►
Description
Tara Kini, Learning Policy Institute and Wyatt Gordon, ETS discuss how the COVID-19 pandemic has impacted the recruitment and preparation of the teacher workforce. June 9, 2020.
A
Good
afternoon,
everyone
welcome
to
ncsl's
virtual
meeting
series.
My
name
is
michelle
eckstrom
and
I'm
the
director
of
the
education
program
at
ncsl,
and
this
week
we
will
be
focusing
on
the
topic
of
teachers.
We
know
that
the
pandemic
has
particularly
impacted
the
recruitment
preparation
of
teachers
and
also
how
we
think
about
supporting
teachers
right
now.
What
kind
of
professional
development
do
they
need,
and
how
do
we
think
about
the
supports
that
they
need
going
forward
this
fall
today,
we
will
focus
on
the
topic
of
teacher
recruitment
and
preparation.
A
So
thank
you
for
joining
us
just
a
few
words
about
protocol.
As
we
get
started
during
today's
virtual
meeting.
We
would
ask
you
to
please
be
sure
to
join
us
by
video
so
that
you
have
access
to
the
full
opportunity,
and
you
can
see
the
slides
that
our
speakers
are
presenting
and
also
we
would
ask
that
you
click
on
the
three
dots
in
your
tile
and
be
sure
to
display
your
full
name
in
either
your
state
or
your
organization,
so
that
we
know
who
is
joining
us.
A
A
We
would
ask
that
you,
please
not
share
your
screen
under
any
circumstances
and
also
just
a
reminder
that
this
meeting
is
recorded,
it
will
be
archived
and
the
slides
will
be
made
publicly
available.
You
can
find
that
either
on
ncsel's
youtube
channel
or
on
our
website.
At
the
link
that's
mentioned
below.
A
A
A
This
picture
that
we
have
here
teaching
the
profession
that
creates
all
other
professions,
and
I
think
this
is
really
important
to
remember
right
now
that
education
is
really
how
we
think
of
building
our
workforce,
and
it
is
so
important
right
now
that
we
really
think
through
how
the
pandemic
is
affecting
education,
but
in
particular
how
it's
affecting
the
teaching
profession-
and
I
just
want
to
make
sure
that
we
have
the
opportunity
to
focus
on
this
particular
aspect.
So
just
a
reminder
of
the
importance
of
it.
A
A
A
A
You
may
know
the
learning
policy
institute
is
a
close
partner
to
ncsl.
Their
focus
is
to
really
connect
research
and
policy.
Do
original
research
themselves
and
connect
about
the
research
they
do
and
the
other
important
research
that's
out
there
to
the
policy
makers
who
will
be
making
decisions
and
we
have
partnered
with
lpi
for
a
good
long
time
in
a
variety
of
topics,
particularly
on
the
topic
of
teaching
and
then
with
us.
A
We
also
have
ryan
saunders,
who
also
works
at
the
learning
policy
institute,
and
he
is
a
policy
advisor
who
works
on
several
teams,
one
of
which
is
the
educator
quality
team.
You
may
also
know
ryan
from
his
time
at
the
council
of
chief
state
school
officers,
where
he
also
worked
on
an
important
initiative
in
this
area
as
well,
and
we
partnered
in
that
effort
too.
B
Great,
thank
you
so
much
michelle.
Can
you
hear
me
excellent
and
we're
really
honored
to
be
joining
this
conversation
today
with
you
all.
We
so
appreciate
our
partnership
with
ncsl
and
your
members
and
the
ability
to
join
these
very
real-time
conversations
that
you
all
are
hosting
as
such
a
service
to
the
field.
B
Right
now
on
this
topic
around
the
impact
of
covid
on
the
teacher
workforce,
we
have
been
tracking
state
responses
in
the
area
of
educator
preparation,
and
so
I'm
going
to
share
a
little
bit
about
that
with
you
today
and
then
pass
it
over
to
ryan,
who
will
share
a
bit
about
what
we're
seeing
in
terms
of
practice
in
the
field
amongst
educator,
preparation,
programs
and
districts
as
well
before
I
jump
into
what
we're
seeing
states
doing.
I
do
want
to
take
a
minute
to
ground
the
conversation,
and
why
does
this
matter?
B
We
are
talking
right
now
about
the
next
generation
of
teachers
who
will
be
teaching
our
children,
as
michelle
said,
and
that's
about
600
000
candidates
who
are
enrolled
in
teacher
preparation
programs
this
year.
