March 25, 2013 Agenda
9:00-10:00 – Licensure & Credentials – Rani Singh 10:00-10:30 – Provisional Teacher Program – Betty Zellner &
Vickie Sikorski 10:30-11:00 – Provisional Administrator Program – Kenneth
Figgs 11:00-12:00 – Professional Development/Mentoring – Eileen
Aviss-Spedding 12:00 – 1:00 – Working Lunch – Molly Melloh and Elizabeth
Frantz – The Reinvestment Fund – Bridge Loan Program 1:00-2:30 – Charter School Data Collection – Lorraine
Clapper 2:30-3:30 – Charter Schools Grants and Charter School
Preparedness – Office of Charter Schools
Charter Schools Institute
Charter Schools Technical Assistance Session
Certification Requirements March 25, 2013
Presented by Rani Singh, Chief Examiner Office of Certification and Induction
Charter Schools Institute
TEACHER CERTIFICATION
Types of Certificates:
Certificate of Eligibility (CE) – Alternate Route Certificate of Eligibility with
Advanced Standing (CEAS) - Traditional Route
Provisional Certificate- allows teacher to teach legally in a school district
Standard Certificate Emergency Certificate
Charter Schools Institute
Eligibility Requirements: Certificate of Eligibility (CE) - Alternate Route & How to Apply
Online Application for certification BA or MA conferral noted on official transcripts 2.50 G.P.A. for degrees conferred 8/31/04 or
earlier 2.75 G.P.A. for degrees conferred 9/1/04 or later a major in the subject to be taught OR a
minimum of 30 credits in a coherent sequence in the subject field (12 at the advanced levels of study)
60 liberal arts credits are required if applying for Elementary Education K-5 or Preschool – Grade 3
Physiology and hygiene requirement Test Requirement $190.00 fee for certificates requiring a test $170.00 fee for certificates not requiring a test
Charter Schools Institute
Eligibility Requirements (Contd): Certificate of Eligibility (CE) - Alternate Route New Requirement
As of October 31, 2009, applicants for a Certificate of Eligibility for elementary, middle school specialization, N-12 subject area and career and technical education CEs must complete 24 seat time hours of formal instruction through an authorized provider prior to issuance of the CE. This requirement also serves as an introduction to the teaching profession for those individuals who are exploring career options. Topics include classroom management, lesson planning, introduction to New Jersey core curriculum content standards, and assessment of pupil progress. This requirement became effective on September 1, 2009, for candidates seeking a pre-school through grade three CE.
Applicants should apply online only. If eligible, candidate will receive a Certificate of
Eligibility (CE).
Eligibility Requirements: Certificate of Eligibility with Advanced Standing (CEAS) - Traditional Route & How to Apply
Online Application for certification BA or MA conferral noted on official transcripts 2.50 G.P.A. for degrees conferred 8/31/04 or earlier 2.75 G.P.A. for degrees conferred 9/1/04 or later a major in the subject to be taught OR a minimum of
30 credits in a coherent sequence in the subject field (12 at the advanced level of study)
State-approved college teacher preparation program culminating in supervised student teaching
Physiology and hygiene requirement Test Requirement $190.00 fee for certificates requiring a test $170.00 fee for certificates not requiring a test
Applicants should apply online only, If eligible, candidate will receive a Certificate of Eligibility with Advanced Standing (CEAS).
Charter Schools Institute
The Certificate of Eligibility (CE) and Certificate of Eligibility with Advanced Standing (CEAS) allows the
candidate to:
Apply to school districts Be employed by the district
who will register the candidate into the Provisional Teacher Program.
2 Year Regionally Accredited College Transcripts
Effective December 20, 2010 Courses taken at a 2 year regionally accredited
college may be accepted for certification purposes. Exceptions:
Required academic preparation for 12 credits at the junior, senior, or graduate level for all instructional endorsements.
Required academic preparation for all administrative and educational services endorsements.
Charter Schools Institute
New Out of State Reciprocity Amendments
Effective February 7, 2011 An applicant for instructional certification who presents a valid
instructional certificate issued by any other state shall, upon payment of the appropriate fee, be issued a NJ instructional certificate for the equivalent and currently-issued NJ grade level or subject endorsement and certificate level covered by the licensure code, that is, a NJ CE, CEAS or standard certificate.
If there is no equivalent current NJ endorsement, then they must meet all current licensure requirements for NJ.
There are 2 limitations to this rule: The applicant shall have passed a state subject matter test to receive
his or her out-of-state endorsement or else must pass the appropriate NJ subject matter test.
Candidates who have not taught successfully for 3 years under their out-of-state certificate shall be required to meet the NJ GPA requirement. Successful teaching experience shall be documented by a letter of experience from the applicant’s supervisor or authorized district representative.
Charter Schools Institute
New Out of State Reciprocity Amendments
Effective February 7, 2011 An applicant for Administrative certification who
presents a valid administrative certificate issued by any other state shall, upon payment of the appropriate fee, be issued a NJ administrative CE for the equivalent NJ endorsements for school administrator, principal, or school business administrator, or shall be issued the equivalent NJ standard supervisor certificate.
If there is no equivalent current NJ endorsement, then they must meet all current licensure requirements for NJ.
There is one limitation to this rule: If NJ has an equivalent endorsement with required subject matter test
for the applicant’s endorsement, the applicant shall have passed a state subject matter test to receive his or her out-of-State endorsement or else must pass the appropriate NJ subject matter test. This limitation shall not apply if the applicant has 5 years of experience in good standing under the out-of-state certificate.
Charter Schools Institute
New Out of State Reciprocity Amendments
Effective February 7, 2011 An applicant for educational services certification who
presents a valid educational services certificate issued by any other state shall, upon payment of the appropriate fee, be issued a NJ educational services standard certificate for the equivalent and currently-issued NJ certificate.
