents
- on-grade proficiency level and growth
I suggested we eliminate the last sentence, “The assessment needs to be viable, reliable, research-based, and meet the requirements of both state and federal law, while meeting the needs of all students across Indiana.” because I do not believe it is at all visionary to be valid, reliable, researched based and meeting the letter of the law. We have that obligation to Indiana and the federal government through ESSA. We don’t need a vision for that.
So, my proposed vision statement would be:
“Indiana looks to design an assessment system that is student-centered* and provides meaningful and timely information to educators and parents on both a student’s on-grade proficiency level and growth toward Indiana’s College and Career Ready standards.”
You will notice the * with student-centered. I believe we should have a definition for student-centered following the vision statement. For me, that definition could be:
*A Student-centered assessment system, which includes student performance, academic growth, and multiple measures, sets challenging items and tasks that are intended to encourage deep learning and create a sense of high expectations and mutual accountability.
Then, I believe it is even more important to develop a set of belief statements associated to this process. I took pieces from what individuals submitted as vision statements to make a list of possible belief statements. I really believe that many of what panel members submitted were belief statements, not vision statements. This was a good things because we should have belief statements guiding our work.
Here is the list I came up with:
- New assessment must be implemented with fidelity
- Timely results
- Empowers students, parents, educators, and administrators
- Includes college and career readiness metric
- Meets the needs of all students
- Cost effective
- Accurately assesses students’ learning and growth over time
- Takes less time away from instruction and learning
- Equity for all students in how they take the assessment (technology/modality)
So, put all together, here’s what my draft would look like:
“Indiana looks to design an assessment system that is student-centered* and provides meaningful and timely information to educators and parents on both a student’s on-grade proficiency level and growth toward Indiana’s College and Career Ready standards.”
*A Student-centered assessment system, which includes student performance, academic growth, and multiple measures, sets challenging items and tasks that are intended to encourage deep learning and create a sense of high expectations and mutual accountability.
Indiana’s new assessment system must:
- be implemented with fidelity.
- provide timely results.
- empower students, parents, educators, and administrators.
- include college and career readiness metric.
- meets the needs of all students.
- be cost effective.
- accurately assesses students’ learning and growth over time.
- take less time away from instruction and learning.
- provide equity for all students in how they take the assessment (technology/modality).
Because ESSA requires us to have a summative assessment in grades 3-8 and a high school component our conversation must shift from all the chatter about whether wanting to test or not or whether it is right to test. Really, that is irrelevant. What is important is that we make sure all of our stakeholders understand “why” assessment is happening and exactly how the data will be used. I believe we are on the right track to developing a vision and belief statements that can drive this work. I would love to hear feedback on additional belief statements or edits to make the belief statement suggestions better.
Teacher Evaluation & Leading Learning
Evaluation of teacher performance plays a crucial role in educational personnel reform, student performance, and teacher leader development, so it has been an important yet difficult issue to tackle in educational reform. Before the reform efforts of 5-10 years ago, teacher performance evaluation was very teacher task oriented, neglecting contextual performance and student learning. I would call this managing teachers as opposed to leading learning. Previous evaluations of teachers failed to make strict distinction among the three dominant types of evaluation: capability, achievement, and effectiveness. I also believe these evaluations did not take into account the context of the school. These evaluations were a single action being done to teachers as opposed to a process or system created and carried out to support teachers in his or her role of carrying out the vision and mission of their school.
This post is not about how to create a teacher evaluation system, but about why it is so important that we have a great performance evaluation system to SUPPORT our teachers. I believe this is one of those areas where our teachers deserve to be made “first” so we can put our “students first.” Marzano tells us that great evaluation systems develop expertise with specificity. This is so important in enabling our teachers to carry out their role in providing highly effective student learning and growth as part of the learning profile of the school. Additionally, Danielson argues the full value of a high quality evaluation framework is not realized until it is used as the foundation for professional conversations among practitioners as they seek to enhance their skill in the complex task of teaching.
So, let’s talk about those conversations. We are completely overhauling our evaluation process/system for the Hoosier Academies Network of Schools. Leave it to say, there were many gaps in the process (or lack there of) and rubric I inherited. Those that know me very well know that my first step was to form, yes, you guessed it, a “task force.” Let’s touch on that for a moment – I believe task forces are a great way to build leaders. Our teacher evaluation task force is made up 3:1 of teacher leaders. What better way to get leaders ready than actually “doing” the work of leading? This is teacher engagement at its best! We just started our journey this past week with two days of intense conversations, gap analysis, and action planning around the complex task of teaching in our very different and complex context. This was very important to our beginning to develop what Danielson calls, “Developing a common understanding is critical to accuracy, teaching advancement, and the Framework’s impact on students’ core learning.” In my opening statement to our task force I explained this is a very important journey – we must support our teachers so they can be the best they can be for our students.
