I o w a S t a t e B o a r d

o f E d u c a t i o n

E x e c u t i v e S u m m a r y

March 29, 2012

Framework for Board Policy Development and Decision Making

Board Follow-

Through

Issue Identification

Board Identifies Priorities

Issue Identification

Board Identifies Priorities

! Board Analysis

Study

Board Action

Agenda Item:

Iowa Goals:

Equity Impact Statement:

Presenter:

The Future of Teacher Preparation

All PK-12 students will achieve at a high level.

Improving the quality of teaching will benefit all students.

Joen Rottler Larson, Ed.D. Dean, College of Education, Ashford University President, Iowa Association of Colleges for Teacher Education (IACTE)

Attachments:

Recommendation: It is recommended that the State Board hear and discuss this information.

Background: High quality teachers are critical to the State Board's goal that all students will achieve at a high level. During this session, deans from a representative group of Colleges of Education in Iowa will discuss their vision for how we can best prepare teachers for the 21 s t century and engage in a dialogue with State Board members about the future of teacher preparation.

March 9, 2012

Iowa State Board of Education

Des Moines Iowa

Dear State Board Member:

The Iowa Association of Colleges for Teacher Education (IACTE) is honored to have the opportunity to

speak to you about teacher preparation programs in Iowa at your March 29 t h State Board Meeting. We

are looking forward to meeting you, sharing information about our programs, and answering any

questions you may have. The attached documents will provide initial information about IACTE that we

hope you will find interesting.

Sincerely,

Dr. Joen Rottler Larson

IACTE President

I o w a A u . a o c i u ' t i o n u f C o l l e g e r f o r

Dove loping Data Systems in Iowa

IVachcr Data AACTK a n d Nlv\ l i c t in . - • • | . - : H - ] H - I - d a l a " In I I I I - I I f If c l l l l l i l ' l i } . L'ilnll-11 i-.-itiipu- nl'

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ad credentials, subjects currently teaching, college major, graduate degrees, certification . • x a m - i -n iv s . .-mil x i l a r y . in a d d i t i o n , the d a t a

on ;i lcu-ln-v'- p r e p a r a t i o n w e d i n In-disaggregated so that preparation programs • •an t i n - l l v l n i i i n n a l i n i i lor p r o p r i a !

l i n p r o M - m c i i i I'lT'in-. Thi1- i n f o r m a l ion s h o u l d

include a nuanccd description of the particular program components such as content and pedagogical course work, use of technology, delivery mode, clinical preparation, and other

Studi'in Data As defined by the Data Quality Campaign, | 'y| mli'iil d a l a ' imludi' at tendance i-1 linn-H \ gender, English language learner status, 1 campus of enrollment, grade level, economic i - l a t u - . - p i - c i a l i -d i i ca t ton M a i n s , nimraiii - . t a l u s

' f i i l i - I -tain- uifti d and tali nu d -lam-, participation in bilingual or English as a second! language programs, performance on state i -iaiidanli/"d i-sam* dala o n -111-li i l l - not l i -n d lui'adi- 1' vi 1. Mil>|i-i'| and iwiM.n win I M I

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\T. S \T II. \ ( T II'.. and UVx.mi* I graduation and dropout inform I

Strengthening Iowa Teacher Licensure Standards to Advance Teacher Effectiveness

The state of Iowa and its citizens have long embraced a tradition of excellence in education. Similarly, Teacher Education Programs in Iowa have long shared a tradition of collaboration in preparing teachers of tomorrow. As such, teacher licensure in Iowa must hold all candidates to high standards of preparation and performance.

In order to strengthen Iowa's teacher education programs and licensing standards to create a results oriented teaching profession, policy makers face the following challenges:

• Creating a system that allows teachers to enter teaching through multiple pathways and on different timelines while increasing (not lowering) entry standards to meet the demands of 21st-century teaching and learning.

• Realizing that strengthening teacher licensing systems will require additional investments in more powerful teaching effectiveness tools and better data systems to make accurate assessments of who is ready to teach.

• Shifting focus from "input oriented" limitations to outcome focused and performance-based standards.

• Supporting the development of enriching collaboration and partnership between K-12 and higher education.

• Acknowledgement of the impact of professional teacher dispositions on Iowa students and schools, and expectation of such behaviors.

• Investing in a larger set of teaching policy reforms so teachers can learn over time and spread their expertise to one another in team-based approaches to improving student achievement

Vlaplod I rum \ \( 'TE Policy Paper May 2010, I'.aniHi I ! i r i \ I ' lv-idoiii a ml CEO Center for Teaching Quality

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n n A A C T E rtACHlP IDUCATION

1. Licensure systems must promote the kinds of pre-service preparation that lead to effective teaching. Key components of effective pre-service preparation include: a. Clinical experiences that hold a strong congruence wi th the first year

teaching assignment. b. Many opportunities for candidates to engage in the actual practice of

teaching. c. Opportunities to study and assess local school curricula. d. A capstone experience in which action research or data-focused

portfolios are used to make summative judgments about the quality of the teacher candidate.

e. Licensed educators, w i t h teaching experience, participating in the design, implementation, and strengthening of preparation programs.

2. Licensure systems must require that teachers know both content and how to teach it to diverse learners for 21st century schools. a. Preparation programs should include content-specific pedagogical

coursework. b. Teachers should be required to demonstrate that they know how to

teach content i n a variety of contexts w i th diverse students. c. Policymakers should develop incentives for universities, schools, and

other educational agencies to develop teachers who can serve as both specialists and generalists.

3. Licensure systems must hold all teacher candidates to high, 21st-century standards. a. Licensed teachers, who are new to the profession, must possess the

entry-level knowledge and skills required for teaching. b. Policymakers should develop clear guidelines for the purposes

of licensure assessments. (See Developing Data Systems) c. Policymakers should invest in more robust measures of assessment

that address student learning for the 21st century and create incentives for candidates to take these more rigorous assessments.

