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: Sen. Lujan, Ben Ray [D-NM]
Target Audience
Population: Teachers and Students in the US and Bureau of Indian Education Schools
Estimated Size: 55000000
- The bill focuses on teacher leadership programs which implies that teachers, especially those in leadership roles or aspiring to be in leadership roles, would be directly impacted.
- Local Educational Agencies are the primary targets for the grants, thus impacting teachers within those systems.
- The bill includes specific provisions for Bureau of Indian Education schools, indicating a focus on teachers in these institutions.
- Given the impact on teachers, students under their tutelage will also be indirectly affected due to changes in teaching quality or methods.
- The emphasis on leadership suggests that teachers in areas with lower leadership opportunities (likely including rural and urban underserved areas) will benefit significantly.
- In the U.S., there are hundreds of thousands of public school teachers; therefore, a substantial number of teachers across the country will likely be impacted.
Reasoning
- The target population includes a wide range of public school teachers across the U.S., particularly those in leadership roles or aspiring towards such roles, which implies a diverse set of experiences and impacts.
- The policy budget suggests a moderate level of influence across a large population, necessitating a focus on more significant impacts within areas where teacher development is currently lacking.
- Bureau of Indian Education schools are specified, suggesting tailored impacts on teachers working within these schools, who may face unique challenges compared to the broader teacher population.
- Local Educational Agencies, particularly those in areas with fewer resources for teacher development, will benefit more substantially, such as in rural or urban underserved areas.
- Indirect impacts on students may include improved educational outcomes due to enhanced teacher leadership and methodologies.
Simulated Interviews
High School Teacher (Phoenix, AZ)
Age: 34 | Gender: female
Wellbeing Before Policy: 6
Duration of Impact: 5.0 years
Commonness: 12/20
Statement of Opinion:
- The program could help me transition to a leadership role.
- I've seen colleagues leave due to lack of growth opportunities — this might change that.
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 | 9 | 5 |
| Year 20 | 7 | 5 |
Elementary School Teacher (Minneapolis, MN)
Age: 45 | Gender: male
Wellbeing Before Policy: 8
Duration of Impact: 2.0 years
Commonness: 7/20
Statement of Opinion:
- I'm excited about the possibility of formal leadership roles.
- The grant might not reach our district as we're already well-funded.
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 | 7 |
| Year 10 | 8 | 7 |
| Year 20 | 7 | 6 |
Middle School Teacher (Nashville, TN)
Age: 29 | Gender: female
Wellbeing Before Policy: 5
Duration of Impact: 4.0 years
Commonness: 15/20
Statement of Opinion:
- Leadership programs could really help early-career teachers like myself.
- Worried the competitive grants favor established schools more.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 6 | 5 |
| Year 2 | 6 | 5 |
| Year 3 | 7 | 5 |
| Year 5 | 7 | 5 |
| Year 10 | 6 | 5 |
| Year 20 | 6 | 5 |
Teacher at Bureau of Indian Education School (Albuquerque, NM)
Age: 55 | Gender: female
Wellbeing Before Policy: 4
Duration of Impact: 10.0 years
Commonness: 5/20
Statement of Opinion:
- This might help us finally have the resources for significant improvement.
- Long overdue support for tribal schools.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 5 | 4 |
| Year 2 | 6 | 4 |
| Year 3 | 7 | 4 |
| Year 5 | 8 | 4 |
| Year 10 | 8 | 4 |
| Year 20 | 7 | 3 |
High School Principal (Chicago, IL)
Age: 50 | Gender: male
Wellbeing Before Policy: 7
Duration of Impact: 6.0 years
Commonness: 6/20
Statement of Opinion:
- Looking forward to what support this offers to improve our teacher quality.
- Skeptical about distribution fairness.
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 | 9 | 6 |
| Year 10 | 8 | 6 |
| Year 20 | 7 | 5 |
Elementary School Teacher (Rural KY)
Age: 38 | Gender: male
Wellbeing Before Policy: 5
Duration of Impact: 10.0 years
Commonness: 10/20
Statement of Opinion:
- This might finally bring needed resources to rural areas.
- Worried about whether our school will actually win a grant.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 6 | 5 |
| Year 2 | 6 | 5 |
| Year 3 | 7 | 5 |
| Year 5 | 7 | 5 |
| Year 10 | 7 | 4 |
| Year 20 | 6 | 4 |
Middle School Teacher (New York, NY)
Age: 40 | Gender: female
Wellbeing Before Policy: 8
Duration of Impact: 3.0 years
Commonness: 8/20
Statement of Opinion:
- This could enhance already ongoing leadership programs.
- The competition for grants might be fierce with many vying for limited spots.
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 | 7 |
| Year 20 | 7 | 6 |
High School Teacher (Houston, TX)
Age: 31 | Gender: male
Wellbeing Before Policy: 5
Duration of Impact: 7.0 years
Commonness: 14/20
Statement of Opinion:
- I see hope for growth with this act.
- Concerned about the application process being too bureaucratic.
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 | 4 |
| Year 20 | 7 | 4 |
New Elementary School Teacher (Miami, FL)
Age: 27 | Gender: female
Wellbeing Before Policy: 6
Duration of Impact: 5.0 years
Commonness: 16/20
Statement of Opinion:
- Programs that push leadership early in careers are exactly what's needed.
- Hope schools like mine have informed guidance to apply effectively.
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 | 8 | 6 |
| Year 10 | 7 | 5 |
| Year 20 | 6 | 5 |
Retired Teacher / Consultant for Bureau of Indian Education (Seattle, WA)
Age: 60 | Gender: male
Wellbeing Before Policy: 7
Duration of Impact: 8.0 years
Commonness: 4/20
Statement of Opinion:
- It's encouraging to see targeted support for schools I've been consulting with.
- Sustainability of these efforts post-funding is always on my mind.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 7 | 7 |
| Year 2 | 7 | 7 |
| Year 3 | 8 | 7 |
| Year 5 | 8 | 7 |
| Year 10 | 8 | 7 |
| Year 20 | 7 | 6 |
Cost Estimates
Year 1: $125000000 (Low: $100000000, High: $150000000)
Year 2: $125000000 (Low: $100000000, High: $150000000)
Year 3: $125000000 (Low: $100000000, High: $150000000)
Year 5: $125000000 (Low: $100000000, High: $150000000)
Year 10: $125000000 (Low: $100000000, High: $150000000)
Year 100: $125000000 (Low: $100000000, High: $150000000)
Key Considerations
- Grant funding will necessitate appropriate allocation strategies to ensure the impact across eligible entities and Bureau of Indian Education schools.
- The competitive nature of grants requires careful structuring to identify and support the most promising teacher leadership projects.
- Evaluating the effectiveness of grants and programs will be crucial to justifying continued investment in this policy.