We are very fortunate to have partners in this journey. To ensure we get this right, we have become a part of the Indiana Teacher Appraisal and Support System (INTASS) project. The INTASS project offers states, districts, and schools support in designing, implementing, and monitoring their teacher evaluation systems. More importantly, by being part of the project we receive training for our teacher evaluators and support for teachers to engage in evaluation and professional growth opportunities. Here’s what I love about this – note it’s all about the teacher. Another great benefit is we get get to take this journey with two great educational leaders who I greatly respect, Dr. Sandi Cole and Dr. Hardy Murphy. I believe one of the most important points, among many great points, Dr. Cole got our teachers to understand last week was making the mindset shift that teacher evaluation is not something done “to” teachers, but done with teachers to provide professional growth and support for all of our teachers. Dr. Murphy drove home the fact that our performance evaluation system must enable our teachers to effectively carry out the vision and mission of the school.
The INTASS process rests on four basic elements of a quality evaluation plan:
- Clear, frequent, and transparent communication among a wide base of stakeholders
- Professional practice measures that are mutually agreed upon by stakeholders
- Multiple measures of student learning outcomes
- Fully aligned post-evaluation processes, including job-embedded professional growth and support for all educators.
My friend and author of Under New Management, Dr. David Burkus would argue that we need to change from the old systems of evaluation where there is one big formal annual evaluation to a more frequent, less formal process. Our friends at INTASS would agree and so do our teachers. Our teachers on the task force told us loud and clear that they wanted feedback often that was meaningful and actionable. Including teachers’ growth and development in more check-ins would allow administration and staff more time to talk about opportunities – novel idea! Teachers could also examine their current role and their desired career path and then receive advice on the knowledge, skills, and abilities they need to improve in their current role and to move closer to the future they envision for themselves and how that personal vision aligns with the school’s vision and mission. This is a contrast to the rearview-mirror perspective provided by most annual reviews, including our own that I would give an “F,” but we are fixing. These more frequent discussions about the teacher’s growth and development allows all to brainstorm on staff goals and how they align with the school’s strategy. These more frequent observations and conversations help teachers own their career and development plan and feel more empowered to grow. This growth will, in turn, enable effective leading of learning for our students.
Leadership Farm Team Pipeline
Our Graphic by Mike Fleisch from the Leadership Pipeline Content
Could there be any more vital leadership task to a school, organization, or business’s long-term health than the choice and cultivation of its future leaders? I don’t think so! But, while organizations maintain meticulous lists of candidates and create spreadsheets of those who could at a moment’s notice step into the shoes of a key leadership position, an alarming number of newly minted leaders fail spectacularly, ill prepared to do the jobs for which they supposedly have been prepared. Developing a deep and enduring bench strength can only be accomplished by approaching succession planning as more than the mechanical process of updating a spreadsheet. I believe the organizations, including schools that do this best combine two practices: succession planning and leadership development. This creates a long-term process for developing the talent roster across their organizations. You could compare this to a minor league baseball team’s function, including the vital and fundamental goal: getting the right skills in the right place.
Let’s explore this minor league example for a minute, because it is a good one. The major league club’s player development goals must co-exist happily, and profitably I might add, with the local owners and operators of a minor league club. It is also important to note there are also some areas of shared responsibility between the major and minor league teams’ responsibility for player development. The major league team determines which 24 players will be on the minor league team. Again, the major league team makes all the decisions about who comes, goes and gets moved up through the system. Major league clubs keep close watch on their farm teams, sending scouts and front-office staff to watch games and keep stats on players; all of which contributes to the future progression of the players. A pretty intense development pipeline, don’t you think? Here’s the key though: players are developing while, well, playing the game. Novel and intuitive idea, but how many leadership development programs are done by watching PowerPoints? We must treat our leadership pipelines like a minor league baseball program.
Focused Leader Academy Team Illustration From Yesterday’s Discussion
Let’s dive just a little deeper into this minor league pipeline approach. Nearly every baseball player in the MLB started in the minors. Players start low and work their way up the ladder of minor league levels (sometimes skipping a level or two) until they get to the Major Leagues. The rate at which players advance can be vastly different in each case. Each team of the MLB has their own network of minor league teams (sometimes called “farm teams” or “farm leagues”) which are used for player development. Players start low and work their way up the ladder of minor league levels (sometimes skipping a level or two) until they get to the Major Leagues. The point is, these players have very individualized plans (what I call hyper-personalized) to get their skills developed to major league quality. Again, and remember, this is while actually playing the game in a highly competitive market. There have been a handful of players to skip the minors and go straight to the big leagues, but this is very, very rare. Only 2 players in the last 15 years have done it (Mike Leake in 2010 and Xavier Nady in 2000).
