In this step, needs-sensing data is entered into the TQGAT and a summary gap analysis is created.
Insert all data from needs sensing into the TQGAT. Based on data in TQGAT, what are the gaps? Analyze data and summarize gaps.
Our needs sensing yields the following summary gap analyses:
Bilingual teachers are not meeting the highly qualified provision because they are teaching on temporary certificates. These temporary certificates are valid for only X amount of years under the condition that the district provide professional development, often including mentoring, and that the teacher complete a certification program to earn full certification.
The district, like many other districts in the United States, is struggling with recruiting fully certified English as a second language or bilingual teachers. This area should be deemed a shortage area by the district. Further, the district's current recruiting strategies include hiring teachers from abroad who are not familiar with the culture of students or schools in district and often don't have full state certification.
We find that the district provides mentors to new teachers, but not always to bilingual teachers.
We find that some bilingual teachers had begun to take coursework necessary through two previously funded district projects. However, the coursework is not connected to the teachers' student achievement goals, nor are the teachers in contact with each other for support and collegiality.
Teachers are staying at the school so there is no retention issue, but there is no apparent incentive for teachers to become fully certified because the amount of time and cost to get the certificate is too much.
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