Educator Excellence MS-SS 010816 · 1/14/2016 6 Preliminary Program Standards 1. Program Design and...

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Productive Partnerships in a New Era of Teacher

PreparationTeri Clark, CTC

Katie Croy, CTC

Sarah Solari, CTC

Vicki Graf, Professor, Loyola Marymount University

Sharon Russell, Systemwide Director, CalState

California Educator Excellence Summit

January 2016

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Purpose

To share information about the revised teacher preparation requirements including how Local Education Agencies can work with Commission-approved preparation programs to prepare new teachers.

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Overview Background Information

New Common Standards

New MS/SS Preliminary Program Standards

Revised Teaching Performance Expectations

Implementation Process and Timeline

LEA and Program Partnerships

Q & A3

BackgroundGeneral Education Preliminary Multiple Subject/Single Subject Program Standards were adopted at the December 2015 Commission meeting

Part of the comprehensive effort to strengthen and streamline the accreditation system

Blended program model options http://www.ctc.ca.gov/commission/agendas/2015-12/2015-12-2A.pdf 4

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BackgroundThe six MS/SS program standards replace

the current nineteen Preliminary Program Standards that were revised in 2009.

Increases the focus on outcomes rather than inputs

Includes Revised Teaching Performance Expectations that are more closely aligned with the CSTPs

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New Common Standards were adopted at the October 8, 2015 Commission meeting

Part of the comprehensive effort to strengthen and streamline the accreditation system

PSA #15-06

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Common Standards apply to all educator preparation programs within the institution

The five new Common Standards replace the current nine Common Standards adopted in 2008

Transition July 1, 2016-July 1, 2017

http://www.ctc.ca.gov/educator-prep/STDS-common.html

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Key Component for Teacher Preparation:

Standards set the foundation for P/K-12 and Program Sponsor collaboration/partnerships

Everyone has responsibility for preparing educators

Discuss the following in small groups of 6-8 :

Steps that could assist in forming productive partnerships

How collaboration could improve clinical practice and intern preparation and placement

A description of positive/productive partnerships8

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Preliminary Multiple Subject/Single Subject Program Standards

Focus Areas

The Preliminary Standards Work Group proposed the following new areas of focus to include in the revised standards: Use of emerging technology to enhance

instruction

Integrating the use of visual and performing arts across content areas

Updated approaches to classroom management that support social and emotional learning

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Focus Areas cont.

Developing students’ critical, creative, analytic thinking required to be college and career ready

More emphasis on candidate ability to work effectively with students with disabilities in the general education classroom, implementing approaches such as Universal Design principles, Multi-Tiered Systems of Support, and co-teaching.

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Preliminary Program Standards

1. Program Design and Curriculum

2. Preparing Candidates to Master the Teaching Performance Expectations

3. Clinical Practice

4. Monitoring, Supporting and Assessing Candidate Progress toward Meeting Credential Requirements

5. Implementing the Teaching Performance Assessment

6. Induction Transition Plans

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Standard 1

Program Design and CurriculumSummary:

Program’s design is grounded in a clearly articulated theory of teaching and learning that is research- and evidence-based

Program’s theoretical foundations are reflected in the organization, scope and sequence of the curriculum provided to candidates

Prepares candidates to effectively teach all California public school students

Includes a coherent candidate assessment system

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Standard 2

Preparing Candidates to Master the Teaching Performance Expectations (TPEs)

Summary:

Provide multiple opportunities for candidates to learn, apply, and reflect on each Teaching Performance Expectation (TPE)

Prepares candidates for Teaching Performance Assessments (TPAs) and other assessments

Assess candidates’ pedagogical performance in relation to the TPEs and provide formative and timely performance feedback regarding candidates’ progress toward mastering the TPEs

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Standard 3

Clinical Practice Summary:

A. Organization of Clinical Practice Experiences

oDevelopmental and sequential

o Integrated theoretical and pedagogical experiences/coursework

oMinimum of 600 hours including 4 weeks of solo or co-teaching

oCandidates working in private schools must have 150 hours substantive clinical experience in diverse public school setting 14

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Standard 3 cont.

B. Criteria for School Placements

oDemonstrate commitment to collaborative evidence-based practices and continuous program improvement

oPlace K12 students in the Least Restrictive Environment (LRE)

oProvide robust programs and support for English Learners

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Standard 3 cont.

C. Criteria for the Selection of Program Supervisors

o Individuals who are credentialed in educator preparation

oExpert in content area of candidate

oMaintain current knowledge of effective supervision approaches

oKnowledge of TPEs and TPA model

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Standard 3 cont.