We
also
know
that
certification
and
experience
matter
for
student
achievement
we've
seen
that
borne
out
in
large-scale
studies
from
states
across
the
country,
including
new
york,
north
carolina
and
california.
B
Research
also
indicates
that
teachers,
without
full
preparation,
leave
at
two
to
three
times
the
rates
of
fully
prepared
teachers,
creating
that
leaky
bucket
phenomenon
that
we
unfortunately
know
so
well
and
that
contributes
to
shortages
and
really
undermines
school
improvement
efforts.
We
also
know
that
these
characteristics
of
teachers
are
inequitably
distributed.
B
That's,
unfortunately,
a
pattern
we've
seen
borne
out
over
decades
of
research
and
experience.
This
slide
here
shows
the
most
recent
civil
rights
data
collection
data.
As
you
can
see,
the
percentage
of
uncertified
teachers
grew
overall
from
2014
to
2016,
and
students
of
color
were
impacted
more
by
this
increase
in
uncertified
teachers.
Schools
with
a
high
student
of
color
enrollment
had
four
times
more
uncertified
teachers
than
schools
with
a
low
student
of
color
enrollment.
B
So
the
policy
decisions
that
states
are
making
and
have
recently
made
about
expectations
and
supports
for
teacher
preparation
will
have
major
implications
for
equity,
both
in
terms
of
the
quality
of
teachers
that
students
have
access
to.
But
also
in
terms
of
the
candidates
themselves,
who
have
invested
their
time
and
financial
resources
into
getting
a
license
with
the
expectation
that
they
would
get
one
at
the
end
of
this
school
year.
B
So,
while
the
mission
of
ensuring
that
candidates
receive
high
quality
preparation
and
are
ready
to
teach
hasn't
changed
the
context
in
which
we're
preparing
those
teachers
has
dramatically
changed
as
a
result
of
cohen.
So
what
are
we
seeing
in
terms
of
state
responses?
I
do
want
to
say
we
have
not
done
a
50-state
scam
at
lpi.
B
The
second
is
providing
temporary
waivers
or
other
emergency
style
certificates
to
allow
candidates
to
teach
next
year,
while
they
finish
completing
their
requirements
and
then,
of
course,
the
statutory
and
regulatory
changes
where
they're
needed,
particularly
around
testing
or
performance
assessment
requirements.
So
I'll
share
a
little
bit
about
each
of
these.
But
before
I
do,
I
want
to
say
a
quick
word
about
process.
I
mean
policy
is
moving
at
warp.
Speed
right
now
during
covid,
and
some
states
are,
are
really
tried
to
work
closely
with
their
stakeholders
to
inform
policy
development
in
this
area.
B
And
again
you
know,
every
state
is
different
in
terms
of
its
ability
to
do
it
and
how
rapidly
they
had
to
act.
Illinois
took
a
bit
longer
to
issue
its
guidance
than
some
other
states,
but
they
did
so
after
engaging
in
a
stakeholder
kind
of
listening
process,
including
with
higher
ed
and,
as
I
heard,
leaders
from
illinois
describe
it
that
process
lifted
up
for
them.
Considerations
that
they
hadn't
first
thought
about.
B
B
Some
states
are
also
providing
guidance
directly
to
leas
to
encourage
them
to
continue
to
provide
these
clinical
experiences
and
kansas
came
out
early
on
this,
really
framing
it
as
what
it
is.
An
incredible
learning
and
teaching
moment
for
the
newest
members
of
the
profession
and
encouraging
districts
to
include
them
as
much
as
possible.
B
B
B
So
I've
focused
mostly
on
state
policies
to
ensure
candidates
in
the
pipeline
can
ensure
can
earn
their
license
and
are
ready
to
be
hired,
but
I
think
the
real
there's
a
real
question
out
there
about
whether
or
not
there
will
be
jobs
for
them,
and
I
think
we
just
there's
so
much.
We
don't
know
here
right
now.
B
We
do
know
from
prior
research
that
about
90
of
the
demand
for
new
teachers
is
due
to
teacher
attrition
and
the
vast
majority
of
this
nutrition
about
two-thirds
of
it
is
from
teachers
who
are
leaving
the
field
before
retirement
pre-retirement
attrition,
but
we
don't
know,
will
covid
increase
or
decrease
teacher
turnover.
People
have
speculated
at
both,
on
the
one
hand,
there's
a
real
fear
of
covid
and
returning
to
the
classroom
amongst
older
and
immune
compromised
teachers
who
are
the
most
at
risk.
B
On
the
other
hand,
teachers
need
their
job
security
right
now.