Focused Leader Academy Participants Designing & Building A Leadership Pipeline Model
Organizations, especially schools, need to learn from these minor league development “farms” and make sure they are growing their own in real time. We discussed this very point yesterday at our first session of our second cohort of our Focused Leader Academy. As you will recall, last year we started the Focused Leader Academy at the Hoosier Academies Network of Schools. This is an employee development and engagement program. The idea is that great minds and great motives still matter. Teachers with school leadership aspirations have the opportunity to become part of a cohort which will take part in monthly leadership training and be part of supervised leadership projects of the school. Cohort size is at least 15% of teacher leaders per year. The Vision is: Leadership will be born out of those who are affected by it. The Mission is: Leadership will appear anywhere and anytime it is needed. Our Theory of Action is: If we empower our teachers through leadership skill development…Then we will have teacher leaders ready to contribute to the success of Hoosier Academies Network of Schools and be an important part of our talent/leadership pipeline.
We all know that leaders grow leaders. This why I have taken it as my personal charge to develop, grow, and improve our Focused Leader Academy. As Matthew Paese, Audrey Smith, and William Byham stated in their latest book that launches next week, Leaders Ready Now: Accelerating Growth in a Faster World, “Everything you need to accelerate the growth of leadership is already inside your organization(2016, p. v). I am such a believer in this statement. I always say that context matters – and it does. This is why I believe organization’s need to make this work their personal responsibilities, not hire someone else to do it. How in the world could someone else know what the needs are? To do this we must push less-experienced leaders into broader, more formidable assignments. The whole premise behind our Focused Leader Projects. Additionally, I love task forces because these can become, in my opinion, what Paese et al. call Acceleration Pools© (2016). These experiences enable us to get leaders ready with real time development and coaching in the same way the minor league baseball teams do it I described earlier. Task forces and projects also give us the ability to deploy future leaders to key assignments. In fact, we recently lost a person in a key role and instead of filling immediately we put four teacher leaders in the role as what have become affectionately known as BAs (Byron Appointees).
Appointing BAs really turned out to be an incredibly successful move. By conquering difficult assignments, these teacher leaders have become ready to take on bigger leadership roles. I now plan to make BAs a common part of what we do along with our task forces, Focused Leader Academy, and Focused Leader Projects. Paese et al. also taught us, “The challenge is scaling this concept beyond isolated, reactive incidents and creating a repeatable dynamic that causes entire cadres of leaders to become ready” (2016, p. vii). This is why I, as the leader of our network of schools must take responsibility for this.
Finally, for this accelerated growth (Paese, et al., 2016) we must create an environment where our developing leaders experience fear, excitement, anxiety, and experimentation. For rapid growth we must create real time, real work experiences of:
- Fear
- Excitement
- Worry
- Anticipation
- Terror
- Thrill
- Anxiety
- Experimentation
- Risk
- Possibility
These feelings then generate energy and accelerated learning (2016). Are you taking responsibility for your leadership pipeline farm team or leaving it to some off the shelf product or leaving it to some paid organization to do for you? I would suggest to you to take responsibility yourself and get the thrill and inspiration of this important leadership responsibility.
ESSA Opportunity #10: New Community Support for School Successs Grants
ESSA establishes a new grant program that will enable community partners to play an important role in personalized learning environments.
The program supports the following goals:
- Promise Neighborhoods – significantly improve the academic and developmental outcomes of children living in the most distressed communities of the United States by providing access to a community-based continuum of high-quality services. ESSA defines Promise Neighborhoods strategies as “pipeline services” and utilizes this term to refer to “a continuum of coordinated supports, services, and opportunities for children from birth through entry into and success in postsecondary education, and career attainment.” The goal of Promise Neighborhoods to to do the following:
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1) high quality early childhood education programs
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2) high quality school and out of school time programs and strategies
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3) transitions from elementary school to middle school, from middle school to high school, and from high school into and through postsecondary education and into the workforce
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4) family and community engagement and support
- 5) postsecondary and workforce readiness
- 6) community based support for students who are either living in the community or who have attended schools serviced by the pipeline
- 7) social, health, nutrition, and mental health services and supports
- 8) crime prevention and rehabilitation programs for youth.
