PESB News of Note April 2018

Having trouble viewing this email? View it as a Web page.

pesb logo

Regular Board Meetings

May 2018 Board meetings and materials

Professional Educator Standards Board

May 17-18, 2018

Paraeducator Board

May 16, 2018

The May meetings will be held at The Hampton Inn in Richland. 

Contact PESB


Follow PESB

Sign up to follow PESB on social media

PESB newsletter subscription
Sign up for PESB Facebook

PESB News of Note

for April 2018

Following Up to March Board Meetings

PESB and the Paraeducator Board both met in March in Seattle. A snapshot of the items are included in the lists below. The complete agendas can be found on PESB's website (

    As a newly constituted board within the PESB, the Paraeducator Board spends a great deal of its current meeting time establishing responses to its authorizing legislation. To that end, Paraeducator Board staff Jack Busbee presented the following items, among others. Links to these materials are located on the previous Paraeducator Board meetings page.

    • Defining requirements for subject matter certificates - Tabs 3 and 4
    • Defining requirements for the advanced paraeducator certificate - Tab 5
    • Clarifying an order for paraeducator certificate completion - Tabs 6 and 9
    • Establishing the application criteria for the Paraeducator Pilot Program - Tab 8

    PESB began its work in 2000, then became an independent agency in 2005. Its areas of oversight continue to be educator licensure & continuing education; preparation oversight; workforce development & pathways; and innovation, diversity, & addressing shortages. These areas provide a broad scope of work for the Board, as the March agenda demonstrates. Links to these materials are located on the previous PESB meetings page.

    • Work to align certificates and the requirements for eligibility and renewal by Maren Johnson - Tabs 6, 7, 8, 15, 16, and 17 (See also Announcements section, below)
    • Status of preparation program review by Nick Gillon - Tabs 13 and 14
    • National standards and endorsement competencies by Jisu Ryu - Tabs 9 and 10
    • Workforce development and pathways by Victoria Moreland - Tab 12
    • Addressing access to the profession through aspiring programs applications and addressing testing barriers by Chelsea Whealdon - Tabs 2, 3, 4, 5, and 11.

    Annotated Actions provide a brief description of the action taken on an agenda item. Official minutes will be presented and approved by the boards at their May 2018 meetings.

    Stakeholder Voices in PESB's Work

    PESB's work relies heavily on the perspectives and expertise of its stakeholders. While the boards have the responsibility of making policy decisions, staff are responsible for ensuring that stakeholder voices inform those decisions. That expectation was restated at the March meeting. 

    PESB's stakeholder engagement groups are referred to as work groups. The equivalent stakeholder engagement structure for the Paraeducator Board is defined in statute as a subcommittee. 

    Each work group and subcommittee posts materials and membership on a webpage on PESB's site. Here are some of the work groups currently in progress. 

    While there are no Paraeducator Board subcommittees active at this time, there are certain to be more in the future given the work to be done by this new board.

    Stakeholder engagement groups regularly start up and complete their work in response to the timing of PESB initiatives. Please continue to visit the PESB website for updates.

    Paraeducator Pilot Program 

    The Paraeducator Board is accepting applications through 8:00 a.m. April 30 for the pilot of the paraeducator certificate program! Applications are welcome from single districts or a district consortium (the consortium may be led by an ESD). 

    If your district has interest in submitting an application, we urge you to review our online resource page for further information and to apply!

    Teacher Program Endorsement Offerings

    The PESB now has a display to help prospective teacher candidates find teacher preparation programs that offer the endorsement they are seeking. Please visit our Approved Programs Endorsements page to access our new chart! 

    PESB Reports On...

    In early February, PESB partnered with the Bill & Melinda Gates Foundation to convene a Diversifying the Educator Workforce (DEW) mini-conference. This gathering focused on Recruiting Washington Teachers (RWT). Participating RWT districts strive to support their workforce development through the recruitment and preparation of middle and high school students for the teaching profession. 

    PESB staff member Victoria Moreland reported on this event to at the March PESB meeting. If you missed either Victoria's report to the Board or the actual event, you can find links to presentation materials in this electronic copy of the February 9 DEW meeting agenda. Dive into these materials for inspiration and information. Many of the presenters have contact information if you would like more about their efforts. Share these engaging ideas with your potential school district and / or teacher preparation program partner.

    The Recruiting Washington Teachers section of PESB's website provides more to explore about this innovative workforce development effort. 

    Research of Note

    Each month, PESB identifies and shares research related to its work. These articles are intended to spark thought and discussion only and do not imply an endorsement of the research position or findings. 

    What Do Test Scores Miss? The Importance of Teacher Effects on Non-Test Score Outcomes. Jackson, CK. NBER Working Paper No. 22226. May 2016, Revised November 2016.

    This paper extends the traditional test-score value-added model of teacher quality to allow for the possibility that teachers affect a variety of student outcomes through their effects on both students’ cognitive and noncognitive skill. Results show that teachers have effects on skills not measured by test-scores, but reflected in absences, suspensions, course grades, and on-time grade progression. Teacher effects on these non-test-score outcomes in 9th grade predict effects on high-school completion and predictors of college-going—above and beyond their effects on test scores. Relative to using only test-score measures of teacher quality, including both test-score and non-test-score measures more than doubles the predictable variability of teacher effects on these longer-run outcomes.