If there is no equivalent current NJ endorsement, then they must meet all current licensure requirements for NJ.
There are 3 limitations to this rule: 1. If New Jersey has an equivalent endorsement with required subject matter test for the applicant’s endorsement, the applicant shall have passed a state subject matter test to receive his or her out-of-State endorsement or else must pass the appropriate New Jersey subject matter test. This limitation shall not apply if the applicant has five years of experience in good standing under the out-of-State certificate. 2. An applicant for interstate reciprocity for a New Jersey educational services endorsement which requires a residency shall receive a CE or CEAS. 3. Applicants for educational services reciprocity must meet all other requirements in this subchapter for State-issued professional licenses or certificates.
Charter Schools Institute
Elementary School Teacher Nursery through 8 vs. Kindergarten through 5
If a certificate reads “Elementary School Teacher,” it is an N – 8 certificate.
If a certificate reads “Elementary School Teacher in Grades Kindergarten through 5,” it is a K-5 certificate.
Middle School Certification (Elementary School with Subject Matter
Specialization) - Requirements
Hold elementary school certificate 15 semester hour credits in the content
area The required test 24 hours pre-service for CE applicants Course in the characteristics of child and
young adolescents (A CE can be issued without this requirement)
For world languages, the teacher will need to complete the OPI and the world language methodology course. The course must be completed within 12 months of assignment
SPECIAL EDUCATION
Teacher of Students with Disabilities (TOSD) Must hold an instructional certificate (CE, CEAS or
Standard certificate as a prerequisite) For TOSD CE, Must hold an instructional
certificate and the 24 hours pre-service requirement (if applicable)
For TOSD CEAS must complete a state-approved college program that includes 21 – 27 credits in special education and required supervised student teaching
For standard TOSD must hold a standard instructional certificate and complete a state-approved college special education program
Charter Schools Institute
World Languages Certification
World Languages concerns: For the CEAS or standard WL endorsement, the
teacher must complete all requirements: 30 credit sequence, Praxis test if applicable, OPI and methodology course
For the WL CE, the candidate has 12 months from the appointment to complete the methodology course
We are issuing CEs to candidates who are eligible for the CEAS or standard endorsement, but have not completed the methodology course. This allows them to be employed.
Charter Schools Institute
Test Requirements Test Scores
The candidate’s social security number and the NJDOE recipient code (R7666) must be on the praxis score report in order for the scores to be reported to the NJDOE.
On the examinees score report, ETS states that the score met the passing score for New Jersey in effect at the time of testing
It goes on to say that agencies are not required to accept the pass/not passed status
NJ (our agency) does not accept the pass/not passed status
NJ accepts the score in effect at the time of application and verification of certificate eligibility
The candidate can appeal this decision to the Board of Examiners.
or
Charter Schools Institute
New Test Requirements New Computer-Based Tests
ETS Praxis Series is now being offered as computer-based tests. ETS is continuing to convert all of the paper-based tests to
computer-based test.
The test code remains the same except for a 5 instead of 1. Ex. Elementary Education 10014 and 50014
Passing scores remain the same.
Computer-Based Tests offered at Prometric Centers Registration for the computer-based tests can be scheduled at
various Prometric Centers. Please call 800-853-6773 or visit https://securereg3.prometic.com/Dispatch.aspx
or
Charter Schools Institute
Contact Information
NJ Department of Education/Licensure and Credentials:
• For licensure/certification questions:
For school district personnel: Phone # 609-292-2045, press 3 and leave a message – the call will be returned within 48 hours.
For applicants: Phone # 609-292-2070 • Monday through Friday between the hours of 8:00
am and 4:00 p.m. • Email: [email protected] • Website:
http://www.state.nj.us/njded/educators/license/
Contact Information
Educational Testing Services: o PRAXIS information can be obtained on the ETS
website: http://www.ets.org/praxis
o Phone # 609-771-7395 OR 1-800-772-9476 Language Testing International – for general support
and questions regarding oral and written language proficiency testing, access:
o http://www.languagetesting.com o [email protected] o 914-963-7110
Charter Schools Institute
CHARTER SCHOOL TRAINING
THE PROVISIONAL TEACHER PROGRAM
What You Should Know About Regulations and Procedures
Pauline Lundgren
Vickie Sikorski Betty Sue Zellner
Charter Schools Institute
Partnership: Licensing & Training Units
Licensing determines eligibility and
issues: CE CEAS Standards Provisional Teacher Program: Issues provisional licenses Approves PTP Completion
Overview of Teacher Certification and the Provisional Teacher Program (PTP)
PROVISIONAL TEACHER PROGRAM ROUTES
Alternate Traditional Route Route
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Overview of Teacher Certification for Provisional Teachers
(A Three Tiered System)
Certificate of Eligibility with
Advanced Standing (CEAS) and/or a Certificate of Eligibility (CE)
2 Year Provisional Certificate
Standard Certificate
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Provisional Teacher Program Components
Mentoring and Induction: o At least 30 weeks of support by a school-based experienced
teacher/mentor if hired as a full time teacher and concurrent with employment under a provisional license (issued when hired).
Alternate Route Formal Instruction: o At least 200 hours of instruction aligned with the New Jersey
Professional Standards for Teachers and concurrent with employment as a provisional teacher.