In
the
midst
of
this
recession
and
everything
else
that
their
families
may
be
experiencing,
we
also
don't
know
if
kobig
will
increase
or
decrease
the
demand
for
new
hires.
You
know,
on
the
one
hand,
there's
going
to
be
a
need
for
more
staff
to
enable
social
distancing
in
schools
as
schools
reopen.
B
On
the
other
hand,
we
are
in
the
midst
of
major
budget
cuts
and
the
ensuing
layoffs
that
may
result
again.
We
just
don't
know.
On
the
latter
question,
however,
we
did
an
analysis
at
lpi
and
my
colleague,
michael
griffith,
is
on
this
call
as
well.
Who
did
the
analysis
about
the
potential
impact
of
budget
cuts
on
teacher
layoffs?
B
This
is
a
pattern
we've
seen
play
out
in
the
great
recession
when
we
lost
120
000
teacher
positions,
a
number
that
would
have
been
far
higher
had
the
federal
government
not
stepped
in
with
recovery
act.
Funding
back
then,
based
on
our
analysis
and
I
provided
the
link
to
the
the
interactive
tool
on
our
website.
You
can
see
that
a
15
reduction
in
state
contributions
to
education
could
result
in
a
loss
of
about
320,
000
teaching
positions
in
this
country.
B
Again,
there's
a
lot.
We
don't
know
in
terms
of
how
this
play
out,
but
there's
a
lot
to
be
worried
about
on
this
front,
where
districts
are
hiring
this
spring
and
summer,
they're
doing
so
really
differently,
because
hiring
is
happening.
Virtually
districts
have
an
advantage
who
had
already
shifted
to
virtual
hiring
and
interview
practices.
B
Some
districts
are
using
really
innovative
approaches
here
that
may
prove
to
be
best
practices
in
the
long
run.
We're
seeing
rural
districts
in
particular
target
similar
geographic
and
demographic
regions
for
hiring
and
doing
so
virtually
we
are
seeing
districts
around
military
bases,
target
military
spouses
for
recruitment
and
able
to
hire
them
again.
Virtually
we're
seeing
districts
benefit
from
reduced
travel
and
recruitment
costs,
on
the
one
hand,
but
needing
to
invest
more
in
their
branding
and
getting
getting
their
district
out
there.
B
Through
virtual
networks,
districts
are
using
new
platforms
to
enable
a
broader
review
of
materials.
So,
for
example,
candidates
are
able
to
submit
videos
of
their
teaching
because
they
can't
do
in-person
simulation
or
lessons
or
interviews
and
we're
seeing
districts
be
able
to
include
a
broader
range
of
folks
in
the
interviewing
process,
even
including
students
or
other
staff.
C
Great,
thank
you
very
much
tara
and,
as
tara
mentioned,
I
like
to
take
a
few
moments
to
drill
down
a
bit
and
highlight
how
programs
are
responding
to
the
shifting
policy
landscape
that
you
all
just
saw
some
examples
of,
and
this
includes
what
we
are
hearing
from
our
network
and
also
including
examples
from
preparation
programs
that
make
up
the
educator,
preparation,
laboratory
or
ed
prep
lab.
The
ed
prep
lab
is
a
growing
network
of
teacher
and
leader
preparation
programs
from
across
the
country
and
they're
committed
to
transforming
educator
preparation
through
research
practice
and
policy.
C
So
considering
the
state
responses,
we
discussed.
I've
discussed
up
to
this
point
one
to
focus
on
how
programs
are
responding
to
the
increased
flexibility
around
clinical
practice.
Specifically,
programs
are
exploring
and
expanding
what
counts
as
clinical
hours
under
the
current
context
and
working
to
provide
rich
learning
opportunities
within
those
clinical
experiences
for
candidates.
C
So
epps
are
continuing
to
work
with
mentor
teachers
to
find
out
how
they
can
best
support
the
needs
of
teachers
who
are
trying
to
manage
this
transition
to
remote
learning
and
looking
ahead
to
the
fault
they're,
also
using
teaching
cases,
as
was
highlighted
in
their
regulations
from
california,
and
this
includes
tapping
alumni
who
are
already
out
in
the
field
to
help
provide
insights
and
experiences
back
to
candidates
about
managing
online
and
remote.
Learning
also
includes
the
use
of
simulations
and
virtual
classrooms
to
support
candidate
development
as
well.
C
When
it
comes
to
re-envisioning
ways.
Teacher
and
leader
candidates
can
contribute
to
pk12
partner
districts.
