Journal of K-12 Educational Research 35 of a non-certified teacher in a core class (Clotfelter et al., 2007; Darling-Hammond et al., 2005). In addition, training beyond what is needed for a certified first-year teacher is needed for non-certified teachers to ensure they are prepared for the social-emotional part of teaching along with lesson planning, classroom management, and other daily tasks associated with teaching (Peterson-DeLuca, 2016). Of the 20 districts that either did not clarify what subjects for which a non-certified teacher could be hired or stated a non-certified teacher could teach a core class, all have student populations below 4,500. Districts of this size are less likely to have the training structures in place to support a non-certified teacher in any subject, but especially a core class. It will take time to see the impact of this change on districts of different sizes. While there is little academic research related to the length of a probationary contract for experienced teachers, there are studies related to improving instruction through coaching. This is listed as the benefit of extended probationary contracts in 17 of the plans using this exemption. Teachers improve when the coaching process is ongoing and involves feedback and plans for both personal and professional development (Patti et al., 2012). A continuous loop of monitoring and feedback is needed throughout the year addressing the specific needs of the teacher (Patti et al., 2012). Ongoing coaching consistently increases the correct implementation and use of strategies learned in professional development sessions beyond that of those teachers who did not receive coaching (Joyce & Showers, 1982). Research related to class size reveals the student to teacher ratio needs to be below 20:1 to have a significant impact on student learning (Biddle & Belinger, 2002; Filges et al., 2018; Sims, 2008). Since the Texas standard ratio is set at 22:1, the class size is not small enough to positively impact student learning. If the additional students in each class allow the district or campus to create an instructional support teacher for small group instruction, this could result in increased achievement for students needing additional support as well as reduce the burden of the classroom teacher by providing individualized instruction for at risk students (Meador, 2019). In a study conducted in North Carolina, Hansen of the Center for Analysis of Longitudinal Data in Education Research found that the best determiner of student success was not smaller class size, but was the teacher’s effectiveness (Richmond, 2013). The study found that an increased class size up to 30 students with a highly effective teacher resulted in gains equal to 2.5 weeks of additional instruction over students in other classes (Richmond, 2013). Based on research conducted on class size, it can be concluded that the exemption in most DOI plans will not significantly have a negative impact on student learning, and that, if leveraged carefully, could improve student achievement. In education, the only constant is change. The leadership changes; the assessments change; the curriculum changes; everything is in a constant state of change. Historically, major education reforms have been standardized and applied to all districts and campuses equally. The results could be measured and evaluated because all districts had the same restrictions and goals assigned by TEA. DOI legislation has turned into statewide education reform because over 80% of the districts in the state have enacted a DOI plan, but it is not the same in every district. Each district has exempted different parts of the TEC for different reasons. This creates a problem in determining the effectiveness of the reform. Innovation allows a district to keep up with the changing needs of students. The DOI plan offers traditional school districts the flexibility to eliminate barriers to innovation created by the TEC. It will take several years for the impact of the DOI legislation to be felt, and if no changes are made, it will be difficult to measure the impact. A tracking system of exemptions, implementation, and reported results from districts is needed at the state level to help educators make informed decisions about what are best practices in districts like theirs. Right now, that structure is not in place. More research is needed to determine the effectiveness and impact of these plans. Every community is different and has different needs. If used wisely, the DOI plan can genuinely allow for customization of the traditional school district to fit the needs of the community.
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