Supervision & Evaluation: o 3 evaluations by school based administrators, including a final
summative evaluation recommending the novice teacher for standard certification . 26
Charter Schools Institute
PTP Forms Online Download at:
http://www.nj.gov/education/educators/license/ptp/ Username :ptpforms Password : district123 Information for the Novice Teacher PTP Registration Form/Statement of Assurance Alternate Route Teacher of Students with Disabilities, Bilingual,
ESL and P-3 Verification of Enrollment Form Termination Form Statement of Acknowledgement Re: Mentoring Services
* (2) Formative Evaluations* (1) Summative Evaluation* Oath of Allegiance* Verification(s) of Program Completion (* Required forms that must be submitted for standard
license issuance)
Charter Schools Institute
Teachers of Students with Disabilities
This certificate is a dual certificate. When registering candidates, districts must indicate the subject/grade level in order to comply with the authorizations for both certificates.
When a candidate is an in-class support
teacher, pullout resource room teacher, resource support teacher or if all of the students are APA assessed, please indicate this on registration/assurance form under subject/ grade candidate is teaching
Charter Schools Institute
Supervision and Evaluation of Provisional Teachers
During the 30/34 weeks of the program provisional teachers are supervised and evaluated: 2 Formative Evaluations by school
based administrator, and 1 Summative Evaluation at the end
of the program recommending the candidate for standard certification by school based administrator
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Charter Schools Institute
Evaluations
The Summative Evaluation includes a recommendation by school based administrator:
Approved: Standard Certificate Issued
Insufficient: Extension of Provisional Program Participation
Disapproved: Standard Certificate Denied (May Appeal This Recommendation to the
State Board of Examiners)
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Charter Schools Institute
New Online Procedures for Applying for Standard Certificate
All standard applications must be completed and paid for online at the time the summative evaluation is done
Some candidates will owe fees: Candidates who received their CE/CEAS prior to February
1, 2004 must pay $95 for their standard certificate; Candidates applying for their initial standard certificate
through the alternate route must pay a one-time administrative fee of $100.
These candidates must pay their fees by choosing the
“Pay Balance Owed” option in the menu column at the left of the application confirmation screen.
How to Verify Completion of Alternate Route Formal Instruction when Submitting the
Summative Evaluation
Regional Training Centers and New Pathways to Teaching in New Jersey send completion forms directly to principals and the PTP office
College or university programs,
including MAT, P-3, ESL, Bilingual-bicultural, and TOSD must provide a verification of program completion and official transcripts
Types of Alternate Route Formal Instruction: Option 1
Regional Training Center (RTC) Instruction
200 Hours of Instruction in 3 Phases Phase 1: 80 hours; Phase 2: 60 hours; Phase 3: 60 hours
You must be employed and registered in the
PTP to take Phases 1, 2 & 3.
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Charter Schools Institute
Types of Alternate Route Formal Instruction: Option 2 Approved Alternate Route Programs Leading to a
Master of Arts in Teaching (MAT) Degree/Hybrid Programs
For-credit programs Fairleigh Dickenson University Alternate Route MAT Kean University Alternate Route New Jersey City University World Language Alternate
Route Teach for America/ University of Pennsylvania Hybrid programs with pre-employment aspects New Jersey City University’s New Pathways to Teaching in
New Jersey A network of community college sites throughout the
state offering 200 hours of instruction in two stages with a pre service clinical experience
William Paterson University/Kean University New Vistas NJCTL Progressive Science Initiative Teach for America/Seton Hall University Relay/North Star Regional Training Center
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Charter Schools Institute
Types of Alternative Route Formal Instruction: Option 3 Credit Based Programs for Specific Populations TEACHER OF STUDENTS WITH
DISABILITIES
200 hours of formal instruction for separate subject field certification**
And
21 -27 semester hour credits in at
a NJ approved alternate route program for special education
**If subject field is Elementary,
then also 90 hours in mathematics/language arts
and literacy
BILINGUAL/BICULTURAL EDUCATION
200 hours of formal instruction for separate subject field
certification
And
12 semester hour credits in bilingual/bicultural education
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Types of Alternate Route Formal Instruction: Option 3 Credit Based Programs for Specific Populations
ENGLISH AS A SECOND LANGUAGE (ESL)
200 hours of formal instruction
and
15-21 semester hour credits in ESL
42
Types of Alternate Route Formal Instruction: Option 3
Credit Based Programs for Specific Populations
PRESCHOOL THROUGH GRADE THREE
13 – 17 semester hour credits at a
NJ approved alternate route program for early childhood education
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Additional Alternate Route Requirements for Specific Certifications
Teacher of Elementary School (K-5) Teacher of Elementary School with Subject Matter Specialization (Middle
School)
200 Hours of Formal Instruction and
45 Hours in the Study of Teaching Elementary Language Arts/Literacy
and 45 Hours in the Study of Teaching Elementary
Mathematics
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45 Hour Language Arts Literacy 45 Hour Mathematics
Who needs to take these classes? K-5 and middle school specialization
alternate route teachers Where can the classes be taken?
Providers and contact information can be located on the DOE website: http://www.nj.gov/education/educators/license/advisories/applicant.htm
Who is exempt from taking the classes? Prior K-5 teaching experience or equivalent
course(s)
Additional Alternate Route Requirements for Specific Certifications
CAREER AND TECHNICAL
EDUCATION (CTE)
200 Hours of Formal Instruction Exclusively for CTE
WORLD LANGUAGES
200 Hours of Formal
Instruction and
3 Semester Hour Course in Second
Language Acquisition and Methodology
46
Provisional Teacher Program Fees
Traditional Route Teacher
$170-$190: Certificate of Eligibility with advanced standing application fee which includes 2 year provisional certificate, and standard certificate
47
Alternate Route Teacher $200: An Introduction to the Teaching Profession: A 24 Hour Pre Service Program
$170-$190: Certificate of Eligibility application fee which includes 2 year provisional certificate, and standard certificate $1000: Mentoring Fee ($450 : 4 week and/or $550 : 30 week)
$1450: Formal instruction at Regional Training Center fee
Or College tuition fee $325: 45 Hours in the Study of Teaching Elementary Mathematics (Elementary Only) $325: 45 Hours in the Study of Teaching Language Arts/Literacy (Elementary Only) $100: Administrative fee for processing application for standard
Contact Us….