One
institution
is
allowing
students
to
serve
meals
and
support
food
access
for
families
and
communities
and
then
using
those
hours
to
count
toward
clinical
practice
requirements.
Now
let
me
go
to
the
next
slide.
C
Preparation
programs
are
reaching
out
to
their
pk-12
partners
to
better,
assess
and
understand
their
needs
at
this
particular
moment
as
well.
A
number
of
programs
are
working
to
provide
supports
more
broadly
to
their
partner
schools
and
helping
teacher
candidates
serve
as
a
resource
to
mentor.
Teachers
and
students.
C
C
So
the
quote
on
this
slide
comes
from
an
email
that
was
recently
sent
to
ed
prep
our
faculty
at
an
ed
prep
lab
institution
and
illustrates
how
a
candidate
has
worked
to
provide
additional
capacity
and
support
to
families
and
students.
I
just
had
to
zoom
I'm
going
to
read
it
really
quickly.
I
just
had
a
long
zoom
meeting
with
a
mother.
Who's
had
a
really
hard
time
connecting
with
us
because
of
time
constraints
and
challenges
with
internet
access.
C
She
only
speaks
spanish,
so
I
use
my
high
school
spanish
and
google
translate
to
communicate
at
the
end
of
the
conversation.
She
was
so
happy
that
we
were
both
almost
in
tears.
It
was
her
first
time
to
really
be
in
contact
with
anybody
online,
because
I
had
sent
her
a
step-by-step
picture
of
how
to
join
the
zoom
meeting,
but
she
didn't
know
how
to
do
so
as
I'm
writing
this
email,
I'm
feeling
very
proud
and
happy
and
feeling
a
little
more
ready
for
family
interactions
for
the
coming
year.
C
We
go
to
the
next
slide,
so
an
additional
in
terms
of
additional
resources
or
information
that
might
be
helpful.
We've
included
a
resource
slide
here
for
any
questions
you
might
have
or
interests
that
go
beyond
what
we've
touched
on,
and
we
want
to.
Thank
you
all
for
the
opportunity
to
share
some
of
our
recent
work,
and
I
will
now
turn
it
back
over
to
michelle.
A
A
B
Issues
I
mean
I
can
take
a
a
crack
at
that.
I
mean
I
think
this
moment
in
particular
highlights
the
need
for
teachers
and
other
school
staff
who
are
deeply
connected
and
embedded
in
their
communities.
They're
meeting
they're
meeting
needs
across
a
range
of
areas,
including
school-based
health,
health
and
nutrition.
B
That's
part
of
the
the
teaching
and
learning
process-
and
I
know
that
is
a
major
issue
that
states
are
grappling
with
right
now,
and
I
think
you
know
there
is
an
active
conversation
happening
in
washington.
I
think
we
will
need
some
continued
federal
investment
on
that
front
to
be
able
to
address
these
issues
in
our
states
and
districts
as
well.
A
A
A
And
then
we
also
had
a
question
about
teacher
residencies
and
how
to
continue
to
support
teacher
residencies
right
now
as
an
opportunity
to
ensure
that
our
teachers
are
well
prepared,
and
I
don't
do
either.
One
of
you
want
to
speak
to
teacher
residencies
at
all
and
the
impact
they
may
have
right
now
sure
impacted
right
now.
In
this
time,.
B
You
know
continuing
their
clinical
practice
in
one
example,
the
the
the
resident
teacher
is
running
classroom
breakfast
meetings
for
students
and
just
providing
an
additional
moment
of
during
the
day
for
students
to
connect
with
their
peers
and
build
their
kind
of
social
and
emotional
skills
and
just
relationships
with
their
peers
and
their
teachers.
In
providing
support
to
the
mentor
teacher
in
the
classroom.
Who
is,
you
know,
planning
another
class
meeting
at
a
different
point
in
the
day,
so
it's
enabling
students
to
get
more
touch
points
with
adults
as
well.
B
Many
states
have
made
investments
in
teacher
residency
programs
over
the
past
few
years
in
response
to
their
teacher
shortages,
and
I
think
we're
seeing
those
threatened
right
now
in
face
of
budget
cuts.
So
I
think
it's
it's
an
important
thing
that
we
are
watching,
and
I
know
in
my
own
home
state
of
california
the
significant
investments
that
were
made
there.
Some
are
already
underway
and
will
continue,
but
others
that
that
had
been
there
had
been
planned
increases
and
those
are
no
longer
going
to
happen.
