Commission on Teacher Credentialing Ensuring Educator Excellence Commission on Teacher Credentialing...

Co

mm

issi

on

on

Tea

cher

Cre

den

tial

ing

Ensuring Educator Excellence

Co

mm

issi

on

on

Tea

cher

Cre

den

tial

ing


Transitioning Your Reading Transitioning Your Reading Certificate/Credential Certificate/Credential

ProgramProgram http://www.ctc.ca.gov/educator-prep/reading-specialist.html

January 31, 2011January 31, 2011

11

Co

mm

issi

on

on

Tea

cher

Cre

den

tial

ing


Technical Assistance TopicsTechnical Assistance Topics1.1. How do I “transition” my program? How do I begin a new How do I “transition” my program? How do I begin a new

program? program?

2.2. What was the thinking behind the new standards?What was the thinking behind the new standards?

3.3. What are the differences between the old and new What are the differences between the old and new standards?standards?

4.4. How do I write a program document after transitioning?How do I write a program document after transitioning?

5.5. How do I create field experiences and candidate How do I create field experiences and candidate competence assessments?competence assessments?

6.6. How do I promote this program? How do I promote this program?

22

Co

mm

issi

on

on

Tea

cher

Cre

den

tial

ing


When does your program go through IPR?When does your program go through IPR?When is it just transitioned?When is it just transitioned?

IPR Do not currently have either

certificate or credential but want to add either or both

Offer certificate now but want to offer credential—transition certificate, go through IPR for credential

May go through Program Assessment at a different time than the rest of your institution

TransitionTransition Currently have a program and want to transition to new standards

Will complete a transition date form and a Reading Transition Form

May go through Program Assessment at a different time than the rest of your institution

33

Co

mm

issi

on

on

Tea

cher

Cre

den

tial

ing


Initial Program ReviewInitial Program Review Decide on date to start new program, submit “Intent to Submit” 60 days

before the reading date you want your document read (see web page)

Complete Initial Institutional Approval

Submit a program proposal—including Preconditions, Common Standards addendum and Program Standards, with syllabi as complete as possible

CTC reviews new program proposal and determines if each standard is “Met” or if “More Information is Needed”

After proposal has been determined to be “Met,” CTC recommends the program for approval by the Committee on Accreditation

http://www.ctc.ca.gov/educator-prep/new-program-submission.html

44

Co

mm

issi

on

on

Tea

cher

Cre

den

tial

ing


Purpose in Transitioning ProgramsPurpose in Transitioning Programs

Allows for a thoughtful switch to new standards

Saves time and effort for institutionAllows implementation for up to a year

prior to finalizing a Program Narrative

55

Co

mm

issi

on

on

Tea

cher

Cre

den

tial

ing


TransitioningTransitioning Decide on date to start new program and submit Reading Literacy

Transition Date Form . Please send this by April 1.

Complete Reading Transition Form telling how your faculty has decided to make the necessary changes to your program

CTC staff approve transition plan

Begin the program, revise if necessary and, after a year, turn in program assessment document where each standard is determined if it is “Preliminarily Aligned” or if “More Information is Needed”

Reading Specialist web page:http://www.ctc.ca.gov/educator-prep/reading-specialist.html

66

Co

mm

issi

on

on

Tea

cher

Cre

den

tial

ing


Steps in the Transition ProcessSteps in the Transition Process

1. Submit transition date form

2. Gather faculty to plan transitioned program

3. Review new standards and analyze for your program(s)

4. Complete institution approvals for transitioned program

5. Submit Reading Transition Form document (2 questions)

77

Co

mm

issi

on

on

Tea

cher

Cre

den

tial

ing


Transition Process Transition Process (continued)(continued)

6. Offer transitioned program to candidates

7. Monitor and make adjustments to transitioned program

8. Finalize Program Assessment Narrative addressing all program standards

9. Refine/collect course syllabi and assessments

10. Prepare to submit program documentation

88

Co

mm

issi

on

on

Tea

cher

Cre

den

tial

ing


Transition PlanTransition Plandue 60 days prior to the Transition Datedue 60 days prior to the Transition Date

1. Please describe the process your program engaged in to address the revised standards.

2. Describe the changes that your program will be making to your courses and field experiences to address the modified standards. Please also provide your timeline for implementing your newly-revised courses and field experiences.

This document does not need to be more than 2-3 pages.

