Bill Overview
Title: Teachers are Leaders Act of 2022
Description: Teachers are Leaders Act This bill reauthorizes through FY2028 the Teacher Quality Partnership program. It also authorizes grants for the establishment of professional development programs for teachers who remain in the classroom while also carrying out formalized leadership responsibilities.
Sponsors: Rep. Schneider, Bradley Scott [D-IL-10]
Target Audience
Population: Teachers
Estimated Size: 3500000
- The bill mainly affects professionals within the education sector, particularly focusing on teachers.
- The intention is to enhance teacher quality and leadership, suggesting a focus on professional development for teachers.
- Educational institutions and school districts will be affected as they need to implement these programs.
- Students may also indirectly benefit from the enhancement in teacher quality and leadership.
Reasoning
- Firstly, the policy targets teachers who are currently employed and could benefit from professional development programs.
- The policy budget is limited and must serve a vast number of teachers, implying that the impact on a per-teacher basis may vary.
- Teacher feedback will influence how educational institutions implement the leadership development programs.
- Indirectly, students may benefit from improvements in teaching quality resulting from this policy.
- Education administrators might have different views, depending on their ability to effectively manage the programs.
- The policy may not significantly affect teachers who are no longer in the classroom or who have transitioned to other fields.
- Geographical distribution may affect impacts, particularly the differences between urban and rural school access to resources.
- Not all teachers may be interested in leadership roles, influencing perceived value of the policy.
- I included people from various regions and backgrounds to reflect diversity in experience and viewpoint.
- Program's constraints could mean not reaching all eligible teachers, creating varied levels of impact.
Simulated Interviews
High School Teacher (New York City, NY)
Age: 32 | Gender: male
Wellbeing Before Policy: 7
Duration of Impact: 10.0 years
Commonness: 5/20
Statement of Opinion:
- I believe this policy could help me progress into leadership without leaving the classroom.
- I hope the program focuses on practical leadership skills.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 8 | 7 |
| Year 2 | 8 | 7 |
| Year 3 | 9 | 7 |
| Year 5 | 9 | 7 |
| Year 10 | 9 | 6 |
| Year 20 | 8 | 6 |
Elementary School Teacher (Austin, TX)
Age: 28 | Gender: female
Wellbeing Before Policy: 6
Duration of Impact: 5.0 years
Commonness: 6/20
Statement of Opinion:
- I'm excited about any opportunity for growth and leadership.
- Funding should be equitably distributed among schools.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 7 | 6 |
| Year 2 | 8 | 6 |
| Year 3 | 8 | 5 |
| Year 5 | 8 | 5 |
| Year 10 | 7 | 5 |
| Year 20 | 6 | 5 |
Middle School Science Teacher (Columbus, OH)
Age: 45 | Gender: female
Wellbeing Before Policy: 8
Duration of Impact: 10.0 years
Commonness: 4/20
Statement of Opinion:
- Professional development is crucial for any teaching professional.
- I hope the policy provides quality content reflecting real classroom scenarios.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 9 | 8 |
| Year 2 | 9 | 8 |
| Year 3 | 9 | 8 |
| Year 5 | 9 | 7 |
| Year 10 | 8 | 7 |
| Year 20 | 8 | 6 |
Primary School Principal (Los Angeles, CA)
Age: 50 | Gender: male
Wellbeing Before Policy: 5
Duration of Impact: 5.0 years
Commonness: 3/20
Statement of Opinion:
- Implementing leadership programs will require administrative effort and support.
- I'm cautious about spreading teachers too thin with additional responsibilities.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 5 | 5 |
| Year 2 | 6 | 5 |
| Year 3 | 6 | 5 |
| Year 5 | 6 | 5 |
| Year 10 | 5 | 5 |
| Year 20 | 5 | 4 |
Special Education Teacher (Phoenix, AZ)
Age: 52 | Gender: female
Wellbeing Before Policy: 6
Duration of Impact: 3.0 years
Commonness: 5/20
Statement of Opinion:
- More leadership opportunities might be great, but we also need more time for direct teaching.
- The impact should not just be on leadership, but on better classroom support as well.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 6 | 6 |
| Year 2 | 6 | 6 |
| Year 3 | 7 | 6 |
| Year 5 | 7 | 5 |
| Year 10 | 6 | 5 |
| Year 20 | 5 | 5 |
Substitute Teacher (Miami, FL)
Age: 25 | Gender: other
Wellbeing Before Policy: 5
Duration of Impact: 0.0 years
Commonness: 7/20
Statement of Opinion:
- Not sure if the policy will affect substitutes or part-time teachers like me.
- It would be nice to have a clearer pathway to full-time roles through this policy.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 5 | 5 |
| Year 2 | 5 | 5 |
| Year 3 | 5 | 5 |
| Year 5 | 5 | 5 |
| Year 10 | 5 | 5 |
| Year 20 | 5 | 5 |
STEM Teacher (Denver, CO)
Age: 35 | Gender: male
Wellbeing Before Policy: 6
Duration of Impact: 8.0 years
Commonness: 4/20
Statement of Opinion:
- Access to leadership programs can uplift STEM areas, which are often underrepresented.
- Professional growth in STEM is vital for educating future generations.
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 |
First Year Teacher (Rural Iowa)
Age: 29 | Gender: female
Wellbeing Before Policy: 6
Duration of Impact: 2.0 years
Commonness: 8/20
Statement of Opinion:
- I hope this policy helps new teachers like me transition more smoothly into leadership roles.
- As a rural teacher, I am concerned about the availability of such programs in less funded areas.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 7 | 6 |
| Year 2 | 7 | 6 |
| Year 3 | 6 | 5 |
| Year 5 | 6 | 5 |
| Year 10 | 6 | 5 |
| Year 20 | 6 | 5 |
Vice Principal (Seattle, WA)
Age: 40 | Gender: male
Wellbeing Before Policy: 7
Duration of Impact: 10.0 years
Commonness: 3/20
Statement of Opinion:
- Initiatives that empower teachers lead to better overall staff morale.
- I'm supportive as long as it does not burden teachers with too much additional workload.
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 | 7 |
| Year 10 | 9 | 7 |
| Year 20 | 8 | 6 |
Retired Teacher (Boston, MA)
Age: 60 | Gender: female
Wellbeing Before Policy: 6
Duration of Impact: 0.0 years
Commonness: 3/20
Statement of Opinion:
- Although retired, I see the potential value for current teachers in developing their leadership skills.
- I'm interested in how retired teachers could support this initiative as mentors.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 6 | 6 |
| Year 2 | 6 | 6 |
| Year 3 | 6 | 6 |
| Year 5 | 6 | 6 |
| Year 10 | 6 | 6 |
| Year 20 | 6 | 6 |
Cost Estimates
Year 1: $80000000 (Low: $60000000, High: $100000000)
Year 2: $81000000 (Low: $60000000, High: $102000000)
Year 3: $82000000 (Low: $61000000, High: $103000000)
Year 5: $83000000 (Low: $62000000, High: $105000000)
Year 10: $85000000 (Low: $63000000, High: $107000000)
Year 100: $90000000 (Low: $70000000, High: $110000000)
Key Considerations
- Administrative costs for implementing and managing grants for professional development programs.
- Varied usage of available grants and professional development opportunities by different school districts.
- Direct impact on educational institutions, school districts, and approximately 3.5 million teachers.