A
This
might
be
a
good
moment
for
me
to
mention
that
I
am
actually
finalizing
a
publication
on
this
topic.
It
will
be
a
legislator's
guide
for
the
topic
of
teacher
residencies
information
on
what
they
are
and
what
the
research
says
about
them,
what
they
look
like
and
what
are
the
state
policies,
so
you
can
look
for
that
later
this
summer,
okay.
Well,
at
this
time,
I'm
going
to
invite
wyatt
to
join
us.
D
D
We
also
deliver
a
suite
of
custom
assessments
for
the
state
of
georgia
called
gase,
and
we
have
a
couple
of
performance
assessments
for
teachers,
the
ppat
and
the
passel
assessment,
which
are
very
similar
to
edtpa
and
have
many
of
the
same
concerns
right
now,
as
as
tara
outlined
in
their
presentation.
So.
D
D
We
understand
that
all
k-12
schools,
colleges
and
university
campuses
are
impacted
and
we
hope
by
providing
the
practices
tests
at
home.
We
are
providing
access
to
the
tests
remotely
and
will
help
minimize
disruptions,
while
helping
educators
to
receive
their
certification
for
entry
into
classrooms.
D
So
what
is
the
praxis
test
at
home?
They're?
The
same
research-based
valid
and
reliable
praxis
test
just
delivered
at
home,
while
our
test
centers
are
impacted
due
to
the
coronavirus
and
a
little
background
on
the
praxis
tests.
Are
you
know
they
are
licensure
assessments
designed
to
measure
the
academic
skills
and
subject-specific
content,
knowledge
necessary
for
teaching
they're
taken
by
individuals
entering
the
teaching
profession,
they're,
also
taken
by
teacher
candidates,
an
emerging
school
leaders
as
part
of
the
certification
process
required
by
many
states
and
professional
organizations.
D
D
So
the
praxis
tests
at
home
are
identical
in
content,
format
and
on-screen
experience
to
those
taken
in
our
physical
test
centers.
They
use
the
same
scoring
criteria,
the
same
scoring
process
and
the
same
score
scale.
So
all
our
scores
can
be
accepted
and
used
in
the
same
way
by
our
state
clients.
We
offer
these
tests
at
the
same
price
to
test
takers
as
we
do
our
traditional
tests
that
are
offered
in
testing
centers
and
they
have
the
same
features
such
as
the
ability
to
skip
questions
and
use
on-screen
calculators,
as
our
traditional
tests
do.
D
D
Our
testing
sessions
are
currently
available
from
7
a.m,
to
7
p.m.
Pacific
time,
seven
days
a
week,
including
holidays
and
as
of
today
we're
very
proud
of
this.
Almost
50
000
test
appointments
have
been
scheduled
and
almost
10
000
test
takers
have
completed
assessments
and,
importantly,
for
us
that
means
that
there
are
tests,
10,
000
teachers
that
are
able
to
get
into
the
classroom.
This
fall,
we're
very
excited
and
proud
about
that.
D
So
there
are
certain
eligibility
requirements.
Test
takers
must
register
to
take
the
test
at
home
in
the
us
or
its
territory
territories
they
almost.
They
also
must
have
computer
equipment
that
must
meet
the
requirements
for
the
test.
We
instruct
test
takers
to
set
up
their
computers
and
and
prove
that
their
hardware
is
compatible
prior
to
their
registration.
D
In
addition,
they
have
to
have
test
rooms
that
meet
the
requirements
for
an
acceptable
testing,
environment
and
I'll
talk
about
that
in
a
second.
So
what
are
the
equipment
requirements?
We
require
a
desktop
or
laptop
computer,
as
I
mentioned,
not
a
tablet
or
mobile
device.
We
support
both
mac
and
windows,
based
machines
and
test
takers
need
to
use
chrome
or
firefox
there's
also
a
couple
requirements
for
the
microphone
speaker
and
camera
as
well
in
terms
of
the
test
environment.
D
You
can
see
how
that
might
cause
some
problems
and
the
computer
and
keyboard
must
be
used
on
a
desk
or
another
tabletop
surface.
The
surrounding
area
must
be
cleared
of
all
items
that
are
not
approved
for
testing
during
the
test,
and
they
must
sit
in
a
regular
chair.
They
can't
lie
down
on
the
bed
or
couch
and,
of
course,
food
and
drink
are
not
permitted
during
testing.