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- Full Service Community Schools – provide support for schools that improve the coordination and integration, accessibility, and effectiveness of services for children and families, particularly for children attending high-poverty schools.
ESSA Opportunity #9: Modernized 21st Century Community Learning Centers Grant
The 21st Century Community Learning Centers grant program supports academic enrichment activities in after school or extended day settings. This part provides opportunities for communities to establish or expand activities in community learning centers that provide opportunities for academic enrichment, offer students a broad array of additional services, programs and activities, and offers families of students served by community learning centers opportunities for active and meaningful engagement in their child’s education, including opportunities for literacy and related educational development.
Funding is made available for continuation of certain current grants; there are reservations for national activities, and for Bureau of Indian Education schools. There is a local competitive subgrant program. The program is authorized at $1,000,000,000 for FY 2017 and $1,100,000,000 for each of FYs 2018-2020. States should give priority to applicants that will provide high quality credit bearing opportunities outside of the traditional classroom environment. Priority should also go to applicants that will serve students attending schools identified for comprehensive and targeted support and improvement.
ESSA Opportunity #8: Title IV, Student Support & Academic Enrichment Grant
The Every Student Succeeds Act (ESSA) consolidates a number of existing federal grant programs into a new Title IV state block grant that may fund district activities to:
- provide all students with access to a well-rounded education.
- improve school conditions for student learning.
- improve the use of technology to improve academic achievement and digital literacy.
States could use this block grant to create an innovation fund for districts interested in scaling personalized learning strategies. ESSA would reconstitute Title IV, Part A into the Student Support and Academic Enrichment program, and would authorize the new program at $1.6 billion annually through 2020. That authorized amount comes in addition to the authorized $1.1 billion in Title IV, Part B, which funds the 21st Century Community Learning Centers Program. Part A would then require states to spend 20 percent of those funds on “well-rounded educational opportunities,” 20 percent of those funds on “safe and healthy students,” and a portion of the funding on the “effective use of technology.” Part B authorizes $1.1 billion for 21st Century Community Learning Centers that offer after-school academic enrichment programs. Part C includes federal funding for charter schools, which would increase from $253 million in 2015 to $300 million by 2020. Funding is similarly increased for magnet schools, which Part D of Title IV would increase from $92 million in 2015 to nearly $109 million by 2020.
In addition, Part E of Title IV would allow for education innovation. These innovations could include programs like: Promise Neighborhoods, full-service community schools, arts education, Ready to Learn television, and gifted and talented education programs. As you can see there are some tremendous opportunities for our students with ESSA.
ESSA Opportunity #7: Reservation for School Leaders
This opportunity is one that is near and dear to me. I really believe in job embedded professional growth/development. Under ESSA, states may reserve up to 3% of their Title II, Part A funds to build a workforce of leaders with the skills to help schools transition to personalized learning environments. Priority funding should go to support leaders serving in schools identified for comprehensive support and improvement. As a school leader who has now taken on a high school and now a school system that fits this priority, I can attest to the need for this development of teacher leaders. ESSA also requires that professional development programs should be customized, embedded, and align to statewide professional competencies so leaders can advance along individualized career pathways.
I believe programs like what we have started at Hoosier Academies Network of Schools in our Focused Leader Academy really fit the bill. This is an employee development and engagement program. The idea is that great minds and great motives still matter. Teachers with school leadership aspirations have the opportunity to become part of a cohort which will take part in monthly leadership training and be part of supervised leadership projects of the school. Cohort size is at least 10-15% of teacher leaders per year. The Vision is: Leadership will be born out of those who are affected by it. The Mission is: Leadership will appear anywhere and anytime it is needed. Our Theory of Action is: If we empower our teachers through leadership skill development…Then we will have teacher leaders ready to contribute to the success of Hoosier Academies Network of Schools and be an important part of our talent pipeline. I believe states should endorse and help schools develop programs such as this in order to have approaches required by ESSA that build and strengthen professional learning systems aligned to teachers’ learning needs. This would allow schools to do what I call “hyper-personalizing professional growth.” Click here to see ESSA’s Definition of Professional Learning & Title ll Allowable Uses of Funds.
Also, Learning Forward and National Commission on Teaching and America’s Future have come up with an Agents for Learning competition related to state planning for Title II funds. These competitions are great ways to collaborate for best practices and to get a lot of ideas for how best to use the funding. Click here to get more information on the competition. I, for one, hope they get lots of applications. Teachers are in the best position to contribute recommendations for the best use of federal funding for professional learning, the successful implementation of ESSA, and the improvement of student learning.
