Bill Overview
Title: Teachers LEAD Act of 2022
Description: This bill directs the Department of Education (ED) to (1) award competitive grants to eligible entities (e.g., local educational agencies) to carry out teacher leadership programs, and (2) coordinate with the Department of the Interior to develop and implement a teacher leadership program plan for and award grants to Bureau of Indian Education schools. Further, ED may award planning grants to eligible entities to develop program proposals. The Institute of Education Sciences must conduct an independent evaluation of grant activities.
Sponsors: Rep. Gallego, Ruben [D-AZ-7]
Target Audience
Population: Teachers participating in leadership programs
Estimated Size: 3200000
- The primary individuals who will be directly impacted by the Teachers LEAD Act of 2022 are teachers who will participate in the leadership programs.
- Local educational agencies and the Department of the Interior are tasked with implementing the teacher leadership programs, impacting their operational focus and resource allocation.
- Schools, particularly those under the Bureau of Indian Education, will see changes in their professional development offerings for teachers.
- Students in these schools may indirectly benefit from improved teaching practices as a result of enhanced teacher leadership.
- The larger educational ecosystem will be influenced by new research and insights from the evaluations conducted by the Institute of Education Sciences.
Reasoning
- The policy is primarily targeted at teachers and educational institutions, particularly those connected to the Bureau of Indian Education, meaning it will have a direct impact on these groups.
- Indirectly, students will benefit through improved education quality due to better-equipped teachers.
- The budget of $20,000,000 in the first year indicates a relatively modest scope in terms of national impact, focusing primarily on a specific segment of educational programs and schools.
- Given the budget and affected groups, not all teachers will participate directly, leading to low to medium impacts for individual teachers depending on their involvement.
- The policy's effects will likely be more pronounced in regions with higher populations of Bureau of Indian Education schools, but even in these areas, the direct participant numbers may be limited due to budgetary constraints.
Simulated Interviews
Elementary School Teacher (Phoenix, Arizona)
Age: 35 | Gender: female
Wellbeing Before Policy: 7
Duration of Impact: 5.0 years
Commonness: 8/20
Statement of Opinion:
- As an elementary teacher, I see this as a great opportunity for us to grow professionally.
- I hope our school gets selected for the grant as it could significantly improve our resources.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 8 | 7 |
| Year 2 | 8 | 7 |
| Year 3 | 8 | 6 |
| Year 5 | 9 | 6 |
| Year 10 | 9 | 6 |
| Year 20 | 8 | 6 |
High School Teacher (Nashville, Tennessee)
Age: 42 | Gender: male
Wellbeing Before Policy: 6
Duration of Impact: 3.0 years
Commonness: 9/20
Statement of Opinion:
- I'm excited about leadership programs as they uphold teachers' careers.
- However, I'm skeptical about access given the competitive nature of the grants.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 6 | 6 |
| Year 2 | 7 | 6 |
| Year 3 | 7 | 6 |
| Year 5 | 6 | 5 |
| Year 10 | 6 | 5 |
| Year 20 | 5 | 5 |
Teacher at Bureau of Indian Education school (Flagstaff, Arizona)
Age: 29 | Gender: female
Wellbeing Before Policy: 5
Duration of Impact: 10.0 years
Commonness: 4/20
Statement of Opinion:
- This could bring much-needed change and resources to our schools.
- I'm hopeful but also anxious about the implementation.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 6 | 5 |
| Year 2 | 7 | 5 |
| Year 3 | 7 | 5 |
| Year 5 | 8 | 5 |
| Year 10 | 8 | 5 |
| Year 20 | 7 | 5 |
School Administrator (Chicago, Illinois)
Age: 50 | Gender: male
Wellbeing Before Policy: 7
Duration of Impact: 7.0 years
Commonness: 6/20
Statement of Opinion:
- This policy could be vital in empowering our teachers and improving student outcomes.