D. Criteria for Selection of District-Employed Supervisors (Cooperating teacher, master teacher, or on-site mentor)

oMinimum 3 years content area experience

oHold a clear credential in the content area

oMatching of candidate is collaborative between the school district and the program

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Standard 3 – Discussion of Supervisors for Clinical Practice

Discuss the following in small groups:

With respect to clinical practice, what are the possibilities for

1. Common training for district supervisors that is coherent and cohesive with the university supervision

2. The development of standard MOUs so that there is a common understanding of the services and relationships between the IHE and the school district.

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Standard 4

Monitoring, Supporting, and Assessing Candidate Progress towards Meeting Credential Requirements

Summary:

Candidates are monitored and supported during their progress towards mastering the TPEs.

Evidence is used to guide advisement and assistance.

Program provides support and assistance to candidates and only retains candidates who are suited for advancement into teaching.

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Standard 5

Implementation of a Teaching Performance Assessment

Summary: Administration of the Teaching Performance

Assessment

Candidate Preparation and Support

Assessor Qualifications, Training, and Scoring Reliability

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Standard 6

Clear/Induction Transition Plan Before exiting the preliminary program, candidates

collaborate with district-employed supervisors and program supervisors to create an individual development plan consisting of recommendations for professional development and growth in the candidate’s clear/induction program.

The plan is a portable document archived by the preliminary program and provided to the candidate for transmission to the clear/induction program.

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Revised Teaching Performance Expectations (TPEs)

Organized around the six CSTP domains

Draft TPEs are in the process of a validity study Information gathered from the validity study

will be presented to the Commission on Teacher Credentialing for further direction or possible adoption in Spring 2016.

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Draft TPE document is organized into 3 sections: TPE Elements and Narratives

Subject Specific Pedagogy

oSpecific pedagogy and strategy for content area and developmental level of students

Glossary and Resources

oDefinitions of terms used in the TPE document

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Teaching Performance Expectations (TPEs) Elements

TPE 1: Engaging and Supporting all Students in Learning

TPE 2: Creating and Maintaining Effective Environments for Student Learning

TPE 3: Understanding and Organizing Subject Matter for Student Learning

TPE 4: Planning Instruction and Designing Learning Experiences for All Students

TPE 5: Assessing Student Learning

TPE 6: Developing as a Professional Educator24

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Candidates prepared under these new standards will not be in the schools until the 2017-18 year as student teachers and the 2018-19 year as Preliminary credentialed teachers.

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General Education Preliminary MS/SS Program Standards


• January 2016-December 2016 -all approved General Education Preliminary MS/SS programs will begin to prepare a transition to the 2015 MS/SS Preliminary Program Standards

• By September 2017, all institutions will be aligned to the 2015 MS/SS Preliminary Program Standards

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Activity Timeline

Commission adopts new Preliminary Program Standards December 2015

Technical Assistance is provided to programs to understand the new Preliminary Program Standards

January 2016‐December 2016

TPEs return to the Commission for adoption after the validity study

June 2016

All Commission‐approved MS/SS Preliminary Programs provide an MS/SS Preliminary Standards Transition Plan to the Commission

March 31, 2017

Technical Assistance is provided to programs as they transition to the revised Preliminary Program Standards

August 2016‐June 2017

All programs are aligned with the new MS/SS Preliminary Program Standards and have fully implemented the 2015 standards

September 1, 2017*



• Each institution must submit a transition plan for its Multiple and Single Subject Programs (PSA 15-07) http://www.ctc.ca.gov/educator-prep/PS-alerts/2015/PSA-15-07.pdf

• The plan requires each approved MS/SS program to bring together a team to review the 2015 Standards and plan for the program’s transition.

• Each standard must be reviewed to determine if program changes are required and how significant those changes will be. Although the Transition Plan requires deep thought and discussion as well as the development of benchmark dates, it does not require lengthy narrative.

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MS/SS InternsRegulations (adopted April

2014) regarding support and supervision remain in placeoCC 14‐04 http://www.ctc.ca.gov/notices/coded/2014/1407.pdf

oPSA 13‐06 http://www.ctc.ca.gov/educator‐prep/PS‐alerts/2013/PSA‐13‐06.pdf

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Looking Ahead

Program Sponsor Alerts will be forthcoming regarding Technical Assistance for transitioning to and implementing new standards.

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Questions: General Education Multiple/Single Subject Programs:

Katie Croy: CTC Consultant

[email protected]

Education Specialist Programs:

Sarah Solari: CTC Consultant

[email protected]

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Educator Excellence MS-SS 010816 · 1/14/2016 6 Preliminary Program Standards 1. Program Design and...

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