See Sample-ASD-Transition-Plan

99

Co

mm

issi

on

on

Tea

cher

Cre

den

tial

ing


Review of Transition PlanReview of Transition Plan CTC Staff reviews the Transition Plan

If acceptable--– COA Agenda Item

– Approved Programs web page is updated

http://134.186.81.79/fmi/xsl/CTC_apm/recordlist.html

1010

Co

mm

issi

on

on

Tea

cher

Cre

den

tial

ing


Timeline for Program ReviewTimeline for Program Review

CohortNormal

Program Assessment

Site Visit

Transition Date (TD) Expected Program

Assessment (PA) Year

Red Fall 2016 11-12 TD 2011PA 2012 TD 2012PA 2013

Orange Fall 2008 10-11 TD 2011PA 2012 TD 2012PA 2013

Yellow Fall 2014 16-17 TD 2011PA 2012 TD 2012PA 2014

Green Fall 2013 15-16 TD 2011PA 2012 TD 2012PA 2013

Blue Fall 2012 14-15 TD 2011PA 2012 TD 2012PA 2013

Indigo Fall 2011 13-14 TD 2011PA 2012 TD 2012PA 2013

Violet Fall 2010 12-13TD 2011PA 2012 TD 2012PA 2013

1111

Co

mm

issi

on

on

Tea

cher

Cre

den

tial

ing


What was the thinking behind What was the thinking behind these standards?these standards?

The advisory panel took into consideration how reading The advisory panel took into consideration how reading instruction and knowledge of reading acquisition have instruction and knowledge of reading acquisition have changed since 1998…. (K-12 standards/Frameworks, Adopted changed since 1998…. (K-12 standards/Frameworks, Adopted curricula, 2042, Reading First, MS/SS Program Reading curricula, 2042, Reading First, MS/SS Program Reading Standards 7A/B, Revised RICA, Pre-k and adolescent literacy, Standards 7A/B, Revised RICA, Pre-k and adolescent literacy, ELs, Internet)ELs, Internet)

New accreditation systemNew accreditation system

Organization Organization

Content (Depth of some standards as compared to others)Content (Depth of some standards as compared to others)

RLAA vs RLLSC (roles/authorization)RLAA vs RLLSC (roles/authorization)

1212

Co

mm

issi

on

on

Tea

cher

Cre

den

tial

ing


What are the differences between the old and What are the differences between the old and new standards? new standards?

Focus on a Culture of Literacy (not Focus on a Culture of Literacy (not just Reading) which includes Writing, just Reading) which includes Writing, Speaking & Listening and the Speaking & Listening and the school/classroom settingschool/classroom setting

All domains are included equally—All domains are included equally—not just fluency and comprehension not just fluency and comprehension as beforeas before

““Students” includes all levelsStudents” includes all levels

Research-based best practicesResearch-based best practices

RtI RtI 22 model model

Use of dataUse of data

Curriculum/instruction expertCurriculum/instruction expert

Pre-k & adolescent literacy Pre-k & adolescent literacy Pre-k Foundations: Pre-k Foundations: http://www.cde.ca.gov/sp/cd/re/psfoundations.asp

Pre-k Frameworks: Pre-k Frameworks: http://www.cde.ca.gov/sp/cd/re/documents/psframeworkkvol1.pdf

Leadership/Coaching and Adult Leadership/Coaching and Adult Learning Theory (working w/ Learning Theory (working w/ other teachers)other teachers)

Assessment of Candidate Assessment of Candidate Competence Competence

Information/Technology Information/Technology Literacies and K-12 Library Literacies and K-12 Library content standards (see next slide)content standards (see next slide)

1313

Co

mm

issi

on

on

Tea

cher

Cre

den

tial

ing


What are Information/TechnologyWhat are Information/TechnologyLiteracies?Literacies?