D
Test
takers
may
not
take
notes
on
regular
sheets
of
paper
for
security
purposes,
but
they
can
use
a
white
board
with
erasable
marker,
and
we
also
offer
the
option
of
using
a
blank
paper
inside
a
transparent
sheet
protector
with
an
erasable
marker.
All
notes
taken
during
the
tests
are
are
erased
in
view
of
the
proctor
at
the
end
of
the
test.
D
So
let's
talk
about
security,
so
ets
is
taking
every
precaution
to
ensure
that
test
delivery
and
administration
meet
our
high
standards.
We
employ
multiple
best-in-class
security
measures
that
use
both
real-time
human
monitoring
and
also
artificial
intelligence
technology.
So
we
have
live
proctors
that
proctor
every
single
at-home
test
they
have
they.
They
ensure
that
the
that
the
test
taker
is
who
they
say.
They
are
and
they
also
scan
the
home
environment
before
testing,
begins,
they
flag,
suspicious
activity
and
intervene
if
necessary.
In
the
testing
session.
D
The
artificial
intelligence
technology
employed
is
facial,
recognition
technology,
but
also
gaze
tracking
and
video
recording
of
the
entire
session,
and
we
use
these
measures
to
guard
against
malicious
activity
and
to
alert
the
proctor
of
any
suspicious
activity.
That's
happening
during
the
test
session.
D
So
how
does
our
real-time
human
proctoring
work?
We've
partnered
with
proctoru?
They
have
10
plus
experiences,
10
plus
years
of
experience
in
delivering
innovative
solutions
to
over
a
thousand
organizations,
many
of
them
in
education,
including
universities
and
colleges
and
and
school
districts.
Sorry,
I'm
getting
a
little
bit
of
feedback
from
somebody
on
the
line
and
their
data
from
over
5
million
test
takers
includes
large-scale
and
high-stakes
tests,
so
they
have
unique
insight
into
how
examinees
attempt
to
gain
the
system
and
violate
security
standards,
proctoru
trains
and
employees.
D
So
one
of
the
measures
that
we
employ
is
that
before
testing
begins,
proctors
take
a
photo
of
the
test
taker
and
their
id
documents
and
the
proctor
verifies
that
the
id
documents
are
current
valid
and
acceptable,
and
then
they
use
the
facial
recognition
technology
to
compare
the
id
document
with
the
person
sitting
at
the
computer
and
that
artificial
intelligence
is
also
used
throughout
the
test.
Examination
experience
to
make
sure
that
the
test
taker's
face
continues
to
match
the
the
identification
that
they
provided
to
us.
D
D
This
real-time
human
vigilance
is
combined
with
artificial
intelligence
technology
to
detect
attempts
to
steal
test
content
or
to
cheat
so
some
examples
of
that
are
test
takers,
opening
a
new
browser
while
they're
taking
the
test
running
unpermitted
software
or
using
unpermitted
objects
like
a
cell
phone
and
the
proctor
can
cancel
a
test
immediately.
If
there's
any
attempt
to
cheat
by
test
takers
in
in
those
ways.
D
So
how
else
is
uts
supporting
test
takers
during
this
time
currently,
where
we
waiving
our
reschedule
fees
not
only
for
test
takers
who
are
impacted
by
covid,
but
also
those
who
express
concern
about
going
to
a
test
center?
I
think
it's
important
to
note
that
we've
launched
the
at
home
solution
while
our
test
centers
have
reopened.
So
currently,
students
are
able
to
go
into
a
physical
test
center
or
if
they
choose
to
take
their
tests
via
the
at-home
solution.
D
D
A
Thank
you
so
much.
That
was
a
really
interesting
view
into
how
we
are
converting
these
online
assessment
or
these
assessments
that
both
college
and
high
school
students
are
taking
in
preparation
for
college
or
a
completion
for
licensure
and
how
you
all
are
adapting
to
that
new
world.
I
know
there's
been
so
many
questions
about
security,
and
I
think
this
is
the
most
in-depth
look
that
we've
had
at
all
the
different
security
measures
that
you
would
take.
A
So
I
personally
found
it
really
interesting.
We
had
another
discussion
earlier
in
our
series
about
the
transition
for
the
sat
exams
and
the
psat
exams,
and
you
know
they're
pretty
quiet
about
what
the
security
might
be
in
advance
of
those
exams
being
administered,
and
so
this
is
interesting
to
me
to
see
that
I'm
sure
they're,
probably
taking
a
lot
of
the
similar
precautions
into
how
this
is
happening
at
home
and
how
you
keep
that
secure.
A
Okay,
so,
please
be
sure
to
type
your
questions
in
the
chat
box.
