Mentoring, Professional Standards, and Standard Certification

Proposed Regulations

August 7, 2013

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All proposed regulatory changes are part of a broader effort focused on addressing the complete talent lifecycle of an educator

Background

1. Evaluation: Initial TEACHNJ regulations - Aug 2012

2. Licensure and PD: ETTF regulations - Oct of 2012

3. Evaluation: Detailed TEACHNJ regulations – Mar 2013

4. Rec & Prep: Teacher prep regulations – June 2013

Today’s proposed regulations focus on mentoring, professional standards, and standard certification

Previously Proposed Regulations

Agenda

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Mentoring

Professional Standards

Standard Certification

Impetus for change is to align with:• TEACH NJ requirements/language• Recently adopted professional development regulations• Research and best practices

Proposed changes reflect initial set of revisions:• Specify baseline supports for all non-tenured teachers (not just novice)• Maintain accountability but reduce district reporting burden• Build in flexibility for district design and implementation• Update the vocabulary and organization of current regulations

Key areas addressed in proposed regulations: 1. Mentoring supports, including supports for non-tenured teachers new to a district2. Mentor selection3. Mentor training4. District implementation and accountability (including mentor payment process)

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This initial phase of regulations is designed to strengthen supports for all teachers new to a district

Proposed Mentoring Regulations: Overview and Rationale

1. Mentoring Supports

Type of Non-Tenured Teacher

Supports in Current Regulations

Supports in Proposed Regulations

Experienced Teacher – New to District

• Not addressed • Comprehensive orientation to district• Individualized supports through PDP process based

on level of preparation & experience

Novice Teacher -Traditional Route

Holding Certificate ofEligibility with

Advanced Standing (CEAS)

• 30 weeks of 1-1 mentoring

• Orientation and individualized supports (see above)• One full school year of 1-1 mentoring, pro-rated for

part-time teachers (mentor and mentee meet at least once per week for first 4 weeks)• Guided self-assessment on the district’s teacher

evaluation instrument

Novice Teacher -Alternate Route

Holding Certificate of Eligibility (CE)

• 34 weeks of 1-1 mentoring with additional supports in first 4 weeks

• Orientation and individualized supports (see above)• One full school year of 1-1 mentoring, pro-rated for

part-time teachers (mentor and mentee meet at least once per week for first 8 weeks)• Guided self-assessment on the district’s teacher

evaluation instrument• Support aligned to alternate route curriculum

The proposed regulations expand supports to all first-year, non-tenured teachers

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2. Mentor Selection

Topic CurrentRequirements

ProposedAdditions/Changes

Rationale

Effectiveness Demonstrated command of content and pedagogy

Command of content and pedagogy demonstrated by rating of effective or highly effective on most recent evaluation (for SY 14-15)

Align with TEACHNJ / AchieveNJ evaluation system

Mentor/ Mentee Professional Relationship

Not addressed Mentor may not serve as mentee’s direct supervisor or conduct teacher evaluations

Teaching Experience

At least 3 years experience, actively teaching

3 years teaching experience, with at least 2 years completed within previous 5 years

Ensure relevancy / currency of mentor’s knowledge and experience

Mentor Training Mentor agrees to complete mentor training program

Mentor required to complete mentor training program

Make requirements less ambiguous / emphasize their importance

Confidentiality Mentor agrees to maintain confidentiality

Mentor guidance and support defined as confidential

Letters of Rec. Required Optional Provide flexibility to Superintendent

Proposed changes to mentor selection criteria are primarily designed to align with TEACHNJ and ensure currency of mentor knowledge

6*No major changes to other criteria (e.g. mentors must be certified, understand social and workplace norms of district and community, and understand resources and opportunities in district)

3. Mentor Training

Topic CurrentRequirements

ProposedAdditions/Changes

Mentor Training • Districts required to make provisions for comprehensive mentor training

• No specifics about content of training

•Mentor training curriculum must include:‒District evaluation rubric‒Classroom observation skills‒Facilitating adult learning‒Leading reflective conversations about

practice ‒ NJ professional teaching standards‒ Common Core State Standards

Proposed regulations specify content areas to improve consistency of mentor training

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4. District Implementation and Accountability