Vital Leadership Learnings
A couple of weeks ago we had the honor of having Will Pemble from MAP Vital Factors Solutions work with our Focused Leader Academy on being disciplined leaders. This day was set up by John Manning, author of The Disciplined Leader (2015). As you know from previous posts, our Focused Leader Academy read the book, that is set up in 52 lessons, and blogged about each lesson. We then had a discussion about what we felt were the vital few leadership focuses we needed more work on for each section of the book and overall. Really, that pre-exercise was an incredible discussion and experience. It was very interesting to hear the individual vital few from the FLA participants and then hear the discussion of narrowing down to the group’s vital few. This allowed for a rich discussion about how individual vital leadership skills affect the vital few of an organization.
Here are our Focused Leader Academy Vital Few (I have included the lesson number from the book, in case you want to check it out and follow along):
Part 1:
Our top 2 were…. #4 Know Yourself and #13 See Mistakes as Opportunities. Then we were torn between #14 Listen More, Talk Less and #11 Drop Defensiveness.
Part 2:
Our top two were…. #30 Empower Employees and #37 Advocate for Your Team. Then we settled on #31 Give Effective Performance Feedback because we knew what we were getting ready to embark on with redesigning our entire performance evaluation system. We also had #26 Honor Your Commitments high on our list.
Part 3:
Our top three were….#39 Develop a “What’s the Goal?” Culture, #43 Put More Weight on “Why?” and #46 Avoid the Dangerous Gap Between Good Ideas and Execution. We also had a strong feeling for #51 Keep Ethics Strong.
So then we went back and voted to come up with our TOP THREE VITAL FEW…
Part 1: #13 See Mistakes as Opportunities
Part 2: #30 Empower Employees
Part 3: #39 Develop a “What’s the Goal?” Culture
Will Pemble started out our workshop by have us develop a list of all the qualities of a disciplined leader. Here’s our list:
- Runs toward a challenge
- Decisive
- Listener
- Reflective
- Active participant
- Clear values that the leader sticks to
- Loves what he/she does
- Commitment
- Communicator
- Risk-taker
- Willing to be uncomfortable
- Willing to suffer (What’s your suffer score? How much are you willing to suffer for something?)
- Willing to fail… a lot
- Learner
- Accepting
- Courageous
- Focused
- Empowering
- Open to feedback
- Passionate
- Ethical
- In the moment
- Asks the tough questions
Pretty awesome list, huh? Of course, if we could all be great at all those, we would be the most incredible leaders ever. Well, I’ve got some work to do…I don’t know about you. I’m guessing we all have some work to do.
We had a cool sheet that we kept individually during the day that was titled: “Most Vital Learnings.” I really liked having this sheet that had spaces for 10 vital learnings (see photo). In keeping with the vital few mantra of The Disciplined Leader, I have selected my vital few most vital learnings. Here they are:
- “Important things can’t be discussed comfortably.” Instead of dancing around issues, we need to decide to be uncomfortable and hit the issue head on and solve it.
- “Pareto Principle”… 80:20 – 80% of the effect comes from 20% of the system. We need to use this to our advantage. We must focus on the vital few and ignore the trivial many.
- Decide, repeat, execute. Need we say more? This is definitely a vital few.
As you can see, our experience with the book, The Disciplined Leader, and Will’s great facilitation of our workshop was incredible. It was also incredible to be back together with Sita Magnusun doing our graphic facilitation for this program. I first met Sita at my first Harvard University class and have been both blown away by her work and continue to believe in graphic facilitation as a component of effective facilitation of learning. Two of her graphics are posted here.
ESSA Opportunity #6: Elimination of Highly Qualified Teacher
Every Student Succeeds Act (ESSA) has revised a key element of No Child Left Behind (NCLB) related to teachers. NCLB referred to “highly qualified teachers” 67 separate times. When NCLB was written in 2001 it was an important piece of the legislation that every child should be instructed by a “highly qualified teacher.” The terminology was ambiguous and it put a strain on schools really being able to put effective teachers in every classroom. ESSA solves this problem by deleting any reference to “highly qualified” teachers. Instead, it refers to “effective” teachers.
The law replaces the “highly qualified teacher” requirements with a requirement that states ensure teachers meet the applicable state certification and licensure requirements. ESSA eliminates the NCLB language prohibiting emergency or provisional certification. In fact, ESSA does allow for provisional certification and the waiving of licensing criteria for states and schools receiving Title I funding.
This provides states with an opportunity to design a new strategy for educator quality that aligns to a vision for personalized learning. Specifically, states could align their certification and licensing requirements to reflect new teaching roles and competencies for instruction in personalized learning environments.
Byron's Babbles 
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