- Budget allocation and grant access are my primary concerns.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 8 | 7 |
| Year 2 | 8 | 7 |
| Year 3 | 8 | 7 |
| Year 5 | 9 | 6 |
| Year 10 | 8 | 6 |
| Year 20 | 7 | 6 |
Middle School Science Teacher (Sioux Falls, South Dakota)
Age: 38 | Gender: other
Wellbeing Before Policy: 6
Duration of Impact: 4.0 years
Commonness: 7/20
Statement of Opinion:
- Leadership programs are crucial for STEM fields in middle school education.
- Competing for funds is always a challenge, though.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 7 | 6 |
| Year 2 | 7 | 6 |
| Year 3 | 7 | 6 |
| Year 5 | 8 | 6 |
| Year 10 | 7 | 5 |
| Year 20 | 6 | 5 |
High School Math Teacher (Detroit, Michigan)
Age: 46 | Gender: female
Wellbeing Before Policy: 8
Duration of Impact: 5.0 years
Commonness: 8/20
Statement of Opinion:
- This is a promising step towards educational equity and excellence.
- Important that experienced teachers are also considered in these programs.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 8 | 8 |
| Year 2 | 9 | 8 |
| Year 3 | 9 | 8 |
| Year 5 | 9 | 8 |
| Year 10 | 8 | 7 |
| Year 20 | 7 | 7 |
New Teacher (Los Angeles, California)
Age: 26 | Gender: female
Wellbeing Before Policy: 5
Duration of Impact: 6.0 years
Commonness: 10/20
Statement of Opinion:
- This could be pivotal in shaping my career as a new teacher.
- Accessing these opportunities might be competitive.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 6 | 5 |
| Year 2 | 6 | 5 |
| Year 3 | 6 | 5 |
| Year 5 | 7 | 5 |
| Year 10 | 7 | 5 |
| Year 20 | 6 | 5 |
Retired Teacher (Tulsa, Oklahoma)
Age: 58 | Gender: male
Wellbeing Before Policy: 8
Duration of Impact: 0.0 years
Commonness: 3/20
Statement of Opinion:
- Seen many policies come and go; implementation and consistent funding will be key.
- Hope it sustains beyond initial grant periods.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 8 | 8 |
| Year 2 | 8 | 8 |
| Year 3 | 8 | 8 |
| Year 5 | 8 | 8 |
| Year 10 | 8 | 8 |
| Year 20 | 7 | 7 |
Assistant Principal (Atlanta, Georgia)
Age: 33 | Gender: female
Wellbeing Before Policy: 7
Duration of Impact: 4.0 years
Commonness: 6/20
Statement of Opinion:
- Programs like this are essential for teacher growth and retention.
- The competitive grant process may leave some deserving schools behind.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 7 | 7 |
| Year 2 | 8 | 7 |
| Year 3 | 8 | 7 |
| Year 5 | 8 | 6 |
| Year 10 | 7 | 6 |
| Year 20 | 6 | 6 |
Public School Teacher (Houston, Texas)
Age: 31 | Gender: male
Wellbeing Before Policy: 6
Duration of Impact: 5.0 years
Commonness: 8/20
Statement of Opinion:
- I support any initiative to empower teachers, but I've seen good ideas stall without follow-through.
- The policy must prioritize transparency in grant awards.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 7 | 6 |
| Year 2 | 7 | 6 |
| Year 3 | 8 | 6 |
| Year 5 | 8 | 6 |
| Year 10 | 8 | 6 |
| Year 20 | 7 | 5 |
Cost Estimates
Year 1: $20000000 (Low: $15000000, High: $25000000)
Year 2: $25000000 (Low: $20000000, High: $30000000)
Year 3: $30000000 (Low: $25000000, High: $35000000)
Year 5: $30000000 (Low: $25000000, High: $35000000)
Year 10: $0 (Low: $0, High: $0)
Year 100: $0 (Low: $0, High: $0)
Key Considerations
- The effectiveness of the grant programs in generating meaningful teacher leadership improvements.
- The scalability of successful programs to broader educational settings.
- Evaluating the cost-effectiveness of independent evaluations by the Institute of Education Sciences.