4. Licensure systems must hold all educator preparation programs to the same, high standards. a. Policymakers should set clear standards for all recruits regardless of

their preparation pathway. b. Policymakers should insist that school districts allow only fu l ly-

prepared teachers to serve as the teacher-of-record.

5. Licensure systems should include a performance assessment component that requires candidates to demonstrate that they know how to teach before they are licensed to serve as the teacher-of-record. a. Evidence from existing performance-based assessment systems has

shown that teachers licensed through these systems produce greater levels of student achievement than those who come through other licensure systems,

b. State licensure systems should use performance assessments as one requirement to determine who is ready to teach and under what conditions.

Adapted from AACTE Policy Paper May 2010, Barnett Berry President and CEO Center for Teaching Quality

Dr. Joen Larson, President lowaTeacherEducation@gmail.com 563.24Z.4023 X7790

800.711.1700X7790

Jowa Association ol Colleges tor Teacher Education

www.iowacte.org

IACTE seeks to continuously improve teacher preparation, the teaching profession, and student learning by supporting

and applying scholarship and the collective wisdom of practice.

Strengthening Iowa Teacher Licensure Standards to Advance Teacher Effectiveness

The state of Iowa and its citizens have long embraced a tradi­

tion of excellence in education. Similarly, Teacher Education

Programs in Iowa have long shared a tradition of collaboration

in preparing teachers of tomorrow. As such, teacher licensure

in Iowa must hold all candidates to high standards of prepara­

tion and performance.

In order to strengthen Iowa's teacher education programs

and licensing standards to create a results oriented teaching

profession, policy makers face the following challenges:

Creating a system that allows teachers to enter teaching

through multiple pathways and on different timelines while in­

creasing (not lowering) entry standards to meet the demands

of 21st-century teaching and learning.

Realizing that strengthening teacher licensing systems will

require additional investments in more powerful teaching

effectiveness tools and better data systems to mahe accurate

assessments of who is ready to teach.

Shifting focus from "input oriented" limitations to outcome

focused and performance-based standards.

Supporting the development of enriching collaboration and

partnership between K-1Z and higher education.

Acknowledgement of the impact of professional teacher

dispositions on Iowa students and schools, and

expectation of such behaviors.

Investing in a larger set of teaching policy reforms so teachers

can learn over time and spread their expertise to one another

in team-based approaches to improving student achievement

Adapted from AACTE Policy Paper May 2010, Barnett Berry President and CEO Center for Teaching Quality

Recommendation Licensed educators v ith teaching experience

participnt.ng in the design implementation and strengthening of

preparation p rogram

Recommendation Policvmahers should develop nccnlives for universities

schools and othe r educational agencies to develop teachers 'vho can serve

i s both soGcinlists and generohsts

Recommendation Policymakers should develop clear guidelines foi the

purposes of licensure assessments (See Developing Data Ststcins)

Rciummendation Pohc.mahers should in .est in more robust measures ot

pssessn.ent that address student learning fur the 21s t centurv and cr&.ti!

incentives tor candidates to tahe tht.se muit1 rigorous assessments

Recommrndntion Pohcn 'ahers should set cleantandard< r or <l' ' c r u r i s

regardless of tne i r piepa r atmn pal hv 0j

Reinn<me idation Pohrvmaheri should insist that uhonl o i s t u r s P I I Q V

O P 1 , * u l . prepared teachers to serve as the tnaiher of i i"ord

RGionnrp i l i linn t * idenretro i i i i ! i is tm»per 'br inan/a hdsi'd P S ' - s .n ""nt

11 stems \n> r h o v n that teacher . Icensed t h r o i i j h l h e * s , s e m promim

greater levels of student achievement titan those v.hn i nn c h io j^h nt 'pr

licensure systems S l i l i l

T l i 7 - i > - -

IACTE M i s s i o n S t a t e m e n t

IACTE seeks to continuously improve teacher preparation, the teachirtgprofessioa.-and student learning by supporting and applying scholarship and the collective wisdom of practice.

Ii) achieve these goals, IACTK provides opportunities.• i communication,:-collaboration, and cooperative action among " , Iowa teacher preparation institutions and Other state and ), national educational organizations. , f

The figure for Clinical Experience was calculated using

following formula:

Number of student teachers providing service annually

(Iowa Dept. Ed Annual Report)

x

Number of hours of service per student teacher*

(Iowa Administrative Code Chapter 79)

x

Service expressed in dollars per hour (derived from the Volunteer

Sector of the Corporation for National and Community Service

&c the Bureau of Labor Statistics)

= V A L U E

*Student teaching is only par t o f the to t a l c l in ical experiences

required o f al l teacher education candidates.

www. iowacte.org

in I O W A

Four Year Colleges and Universities Approved for Teacher Education

T h e i m p a c t of t e a c h e r

p r e p a r a t i o n in I o w a

c l i n i c a l e x p e r i e n c e s (student teaching)

Designed bv Emma Fartn

ra rbere < run ae @ s au .e d u

-® IACTE Associate Members Clinton Community College Des Moines Area Community College Hawkeye- Cornmunity College Kirkwood Cornmunity College North Iowa Area Community College

32 programs Pfitficiil WG? 2 i l l situ li ielers rnrnu^

15.063.08 Teachers prepared at Iowa institutions are +"highly qualified"

+ supervised in clinical experiences

+ evaluated on knowledge, performance, and professional teaching dispositions

+ educated in diverse school settings

+ prepared to deliver the Iowa CORE

+ practitioners of differentiated instruction & formative assessment + guided by the missions and values of 32 unique institutions