I
see
that
mike
griffith
has
included
a
link
there
to
the
information
that
he's
been
putting
together
the
phenomenal
research
on
the
impact
that
the
pandemic
will
have
on
teaching
positions
and
mike
just
showed
himself
and
waved.
Thank
you
mike
and,
as
tara
said,
he'll
be
joining
us
again
on
friday
to
discuss
this
in
a
little
bit
more
detail.
A
A
A
Part
of
it
is
the
exam,
but
you
know
there's
background
checks,
there's
all
the
other
things
that
that
have
to
happen
and
as
students
are
graduating
and
getting
ready
to
go
through
this
process
to
get
into
the
classroom.
I'm
wondering
if
you
all
have
tracked
at
all
how
states
have
adapted
that
licensure
process
for
teachers
so
that
we
can
make
sure
that
they're
ready
to
be
hired
for
the
fall.
I
know
just
the
hiring
schedule
has
been
completely
thrown
off
and
that
was
a
big
concern
for
a
lot
of
school
districts.
B
You
know
michelle,
I
don't
know
that
I
have
a
great
answer
on
the
background
check
question.
In
particular,
I
haven't
looked
closely
at
those
requirements
across
states,
but
you
know
everything
from
cpr
testing
requirements,
for
example,
which
were
suspended
in
some
states,
because
you
can't
do
it
and
you
can't
do
those
certifications
in
person
anymore.
B
Right
now
I
mean
every
state
is
different
and
I
think
states
have
taken
a
really
thoughtful
approach
to
removing
those
barriers
to
obtaining
licenses
where
you
know
it
was
simply
impossible
to
meet
them
in
the
current
context
or
thinking
of
postponing
giving
candidates
more
time
to
complete
those
requirements
and
either
giving
them
some
kind
of
a
temporary
license.
While
they
do
so
or
allowing
them.
We
just
got
an
executive
order
that
came
out
last
week
in
our
state
allowing
candidates,
for
example,
to
have.
B
They
don't
have
to
complete
their
teacher
performance
assessment
to
earn
their
initial
credential
their
preliminary
credential
in
the
state,
but
they
can
complete
it
during
the
induction
process
before
they
they
complete
their
clear
credential
on
the
initial
basic
skills,
exam
requirements,
for
example.
Instead
of
needing
to
take
that
to
enter
a
program
now
you
have
to
take
it
to
complete
your
program
and
and
be
recommended
for
your
license.
B
B
I
don't
know
if
I
can
speak
to
it
now
from
representative
santos
about
the
impact
of
edtpa
on
the
teacher
shortage
and
then
expressing
her
concerns
there,
including
around
the
diversity
of
the
the
teaching
profession,
and
I
will
just
say
that
states
I
think,
are
looking
at
the
impact
of
all
kinds
of
assessments,
not
just
teacher
performance
assessments.
As
the
edtpa
is
on.
You
know,
teachers
ability
to
come
into
the
profession
and
the
disparate
impacts
that
many
assessments
have
on
certain
subgroups
of
teachers.
B
I
will
say
that
the
research
generally
on
performance
assessments
shows
a
much
less
disparate
impact
for
different
racial
groups
and
ethnic
groups
of
teachers
than
other
types
of
standardized
assessments,
and
you
know
early
research
on,
for
example,
their
performance
assessment
of
california.
Teachers
showed
no
disparate
impact,
for
example,
of
those
performance
assessments.
So
I'm
happy
to
follow
up
with
with
more
research
that
we've
seen
in
the
field
there.
On
that
particular
question,.
D
Yeah
so
I'll,
just
piggyback
on
that
and
say
that
we've
been
working
really
closely
with
our
state
clients
around
the
country
to
make
sure
that
we
keep
in
constant
contact
and
keep
them
abreast
of
the
the
different
developments
that
are
occurring
here
at
ets.
We
don't
have
responsibility
for
edtpa,
that's
a
that's
a
competitor's
assessment,
but
you
know
we
do
have
similar
assessments
in
the
performance
area.
I
think
you
know
the
concern
about
disparate
impact
or
performance
gaps
is
a
is
certainly
a
concern.
You
know.
A
I
had
a
question
about
the
concern
generally
of
the
the
loss
of
the
number
of
students
who
may
be
entering
just
universities
in
general
and
how
you
see
that
may
be
impacting
teacher
preparation
this
year.
We
know
a
lot
of
students
may
be
considering
a
gap
year
or
just
taking
this
year
off,
knowing
the
situation
that
they're
heading
into
with
the
possibility
of
remote
learning.