NJ Department of Education/Licensure and Credentials: For Licensure/Certification questions:
• For applicants: Phone # 609-292-2070 Monday through Friday between the hours of 8:00 and 4:00 p.m.
• Website: http://www.nj.gov/education/educators/license/
For Provisional Teacher Program questions: • Phone #609-984-6377, fax# 609-984-3356, • e-mail [email protected] or [email protected]
For SAC/SLMS/ASLMS questions: Phone#609-984-6377, fax #609-984-3356 e-mail for SLMS/ASLMS [email protected] e-mail for SAC: [email protected]
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Charter Schools Institute
ADMINISTRATOR TRAINING PROGRAMS
Administrator Certificates
SUPERVISOR PRINCIPAL
SCHOOL ADMINISTRATOR SCHOOL BUSINESS ADMINISTRATOR
ADMINISTRATOR TRAINING PROGRAMS
Residency Programs for: Principals School Administrators School Business Administrators
ADMINISTRATOR TRAINING PROGRAMS
Three Step Certificate/Residency
Program STEP Certificate Issued Residency 1 Certificate of Eligibility Seek
Employment
2 Provisional Certificate 1 - 2 Year
Residency 3 Standard Certificate
Recommendation by the Mentor
ADMINISTRATOR TRAINING PROGRAMS
HOW TO REGISTER FOR THE RESIDENCY PROGRAM
When a candidate obtains a position requiring principal certification, the district registers on www.njl2l.org for the two-year residency.
When a candidate obtains a position requiring
school administrator or school business administrator certification, the school district must call (609) 292-6378 to register the candidate into the Administrator Training Program for a 1 year residency and receive the necessary registration materials.
ADMINISTRATOR TRAINING PROGRAMS
Residency Programs: A Collaboration with Professional
Organizations
The New Jersey Principal and Supervisor Association (NJPSA) is authorized by the New Jersey Department of Education to operate the two year Leader to Leader Program (L2L) for principal residency candidates. Contact: www.njl2l.org
ADMINISTRATOR TRAINING PROGRAMS
Residency Programs: A Collaboration with Professional Organizations
The New Jersey Association of School
Administrators (NJASA) provides a list of authorized mentors for school administrator residency candidates. Contact: www.NJASA.net.
The New Jersey Association of School Business Officials (NJASBO) provides a list of authorized mentors for school business administrator residency candidates. Contact: www.NJASBO.com
ADMINISTRATOR TRAINING PROGRAMS
NJ EXCEL: An “Alternate Route” for Administrators
The Foundation for Educational Administration (FEA) has developed the NJ EXCEL (EXpedited Certification for Educational Leadership) Program, a state-approved non-traditional program leading to certification, for supervisor, principal, school administrator, and director of school counseling services in lieu of traditional graduate studies in educational administration.
Eligibility for NJ EXCEL includes a minimum of a master’s degree in a field related to education and five years of full-time experience as a teacher and/or educational specialist (Models 1-2-3).
Model 4- Leads to CE for Chief School Administrator.
ADMINISTRATOR TRAINING PROGRAMS
NJ Department of Education/Licensure and Credentials:
For Licensure/Certification questions: • For applicants: Phone # 609-292-2070 Monday
through Friday between the hours of 8:00 a.m. and 4:15 p.m.
• Website: http://www.nj.gov/education/educators/license/
For Administrator Training Program questions: Ken Figgs, Manager Kristina Covington, Assistant Phone # 609-292-6378 or 609-984-6377 fax# 609-984-
3356, e-mail [email protected]
An Overview of NJ Mentoring and Professional Learning
Eileen Aviss-Spedding, Manager Office of Professional Development
Induction and Mentoring 1) Examine the value of induction and mentoring
2) Provide an overview of the key components of NJ induction system
Professional Learning 1) Examine what constitutes high quality professional
learning
2) Provide overview of the NJ Professional Learning Standards
3) Review the NJ professional development requirements
4) Examine process for PD Plans for next year: transitioning to new PD regulations
5) Share links to NJDOE Website Professional Learning Resources
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Today’s Goals
Agenda
61
The Importance of Induction
New Jersey’s Teacher Induction Program
What Constitutes High Quality Professional Learning? ‒ Research Findings ‒ The Professional Development Standards: Learning
Forward
- Professional Learning Requirements - Planning for Continuous Improvement Through PD
• Key understandings from research (NTC; NGA; Ingersoll et al.) o Teaching is developmental; work is complex and
much must be learned in practice; new teachers need support to become experienced professionals (over 3-5 years)
o 40-50% of new teachers leave the profession in first 5 years; cite poor support and working conditions, ineffective leadership; turnover is costly for districts
o HQ induction programs reduce turnover/costs, improve teachers’ professional growth, improve student learning
Why Induction Systems Are Important
62
• Induction supports novice teachers by: o Providing opportunities for targeted support and learning
o Providing opportunities to observe and be observed with feedback – to receive formative assessment based on effective practice standards
o Introducing new staff into culture and norms of their professional community
o Reducing isolation
o Strengthening collaboration and creating communities of practice
o Allowing experienced teachers to provide leadership, thereby strengthening their own practice in turn
o Transitioning teachers from being “students of teaching to teachers of students”
Importance of Induction (cont.)