The new literacies of the Internet and other Information and Communication Technologies (ICTs) include the skills, strategies, and dispositions necessary to successfully use and adapt to the rapidly changing information and communication technologies and contexts that continuously emerge in our world and influence all areas of our personal and professional lives. These new literacies allow us to use the Internet and other ICTs to identify important questions, locate information, critically identify important questions, locate information, critically evaluate the usefulness of that information, synthesize evaluate the usefulness of that information, synthesize information to answer those questions, and then communicate information to answer those questions, and then communicate the answers to others.the answers to others.

http://www.readingonline.org/newliteracies/leu/

1414

Co

mm

issi

on

on

Tea

cher

Cre

den

tial

ing


Library StandardsLibrary Standards

Model School Library Standards for California Model School Library Standards for California Public Schools, Kindergarten Through Grade Public Schools, Kindergarten Through Grade Twelve were adopted by the State Board of Twelve were adopted by the State Board of Education in September 2010.Education in September 2010.

http://www.cde.ca.gov/ci/cr/lb/ http://www.cde.ca.gov/ci/cr/lb/

New/transitioned reading programs must New/transitioned reading programs must address candidates becoming familiar with address candidates becoming familiar with their content.their content.

1515

Co

mm

issi

on

on

Tea

cher

Cre

den

tial

ing


Transition/IPR ToolsTransition/IPR Tools Segmented standards with new emphases/topics

highlighted

Matrix between old and new standards

New Topic Table identifying where new topics occur using segmented numbering system

Develop your own matrix using RLAA/RLLSC Planning Docs to identify which courses will include which standard segments

http://www.ctc.ca.gov/educator-prep/reading-specialist.html http://www.ctc.ca.gov/educator-prep/reading-specialist.html

1616

Co

mm

issi

on

on

Tea

cher

Cre

den

tial

ing


How do I write a program How do I write a program document?document?

Use segmented standards document

Write narrative as to “how” you are meeting the standard, provide hyperlinked docu-mentation as to “where” and “when” you will meet the standard (see example in Program Assessment sample)

Include all syllabi and assessment documents

1717

Co

mm

issi

on

on

Tea

cher

Cre

den

tial

ing


The program document for The program document for program assessmentprogram assessment

Use of the segmented standards is voluntary but it is what reviewers will be using and will be particularly diligent in ensuring all programs have adequately addressed each component.

Note the preface regarding the word “students” Note areas that are considered important enough to

have their own row such as 3.2a-f Note the stems used in various standards

See Program Assessment web page: http://www.ctc.ca.gov/educator-prep/program-accred-assessment.html

And Program Assessment Technical Assistance webcast: http://video.ctc.ca.gov/2010-09-16-Tech-Assist/

1818

Co

mm

issi

on

on

Tea

cher

Cre

den

tial

ing


What are some ideas for What are some ideas for fieldwork/clinical experiences?fieldwork/clinical experiences?

Supervision and observation by faculty, site reading specialist, administrator

Work with current students

After school programs (on or off school sites, on- campus tutoring

RLLSCs serving as coaches/mentors

RLLSCs shadowing an administrator or another reading specialist

PD—in own school or with other candidates in class

Others?

1919

Co

mm

issi

on

on

Tea

cher

Cre

den

tial

ing


What are some ideas for candidate What are some ideas for candidate competence assessments?competence assessments?(see Standards 5 and 10)(see Standards 5 and 10)

Self-evaluation beginning, middle, exit on overall objectives

Professional development presentation with evaluation by participants

Specific assignments with rubrics attached

Videos

Reflections

Portfolios

Others?

2020

Co

mm

issi

on

on

Tea

cher

Cre

den

tial

ing


How do I promote our program?How do I promote our program? Site specialists

Intervention program specialist

Special education

Bilingual instructors

Administrators

High school teachers

Community College instructors*

Pre-k directors/teachers*

Promote course by course

Possible: Become an exemplary teacher and receive extra pay?

Other?

2121

Co

mm

issi

on

on

Tea

cher

Cre

den

tial

ing


Interest in collaborating?Interest in collaborating? Why re-invent the wheel?

How many of you create course objectives for syllabi based on program standards?

Divide and conquer?

Share reference lists for articles and textbooks?

Learn from excellent program models?

2222

Co

mm

issi

on

on

Tea

cher

Cre

den

tial

ing


Thank you for your participationThank you for your participationGOOD LUCK!GOOD LUCK!

Interested in… blogging about this process?further faculty workshops?

Questions? Contact Dr. Geri Mohler: [email protected]

http://www.ctc.ca.gov/educator-prep/reading-specialist.html

2323

Commission on Teacher Credentialing Ensuring Educator Excellence Commission on Teacher Credentialing...

Documents

Transcript of Commission on Teacher Credentialing Ensuring Educator Excellence Commission on Teacher Credentialing...