Program Components

Current Requirements Proposed Additions/Changes

School Level Implementation

•Not addressed in regulations • Plan shared with each School Improvement Panel (ScIP)• ScIP oversees implementation

at school level

Procedure for Payments to

Mentors

•Not addressed in regulations• Some novice teachers pay

mentors directly

•Mentors keep logs of contact time; submit to district office•Mentor payments handled

through district office•Direct payment of mentor by

mentee is prohibited

Proposed regulations address role of school improvement panel in mentoring program implementation and standardize mentor payment process

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4. District Implementation and Accountability (continued)

Program Components

Current Requirements Proposed Changes*

Plan Review and Approval

• Plan created by Local Professional Development Committee• Plan initially approved by district

board of education• Plan submitted to county

superintendent for final approval• County superintendent notifies

NJDOE of plan approval• Plan revised every three years and

resubmitted for approval to county superintendent• Local board of education submits

annual report to NJDOE on plan effectiveness

• CSA/superintendent is responsible for creating the mentoring program plan and determining implementation logistics •District board of education

reviews for fiscal impact• CSA/superintendent submits

annual statement of assurance to NJDOE• Plan is kept in district

Proposed regulations streamline plan creation, approval process and reporting requirements

9*These proposed changes are directionally aligned with the recommendations from the Education Transformation Task Force (ETTF)

Agenda

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Mentoring

Professional Standards

Standard Certification

NJ Professional Teaching Standards: IntroductionWe propose to update our professional teaching standards - the knowledge,

skills and dispositions that teachers need in order to practice responsibly

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“These Model Core Teaching Standards articulate what effective teaching and learning looks like in a

transformed public education system – one that empowers every learner to take ownership of their learning,

that emphasizes the learning content and application of knowledge and skill to real world problems, that

values the differences each learner brings to the learning experience,

and leverages rapidly changing learning environments by recognizing

the possibilities they bring to maximize learning and engage

learners.” (InTASC Model Core Teaching

Standards, CCSSO, 2011)

Impetus for change• Update previous standards, which are 10

years old

• Implement recommendation from the 2012 NJ Transformation Task Force that standards should reflect new national standards

• Align with cooperative national effort that created the revised InTASC “Model Core Teaching Standards” (released in April, 2011)

• Align standards with all parts of our effectiveness system – evaluation practice instruments and pre-service accreditation standards

NJ Professional Teaching Standards: Overview

Current Standards (2003) Proposed StandardsAdapted from INTASC (Interstate New Teacher Assessment & Support Consortium) national standards to reflect NJ priorities and statutory requirements

Adapted from 2011 InTASC (Interstate Teacher Assessment & Support Consortium) Model Core Standards to reflect NJ priorities and statutory requirements

Focus is on professional practice of new teachers

Focus on professional practice across the continuum of teacher development

Reflect knowledge, performances and dispositions teachers need to support student learning

Reflect knowledge, performances and dispositions teachers need to be effective in supporting all students to be college- and career-ready and to implement the Common Core State Standards

Incorporate an evidence-base on effective practice

Incorporate updated and most current evidence-base on effective practice

Not explicitly aligned with approved evaluation teacher practice instruments

Align with approved evaluation teacher practice instruments; pre-service accreditation standards

Professional standards for teachers provide a foundation for pre-service programs, mentoring programs, teacher evaluation practice instruments and

professional learning opportunities

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The key themes that run throughout the standards emphasize essential practices for improved achievement of all students

Updated Standards: Key Themes

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Key Themes RationaleStudents’ application of

knowledge and skillsTeachers need to support students in acquiring 21st century skills and meeting more rigorous content standards by designing learning opportunities which incorporate the use of high-order skills to solve real-world problems

Personalized learning for diverse learners

Teachers must be able to customize learning for students with a range of individual differences

Assessment literacy Teachers must have the skills to develop a range of assessments and to use assessment data to improve instruction

Collaborative professional culture

Teachers, administrators and others share responsibility for student learning; teaching is not done in isolation.

Teacher leadership Teachers must actively investigate and share new ideas to advance the profession; teachers advocate for student needs.

Agenda

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Mentoring

Professional Standards

Standard Certification

Topic Current Requirements Proposed Amendments

Rationale

Evaluation of Provisional Teachers

• The first observation must be completed after 10 weeks• The second observation

must be completed after 20 weeks• The third observation

must be completed after 30 weeks

• Each teacher shall be observed at least three times during a school year but not less than once during each semester

• Provides temporal flexibility for school leaders and aligns parallel evaluation structures

Evaluation of Provisional TeachersProposed regulations align the provisional certification evaluation

process to align with new TEACHNJ evaluation observation protocols