63
A person-to-person experience that is… A confidential, non-judgmental process which… Ensures novice teacher support and guidance on effective
teaching practice… Based on state, district and school needs and individual
novice needs.
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Mentoring Is...
Agenda
65
The Importance of Induction
New Jersey’s Teacher Induction Program
What Constitutes High Quality Professional Learning? ‒ Research Findings ‒ The Professional Development Standards: Learning
Forward
Planning for Continuous Improvement Through High Quality Professional Learning
Requirements for State-Approved District Training Program (6A:9-8.3)
Have an approved mentoring plan
Provide holders of CEAS 30 weeks of mentoring (in accordance with district mentor plan); observation and evaluation by principal or designee
Provide holders of CE 34 weeks of mentoring (in accordance with district mentor plan); observation and evaluation by principal or designee; provision of formal instruction hours per certificate requirements for holders of CEs
Provide proportionately longer mentoring time for part-time teacher
Mentoring program implemented by mentor teacher, supervised by principal, conducted within the parameters of the district’s plan (9-8.4(a))
If district can’t provide formal instruction to AR provisional teachers, they must provide access to the instruction via a network of Dept –authorized providers.
NJ District Training Program Standards/Requirements
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Requirements for Local Mentor Plan: Development, Approval, Evaluation (6A:9-8.4)
Plan developed by CSA/Charter School Head
Plan gets initial approval by district board
Implementation of mentor plan is reported annually in QSAC Report
Plan revised every 3 years based on program evaluation and resubmitted to exec. county super. for approval
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NJ District Training Program Standards/Requirements (cont.)
Requirements for Local Mentor Plan: Content (6A:9-8.4) Experienced teachers give confidential support and guidance to novice
teachers in accordance with the NJ Prof Standards for Teachers Each novice teacher assigned a mentor at the beginning of the contracted
assign. Mentor plan includes in-person contact time between mentor and novice
over course of designated weeks Minimum goals: enhance teacher knowledge and strategies related to
CCCS to facilitate student achievement; improve teaching practice; assist novice teachers in performance of duties and adjustment to challenges of teaching.
Application process for selecting mentor teachers Criteria for mentor teacher selection Provisions for comprehensive mentor training Identification of mentor teacher responsibilities Logistics for plan implementation Consideration of collaborative arrangements with colleges and universities Provisions for the use of State funds Criteria and guidance for the 20-day clinical experience for AR teachers
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NJ District Training Program Standards/Requirements (cont.)
Minimum Required Mentor Selection Criteria (6A:9-8.4(d))
Certified teacher
At least 3 years experience
Actively teaching in the district
Committed to goals of local mentor plan
Agrees to maintain confidential nature of mentor/novice relationship
Demonstrates exemplary command of content area knowledge and pedagogy
Experienced and certified in the subject area of novice teacher, where possible
Knowledgeable about workplace norms and community being served
Knowledgeable about district resources and opportunities; able to refer novice to same
Submits letters or recommendation
Agrees to complete comprehensive mentor training
NJ Mentor-Selection Criteria
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NJ no longer allocates state funding for local mentoring program
Requirements for Use of State Funds (6A:9-8.4(e))
Funding based on number of novice teachers per district
Funds must supplement not supplant any federal, state or local funds already appropriated to support a novice teacher mentor program
May be used for stipends for mentor teachers, release time costs, substitute teacher costs, professional development and training costs related to program
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NJ Funding
Requirements for Provisional Certificate (6A:9-8.2)
Hold a CE or CEAS appropriate to teaching assignment
Accepted offer of employment requiring instructional certificate
Be registered by district in a state-approved district training program upon employment
Candidates pay required mentoring fees if no State funds are available (9-8.4(a)1-2)
Current Requirements
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Requirements for Evaluation of Provisional Teacher (6A:9-8.6)
Observed by appropriately certified administrative principal or designee authorized to supervise instructional staff
Observed 3 times during first year for purposes of certification
Aligned with NJ Prof Stands for Teachers and reported on State-developed form
First evaluation completed at end of 10 weeks after assuming full-time position
Second evaluation after 10 weeks
Final, summative evaluation at end of 30 weeks by building principal including recommendation for certification
Copy of evaluation provided to novice within 15 days
NJ Educator Accountability
72
Moving from Provisional to Standard Certificate (6A:9-8.7)
Principal makes recommendation for standard cert within 30 days after the conclusion of the district training program; submits directly to Secretary
Principal chooses one of three recommendations: Approved – recommends issuance of standard cert; Insufficient – recommends that the candidate be permitted to participate in a district training program for one more round; Disapproved – recommends that a standard certificate not be issued and that the candidate not be allowed to re-enter another district training program
Candidates who are Disapproved may petition the Board of Examiners for permission to seek provisional employment in another district
NJ Educator Accountability
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Regulations Components of District Mentoring Plan
Section 1: District Profile
Section 2: Needs Assessment
Section 3: Vision and Goals
Section 4: Mentor Selection
Section 5: Roles and Responsibilities for Mentors
Section 6: Professional Learning Components for Mentors
Section 7: Professional Learning Components for Novices
Section 8: Action Plan for Implementation Section 9: Resource Options Used
Section 10: Funding Resources
Section 11: Program Evaluation
Key Components of District Mentoring Plan
74
Agenda
75
The Importance of Induction
New Jersey’s Teacher Induction Program
What Constitutes High Quality Professional Learning? ‒ Research Findings ‒ The Professional Development Standards: Learning
Forward
Planning for Continuous Improvement Through High Quality Professional Learning
Focused on specific curriculum content and pedagogy Collegial design Intensive, sustained and continuous models Linked to formative and summative data on student
learning Supported by coaching, modeling, feedback Connected to the work of school-based teams Integrated into policy and reform (Jaquith, Mindich, Wei, Darling –
Hammond, 2010)
76
Effective Professional Development
77
Learning Organizations: Where people continually expand their capacity to create the results they desire, where new and expansive patterns of thinking are nurtured, where collective aspirations are set free and where people are continually learning to see the whole Together. Peter Senge, the Fifth Discipline
What is a Learning Organization?
they have more opportunities for collaborative engagement around school improvement.
