NSAII Annual ConferenceLas Vegas, Nevada

November, 2014

Jane Robb, California Teachers AssociationAnn Nutter Coffman, National Education

Association

“Profession-Ready” Teachers

Objectives

Update/introduce the current state of teacher preparation policies and initiatives

Discuss the role of the association in teacher preparation and “profession-ready” work.

So…

What measures/policy already exist that prove you have a quality teacher preparation program?

How do you prove to critics and policymakers that you are doing a

good job?

Teacher Preparation Accountability Logic Model

Failing Students

Failing Teachers

Failing Teacher

Preparation

“Profession-Ready” Teachers & Teacher Residencies

The NEA Three-Point Plan for Reform (2012)

“I am setting as NEA’s guiding star the advancement of a profession of teaching that centers on the

success of students.” Dennis VanRoekel

1.Raising the Bar for Entry2.Teachers Ensuring Great Teaching3.Providing Union Leadership to Transform our Profession

Point 1: Raising the Bar for Entry

“The first step in transforming our profession is to strengthen and maintain strong and uniform standards for preparation and

admission.”

Every teacher candidate should have one full year of residency under the supervision of a master teacher before earning a full license.

Every teacher candidate should pass a rigorous classroom-based performance assessment at the end of his or her candidacy.

NEA Residency taskforce

Cross-section of teachers, association leaders, and teacher educators

To assist in the creation of NEA’s vision/definition of a residency

To create a framework that guides NEA’s work with teacher preparation programs to ensure profession-ready teachers

Taskforce Site VisitsDenver Teacher Residency

District-based UTRMontclair State University

4-year bachelor’s, MAT, UTRSt. Cloud University

Co-teachingTwin Cities Collaborative Residency (TC2)

Brand new UTR with 6 private IHEs collaboratingEastern Mennonite University

4-year bachelor’s; Mid-Valley Teacher ConsortiumWest Virginia University

5-year bachelor’s & master’s degree; PDS model

“Profession-Ready” Teachers

A teacher candidate that has demonstrated the skills, knowledge, and teaching ability necessary to be ready for the realities of the classroom on his/her first day as an independent teacher.

In order to be considered “profession-ready,” candidates must: demonstrate subject matter mastery, demonstrate pedagogical content knowledge

mastery in their subject for certification, and demonstrate their teaching skills and knowledge

through a performance-based assessment.

NEA’s Vision of Teacher Residencies

Undergraduate/Bachelor’s-level residency: Learning the subject matter and how to teach the subject Multiple school- and community- based experiences throughout the degree program

Post-baccalaureate-level residency: Graduate/master’s degree or certification-only Must demonstrate subject matter expertise at entry Focused on learning how to teach their subject through in-depth clinical experience Example: Urban Teacher Residency

Residency Partnerships

The practicing teacher is central to teacher preparation. Practicing teachers integral to candidate preparedness for performance assessment.

Quality of cooperating/mentor/lead teacher training and support program

Assuring that teacher preparation programs are mutually beneficial to both the needs of students and schools as well as training teacher candidates

Coalition for Teaching Quality

Council for the Accreditation of Educator Preparation (CAEP)

NCATE + TEAC = CAEP

NEA was one of the NCATE founding organizations

New governance structures and accreditation processes

CAEP Standards Commission (2013) - “Raise the Bar” for teacher preparation

Higher Expectations for Clinical Partnerships Clinical partnerships and experience Mutually beneficial

Program continuous improvement

CAEP Standards

Higher GPA and standardized test requirements 3.0 GPA for incoming cohort Top 1/3 of national normed standardized test

(ACT, SAT, GRE – NOT PRAXIS) Diversity concerns

Impact on student learning Focus on the quality and reliability of evidence

CAEP Standards

Rankings and ratings of teacher preparation programs

Highly contentious standards (and debatable) Elementary, secondary, special education

Focus on program inputs and collect most data through course syllabi and FOIA requests

2014 review contained some alternative preparation programs

National Council for Teacher Quality (NCTQ)/ U.S. News & World Report

Coming out with a report on inflated teacher preparation grades on Wednesday Graduation commencement brochures

Teacher preparation inspectorates

NCTQ

Universal assessment process that includes rigorous preparation centered on clinical practice as well as theory, an in-depth test of subject and pedagogical knowledge, and a comprehensive teacher performance assessment.

Suggest a “Bar Exam” for teachers.

AFT “Raising the Bar”

• “School-ready” principals and “learner-ready” teachers

• State Policy Levers• licensure; • program approval; and • data collection, analysis, and

reporting

CCSSO “Our Promise, Our Responsibility”

Network for Transforming Educator Preparation (NTEP) Iowa, Kentucky, Massachusetts, Washington (LA, GA, CT)

Over 25 national partners

Clinical preparation and performance assessment work groups

CCSSO

Failed 2012 Negotiated Rulemaking Process

Promises, promises…this week??

60 day comment period

USED, Title II Teacher Preparation Program Regulations

Required report from every traditional and alternative preparation program on four measures Graduate placement and retention data Student impact Graduate and principal surveys Accreditation (program approval?)

% of measures determined by the state Inclusion of stakeholders statements

USED

Unknowns

• Higher Education Race to the Top?

• Common Core curriculum and assessments

• ESEA reauthorization?

• HEA reauthorization?

California Teachers Association

“Teacher Preparation and Early Career Support: A Report to the CTQ Board of Directors From the Teacher Evaluation Workgroup”

What is the association’s role in this work?

• Quality control at the front end of the teacher continuum?

• Training of in-service teachers (clinical faculty) in teacher preparation?

• Value-added of having teacher candidates in schools?

• What role, if any, could the association have in facilitating conversations between IHEs, districts, schools, and communities?

NEA’s Role

Support affiliates and locals in efforts to ensure profession-ready educators through residencies and classroom-based performance assessments

Center for Great Public Schools Grants and GPS Fund grants:Seattle Teacher Residency mentor teachersSan Francisco Teacher Residency demonstration teachersMilwaukee Teacher ResidencyNorth Carolina Education Association of Educators cooperating

teacher training modules

Professional Standards (PSP) Cooperating Teacher Guidelines

Training Curriculum

Digging Deeper

NEA Cooperating/Mentor Teacher Training1. The Experience of Being a

Cooperating/Mentor Teacher2. Positive Professional Relationships3. Effective Mentoring4. Key Ideas Around Adult Learning

Do these lesson seem feasible? Do they include the right information?

How could the structure be more helpful to you?

Suggestions for improvement?

Questions??