A
D
That's
a
good
question
and
I
I
might
defer
to
tara,
but
first
I'll
just
say
that
you
know
we
talk
to
a
lot
of
epps
regularly
and
keep
in
contact
with
them
as
well
and
they're
all
very
concerned
about
recruitment
numbers
for
their
entering
class
next
year,
and
for
some
it's
an
existential
issue.
Right
I
mean
you
know
financially
they're
going
to
be
preparation,
programs
that
aren't
able
to
survive
because
they
don't
have
an
incoming
class.
So
I
I
think
you
know
epps
are
turning
their
attention
to
that.
D
B
Yeah
I
mean,
I
think
I
don't
know
that
I
have
a
ton
to
add:
we've
seen
dramatically
declining
enrollment
in
educator,
preparation
programs.
You
know,
since
the
great
recession
really
and
even
going
back
further
than
that-
and
you
know
we're
starting
to
see
some
small
upticks,
as
states
really
put
in
place
measures
to
increase
enrollment
to
recruit
more
candidates
into
the
profession
and
to
provide
supports
there.
B
And
I
do
worry
that
we're
going
to
see
a
lot
of
backsliding
on
that
front
and
you
know
the
numbers
aren't
out
yet
but
anecdotally,
you
know
enrollment
is
going
to
be
down
and
then
that
will
carry
ripple
effects
for
years
to
come
right.
So
I
think
it's
going
to
be
big
and
it's
just
hard
to
tell
exactly
the
the
level
of
that
impact.
Yet
yeah.
A
Yeah,
I
would
think
it
would
be
particularly
impactful
for
those
areas
that
already
had
a
hard
time
recruiting
new
teachers
to
those
hard
to
stop
positions,
or
you
know
in
rural
areas
or
for
particularly
in
in
areas
of
teaching
where
we
know
we
have
shortages.
So
I
can
only
imagine
that
the
worry
that's
out
there
about
the
impact
of
just
kids
not
going
to
college
generally,
let
alone
the
the
maybe
disproportionate
impact.
A
Okay,
seeing
no
more
questions,
I'm
going
to
just
remind
you
that
on
friday
we
will
continue
the
discussion
about
teaching
and
we're
going
to
talk
about
the
impact
that
the
pandemic
is
having
on
the
current
teaching
workforce.
We
know
this
has
come
up
a
lot
in
our
previous
discussions,
particularly
around
mental
health,
social,
emotional
learning,
the
aces
and
the
impact
that
this
could
potentially
have
even
on
the
teachers.
A
We
also
have
talked
about
learning,
loss
and
the
ground
that
the
teachers
are
going
to
have
to
make
all
the
while
they're
teaching
in
an
environment
that
they
weren't
necessarily
trained
to
be
teaching
in.
So
looking
forward
to
that
discussion,
and
we
will
also
continue
to
discuss
more
about
the
impact
that
the
short
revenue
shortfall
could
potentially
have
on
the
loss
of
teaching
positions.
A
So
please
join
us
on
friday
for
that
discussion.
After
this
week
we
will
have
two
more
weeks
of
virtual
meetings.
We
will
be
focusing
on
guidance
for
reopening
schools,
early
learning,
we're
going
to
have
an
update
on
state
revenue
forecasts
and
then
we're
going
to
close
out
the
series
with
a
really
interesting
discussion
on
evidence-based
policy
making
with
our
director
of
our
news
center
at
ncsl.
A
Who
will
be
talking
about
how
it
is
that
you
be
a
good
consumer
of
all
the
research
and
information
that's
out
there
and
how
that
can
impact
the
decisions
that
you're
having
to
make
right
now
in
this
very
moment-
and
I
would
also
mention
just
a
reminder
that
all
of
the
information
about
these
virtual
meetings
is
on
ncsl's
website
and
especially
for
those
who
weren't
able
to
join
us.
We
know
right
now.
A
There
are
a
good
number
of
states
that
are
back
in
session,
making
those
difficult
decisions
right
now,
so
I've
had
lots
of
questions
about
how
they
can
access
the
resources
or
watch
the
videos,
even
if
they
weren't
able
to
join
us
in
person.
So
please
share
that
information
with
your
colleagues
and
please
feel
free
to
reference
that
material.
If
you
need
to
go
back
and
remind
yourself
about
some
of
this
information,
so
we
will
look
forward
to
seeing
you
again
on
friday
and
just
one
last.
Thank
you
to
our
speakers.