Collaborative teams improve instructional practice and enhance teaching effectiveness.
(National Commission on Teaching and America’s Future, 2010)
78
What Research Tells Us
• Professional learning communities have been found to increase both the individual and group capacity of teachers to improve student learning.
• Student achievement is higher (in mathematics, reading, and science) in schools where teachers report
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Learning Communities: Professional learning that increases educator effectiveness and results for all students occurs within learning communities committed to continuous improvement, collective responsibility, and goal alignment.
Leadership: Professional learning that increases educator effectiveness and results for all students requires skillful leaders who develop capacity, advocate, and create support systems for professional learning.
Resources: Professional learning that increases educator effectiveness and results for all students requires prioritizing, monitoring, and coordinating resources for educator learning.
Data: Professional learning that increases educator effectiveness and results for all students uses a variety of sources and types of student, educator, and system data to plan, assess, and evaluate professional learning.
Professional Learning Standards
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Learning Designs: Professional learning that increases educator effectiveness and results for all students integrates theories, research, and models of human learning to achieve its intended outcomes.
Implementation: Professional learning that increases educator effectiveness and results for all students applies research on change and sustains support for implementation of professional learning for long term change.
Outcomes: Professional learning that increases educator effectiveness and results for all students aligns its outcomes with educator performance and student curriculum standards.
Professional Learning Standards
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• 20 hours of pd per year aligned to PD Standards and Professional Standards
• Content of the plan developed with supervisor through professional development plan
• PDP to include area for development of professional practice : o Derived from evaluation o Aligned to role as member of a collaborative team o As appropriate, an area aligned to school goals o As appropriate, professional development stipulated in statute
or regulation
NOTE: Each teacher must have PDP within 30 instructional days of beginning of their teaching assignment
Individual PD Requirements
Planning for School level Professional Development
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Developing School Level PD Plan for 2013-14 Utilize current process for PD plan development using
planning templates on NJDOE website Principal/Director retains pd plan Developing PD Plan for 2014-15 Beginning with Next Year’s Planning Cycle:
o Principal oversees plan development for pd that addresses CCCS, school goals and aligns with PD Standards and Professional Standards for Teachers and addresses teacher need as identified through data from evaluation of teachers
o Principal assures that resources are provided to support activities
Be driven by state, district and school goals
Use appropriate data to inform professional development decisions (sample ideas) o Standardized, district, school/teacher-made test
scores
o School and student demographics, climate
o Professional development surveys and evaluation data
o Teacher observations, walkthroughs
Be guided by a specific purpose
Build capacity of staff to implement strategies in classrooms with fidelity
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Planning Should:
Reflection: successes, challenges, connections, impact
Needs Assessment: student achievement definition, adult learning needs connected to student needs
Professional Learning Goals: adult learning goals aligned to student learning goals
Professional Development Opportunities: structures, processes and designs of learning opportunities
Professional Development Resources: sufficiency of resources and incentives for learning
Evaluation: monitoring the impact of professional learning
Professional Development Plan Elements
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Website: www.nj.gov/education/profdev/pd/teacher
Dedicated e-mail: [email protected]
Mentoring toolkit: http://www.nj.gov/education/njpep/pd/mentor_toolkit/index.html
Learning Forward: www.learningforward.org
New Teacher Center (www.newteachercenter.org)
o Teacher Development Continuum
Just Ask (www.justaskpublications.com)
Resources
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The Reflective Educator’s Guide to Mentoring, Hoppey and Dana, Corwin Press, 2007
Mentoring New Teachers, Hal Portner, Corwin Press, 2008
Mentoring Novice Teachers: Fostering a Dialogue Process, Debra Pitton, Corwin Press, 2006
Mentoring as Collaboration, Blank and Kershaw, Corwin Press, 2009
Taking the Lead, Killion and Harrison, NSDC, 2006
Mentoring Matters, Lipton & Wellman, MiraVia, 2003
Teachers Mentoring Teachers, Daresh, Corwin Press, 2003
All JUST ASK publications
Resources (cont.)
Introductions Underwriting Charter School
Borrowers: What Lenders Look For
Start-up Bridge Loan Program
Questions
Agenda
TRF’s charter school financing experience: Over $249 million to 76 schools, serving over 36,000 students Serves mid-Atlantic: PA, NJ, DE, MD, NY and DC
The Reinvestment Fund builds
wealth and opportunity for low-wealth people and
places through the promotion of
socially and environmentally
responsible development.
Real Estate Development
Policy Solutions
Business Lines
Lending and Investing
PolicyMap
TRF Profile
5 C’s of Credit
Character (organizational
or management) risk Cash flow (repayment) risk Collateral risk Construction risk Charter risk
Lenders are risk averse
Academic Program
and Performance
Organizational
Capacity
Financial
Management and
Capacity
How do Lenders evaluate potential borrowers?
Facility needs and financing capacity evolve as a school matures
Life cycle of charter school Year 1 - Charter Opens Year 3 - Enrollment
Increases Year 5 - Charter Renews
School 1: Lease
School opens in leased facility Financing options: Leasehold financing
School builds out leased facility (adding gym, more classrooms) Financing options: Leasehold financing, energy efficiency, sub-debt
School expands facility further or exercises purchase option in lease. Financing options: Acquisition, additional perm, energy efficiency, sub-debt
School 2: Lease to Permanent
School operates in leased facility with plans to move into a permanent space in the future Financing options: Leasehold financing
School exercises purchase option or identifies permanent site to purchase Financing options: Predevelopment, acquisition, construction, permanent, sub-debt
School expands facility further, adding more classrooms to accommodate additional grades and adds amenities. Financing options: Additional perm, sub-debt, energy efficiency
School 3: Permanent
School opens in basic facility it or an affiliate partner purchase Financing options: pre-development, construction, mini-perm
School builds out existing facility (adding gym, more classrooms) Financing options: construction, sub-debt, energy efficiency
School expands facility further, adding more classrooms to accommodate additional grades and adds amenities. Financing options: Additional perm, sub-debt, energy efficiency
Purpose: Bridging anticipated per pupil revenues at the start of the school’s operations. Timing: Applications for schools opening in Fall 2013 must be received by June 1, 2013. Loan Terms: - Principal of up to $250,000 - 7%, fixed rate - Term of less than one year
Bridge Loan Program Guidelines
Loan Criteria:
- Experience of founding team, board, and school leadership
- Staff recruitment strategies
- Demonstrated demand
- Enrollment and waiting list - Strong 2013-2013 budget
and monthly cash flow projections
Bridge Loan Program Guidelines
2013-2014 Budget supports a debt service coverage ratio of at least 1.4x
Cash flow projections
demonstrate the school’s need for the bridge loan and support the Principal Reduction Schedule
Bridge Loan Program Guidelines
Closing Conditions:
Evidence of final charter approval and full compliance with charter requirements
Evidence of facility control Organizational documents,
including articles of incorporation, bylaws, and evidence of 501c3 status
Other closing due diligence items (general liability and business risk insurance)
Bridge Loan Program Guidelines
To apply for charter school financing from TRF or for more information, please contact: Molly Melloh, Loan Officer [email protected] 215-574-5892 Elizabeth Frantz, Credit Analyst [email protected] 215-574-5811 www.trfund.com
TRF Contact Information
Implementation 1 FY 14
Information Session Charter School Program Grant Monday 25, 2013
Charter Schools Institute
Introduction
Matt Craig Project Director [email protected].
us Office: 609-292-3284 Cell: 609-815-5873
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Agenda Introduction
Grant Purpose and Eligibility
Key Forms
Project Design
Budget Considerations
Next Steps
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Grant Purpose and Eligibility
Overarching Goal To increase the number of “High Quality”
charter school seats
Purpose of the Competition To increase the number of data driven,
highly effective and efficient charter schools in NJ
Who is Eligible?
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Project Design
3 Goals 1. To increase data driven instruction and
decision making by teachers and administrators over the next two years.
2. To expand the academic program and resources of the school over the next two years.
3. To increase the organizational capacity of the school over the next two years.
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Goal 1 To increase data driven
instruction and decision making by teachers and administrators over the next two years.
Professional
development on collecting and analyzing data on student academic growth and/or using data to guide and improve student achievement
Purchasing technology that makes collecting and utilizing data easier and more efficient
Training on how to use relevant technology
Goal 2 To expand the
academic program and resources of the school over the next two years.
Stipends for teachers
or curriculum staff to align curriculum to the Common Core State Standards
Professional
Development on the Common Core State Standards
Academic resources
for supporting student growth (Textbooks, manipulatives, etc.)
Goal 3 To increase the
organizational capacity of the school over the next two years.
Costs associated with
creating and implementing office functions
Costs associated with
the installation of computers, data systems, networks, and telephones
Purchasing School
Board evaluation tools
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Project Design Forms: Abstract Statement of Need (15 points) Project Description (20 points) Goals, Objectives and Indicators
(Two Years) (20 points) Activity Plan (One Year) (20 points) Organizational Commitment and
Capacity (15 points)
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Next Steps
Application Due Date: TBA
Visit
http://www.nj.gov/education/chartsch/grants5.htm
All Eligible schools will receive an update when the
NGO is released
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PREPAREDNESS Forewarned, forearmed;
to be prepared is half the victory. Miguel de Cervantes
THE PREPAREDNESS VISIT
An opportunity for the approved applicant to demonstrate that there is the leadership and organizational capacity to open, that the founding group is prepared to serve public
school students and that everyone is ready for teaching and learning on day one.
Failure to demonstrate preparedness and to meet legal obligations prior to the school’s opening can have serious
consequences, including refusal of final charter authorization.
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Preparedness Visit Definition
“Preparedness visit” means the on-site inspection by Department personnel that gauges readiness for school opening. The preparedness visit shall include a review of program, facility, and fiscal documentation and interviews with board of trustee members and staff members of the proposed charter school to assess organizational leadership and capacity.
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N.J.A.C. 6A:11-2.1(i) Required Documentation: 1. A directory of the current members of the
board of trustees
2. The bylaws of the board of trustees
3. The Certificate of Incorporation (ASAP)
4. The Federal Employer Identification Number 5. The Credit Authorization Agreement for Automatic Deposits
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Required Documentation (cont.): 6. The lease, mortgage or title to its facility dated
and signed by landlord/seller and charter school representative
7. The certificate of occupancy for "E" (education) use issued by the local municipal enforcing official at N.J.A.C. 5:23-2
8. The sanitary inspection report with satisfactory rating
9. Fire inspection certificate with "Ae" (education) code life hazard use at NJAC 5:70-4
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Required Documentation (cont.): 10. An organizational chart and a list of the lead
person, school business administrator, teachers and professional support staff including required certifications and criminal background check status
11. A budget summary, budget narrative, and cash flow statement for the following fiscal year, based on the most recent enrollment projections
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12. Evidence of a uniform system of double-entry bookkeeping that is consistent with generally accepted accounting principles (GAAP).
13. The resolution of the board of trustees naming the Affirmative Action Officer, the Section 504 Officer and the Title IX Coordinator
14. Evidence of enrollment of at least 90% of approved maximum enrollment, as verified by student registrations signed by parent/guardian(s)
Required Documentation (cont.):
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15. Documentation that ensures compliance with all applicable Federal and State regulations and statutes
Required Documentation (cont.):
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Recommendations
THE BOARD OF TRUSTEES: Diverse skills including financial, managerial, and administrative areas as well as educational expertise. Leadership by founders as skilled at running a school as articulating a vision. Clear understanding of roles and responsibilities. Clear understanding of the New Jersey charter landscape. Knowledgeable about New Jersey charter law and regulations. Some resources: http://www.charterschooltools.org/tools/BoardGovernanceTrainingManual.pdf http://www.robertsrules.com/
Charter Schools Institute
Suggested Role of Board Members Keep the mission and purpose of the charter school clearly in focus Select, support and review the School Leader Ensure effective organizational planning Ensure adequate resources and manage them effectively Determine, monitor and strengthen the programs and services Enhance the school’s public standing Ensure legal and ethical integrity and maintain accountability Recruit and orient new board members and assess board
performance
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By-Laws Bylaws are the document that governs the activities of the board.
In drafting its bylaws, the board of trustees should take the school’s mission and educational philosophy into account, review examples of board bylaws from other charter schools, and consult other sources
(e.g., http://smartercharter.ctsfla.com/uploads/Charter_School_By_Laws_Sample.pdf) Charter school boards must comply with state law and regulations
including the School Ethics Act (N.J.S.A. 18A:12-22 et seq.)
We strongly encourage each board of trustees to review their proposed bylaws with the board’s own legal counsel.
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By-Laws Bylaws must now include:
Streamline Tenure Policy (N.J.A.C. 6A:11-6.2)- policies must lay out acquisition and dispute procedures
Teacher Evaluation Policy (N.J.A.C. 6A:10-1.1)- policies must define
each school’s individual evaluation policies and procedures
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http://www.state.nj.us/treasury/taxation/pdf/pubs/exemptfaq.pdf To become incorporated in New Jersey, your organization needs to file
a certificate of incorporation (and pay the fee) with the New Jersey Division of Revenue, Corporate Filing Unit
FEDERAL EMPLOYER IDENTIFICATION NUMBER AND FEDERAL EXEMPTION Internal Revenue Service Phone: 1-800-829-3676 to request forms and publications 1-866-816-2065 to apply for a Federal Employer Identification Number 1-877-829-5500 (IRS Exempt Organization Unit) to talk to an IRS
Representative Web site: www.irs.gov
The Certificate of Incorporation (ASAP)
The Federal Employer Identification Number
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The Credit Authorization Agreement for Automatic Deposits
http://www.state.nj.us/treasury/omb/forms/index.shtml
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Facilities: These items must be complete prior to June 30. The sooner the better!
The lease, mortgage or title to the facility: Difficult and lengthy. Changing facilities at the last minute is a red flag. The certificate of occupancy for "E" (education) use: Even if previously used for religious education, need the “E” use. Leave enough
time. The sanitary inspection report with satisfactory rating: Getting the inspector to come may take time. Fire inspection certificate: Getting the inspector to come will take time. Must be municipal. The County Office must sign off on the facility and may not be available at
the same time as the preparedness visit.
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An organizational chart:
Key personnel should be in place. School Lead Person and School Business
Administrator, at the least, should be available during the visit.
Although it is not expected that the full faculty will have been hired, substantial progress should have been made. Less than 50% of teachers hired is a red flag.
A substantive, realistic and timely plan should be in place to hire faculty and staff.
Yes, it is difficult to hire staff when you have no funds and are not fully certain you will open. Be aware of the obstacles and have a plan to overcome them.
Charter Schools Institute
Fiscal Requirements
Evidence of a uniform system of double-entry bookkeeping that is consistent (GAAP). Note: System must be installed and operational.
Be aware that not all SBA’s are familiar with charter schools and charter school requirements. Do your due diligence in hiring an SBA.
Start up for the financial management of a charter school takes a great deal of time. Although a part-time SBA may be sufficient over time (with someone on site to do day-to-day tasks) start up will require more time.
It is the 21st century. Reporting in all sectors is electronic. Make sure that your staff is computer savvy and that your equipment is up to date.
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The resolution of the board of trustees naming the Affirmative Action Officer, the Section 504 Officer and the Title IX Coordinator.
• One person can have more than one role, however, that person does need to be knowledgeable about what the statutes are and what their role as that officer will be. This is especially true for Section 504. • You should also be thinking about who will be your district anti-bullying coordinator and anti-bullying specialist (can be the same person).
Evidence of enrollment of at least 90% of approved maximum enrollment, as verified by student registrations signed by parent/guardian(s).
90% of enrollment (based on approved application). DOE needs: signed registration forms as well as 2 documents
demonstrating proof of residency (lease, mortgage, utility, bank statement, etc.).
Failure to accomplish this with the appropriate documentation is often the reason a charter school does not open. It is during the enrollment process that you need to build a positive relationship with your district(s) of residence.
You need to plan on how you will obtain all of the records of your enrolled students.
PLUS! Be prepared to show plans for your
Special Education students and English Language Learners Identification Records Administration and Staff Academic Program
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ORGANIZATION! Having everything ready, accessible and
easy to identify shows the OCS a competent operating team (hint).
Pulling papers with the name of another school out of vaguely marked file folders is a red flag.
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