Partnership for Educator Preparation · ISBE: Vision, Mission, and Goals 6 GOALS Every child in each public school system in the State of Illinois deserves to attend a system wherein…

Partnership for Educator Preparation

Year 1: Wrap Up Year 2: Kick Off

Whole Child • Whole School • Whole Community 1

October 29, 20188:30 a.m. to 12:30 p.m.

ISU Alumni Center, Bloomington, Illinois

Agenda2

Welcome, Objectives, Norms and ISBE Vision Mission and Goals 8:30-8:45

Teach Illinois 8:45-9:20

Break (10 min) 9:20-9:30

Year 1 WRAP UP• Successes• Completer’s Survey• Indicators and Measures• Power BI Reports• Query Builder

9:30-10:50

Break (15 min) 10:50-11:05

Year 2 KICK OFF• Dr. Matt Clifford: Principal Preparation Indicators• Data Collection • Public Report

11:05-12:25

Wrap-Up 12:25-12:30

Objectives

Participants will: Develop a deeper understanding of the Teach Illinois

Report and how the PEP work intersects the approved recommendations

Review and discuss the accomplishments and areas for opportunities during pilot YEAR 1 including; deficits in data collection for specific indicators

Review and discuss approach to pilot YEAR 2 including; data collection, APR 1.0, system updates

Propose timelines for release of the public facing reports (2020)

3

Norms

Seek to understand context and look for general principles that apply

Share resources and ideas

Respect time for questions

Stay on Target

Assume Positive Intensions

Equity of Voice

Solution Minded

Innovative Thinking

4

Whole Group Table Discussion

QUESTIONS: https://tinyurl.com/ycorzw64

PREP TEAM will follow up!

ISBE: Mission, Vision, and Goals5

VISION

Illinois is a state of whole, healthy children nested in whole, healthy systems supporting communities wherein all people are socially and economically secure.

MISSION

Provide leadership and resources to achieve excellence across all Illinois districts by engaging legislators, school administrators, teachers, students, parents, families, and other stakeholders in formulating and advocating for policies that enhance education, empower districts, and ensure equitable outcomes for all students.

ISBE: Vision, Mission, and Goals6

GOALS

Every child in each public school system in the State of Illinois deserves to attend a system wherein…

All kindergartners are assessed for readiness.

Ninety percent or more of third-grade students are reading at or above grade level.

Ninety percent or more of fifth-grade students meet or exceed expectations in mathematics.

Ninety percent or more of ninth-grade students are on track to graduate with their cohort.

Ninety percent or more of students graduate from high school ready for college and career.

All students are supported by highly prepared and effective teachers and school leaders.

Every school offers a safe and healthy learning environment for all students.

Community

HomeSchool

EmotionalPhysical

SocialCognitive

The Whole Child7

A child within an ecology of multiple and interconnected parts

nested in overlapping systems

TEACH ILLINOISStrong Teachers, Strong Classrooms

POLICY SOLUTIONS TO ALLEVIATE TEACHER SHORTAGES IN ILLINOIS

8:45-9:20

ISBE will work with partners across Illinois to:I. Coordinate a statewide campaign to elevate the teaching profession and

inspire people, especially those of color, to join the profession. II. Incentivize and create opportunities for P12 and postsecondary institutions

to work together to create streamlined pathways into the teaching profession.

III. Support partnerships between school districts and teacher preparation programs in order to closely align teacher supply and demand.

IV. Develop innovative, results-based approaches to educator preparation.V. Develop and adopt a research-based bar for licensure that leads to a highly

effective and diverse workforce.VI. Promote teacher leadership and career pathways with differentiated

responsibilities and appropriate incentives.VII.Develop robust teacher mentorship and induction programs.

Teach Illinois Recommendations:Overarching: Full Funding

Recommendations to General Assembly:10

Teacher Preparation (IV)

• Job Embedded Programs

• Addresses issues for how career changers and those currently serving as paraprofessionals, aides, and substitutes can earn a professional educator license

• Provides multiple ways of demonstrating the relevant skills, knowledge, and attributes necessary to become a teacher

Licensure (V)

• Continues to require the successful completion of a test of basic skills for individuals without a bachelor’s degree

• Removes the test of basic skills for individuals who already hold a bachelor’s degree from a regionally accredited institution

Induction and Mentoring (VII)

• Affirms the efficacy of quality mentoring for new teachers and school leaders

• Provides ongoing opportunities for mentoring support for new teachers and school leaders

ISBE Immediate Actions (I-IV):11

Elevate the Profession (I)

• Coordinate a community-based campaign to inform the public on the valuable and essential contributions teachers make in the lives of students and focus on the recruitment of individuals of color into the field

Pathways to the Profession (II)

• Partner with stakeholders to develop a college and career pathway endorsement in education

Partnerships: Districts and Higher

Education (III)• Host regional peer-to-

peer meetings between school districts, ROEs/ISCs, and institutions of higher education to identify effective partnership models in Illinois and create guidance on developing mutually beneficial partnerships

• Fund Innovative Fieldwork Grants supporting district and IHE partnerships

Teacher Preparation (IV)

• Modify administrative code regarding the receipt of subsequent endorsements

• Work with stakeholders to develop a multi-step preparation program approval process

• Partner with the Illinois Bilingual Advisory Council to develop criteria for district-based ESL/Bilingual endorsement programs

ISBE Immediate Actions Continued (V-VII):12

Licensure (V)

• Identify faculty from higher education, school district personnel, and others with relevant expertise to study the relationship between the test of basic skills and teacher efficacy

• Convene a group of practicing teachers, administrators, higher education faculty, and others to identify the appropriate content for an assessment approach to basic skills (e.g., portfolio, general education requirements, standardized exam)

Teacher Leadership (VI)

• Fund Teacher Leader Grants supporting school districts to propose and implement Teacher Leader projects

Induction and Mentoring (VII)

• Convene regional peer-to-peer learning opportunities for districts in order to share best practices in induction and mentoring

• Work with practicing teachers, building and district administrators, and others to identify and develop quality standards and research-based guidance about mentoring

Questions: Teach Illinois (15 min)

9:05-9:20

BREAK9:20-9:30

Agenda15



Break (10 min) 9:20-9:30


9:30-10:50

Break (15 min) 10:50-11:05


11:05-12:25

Wrap-Up 12:25-12:30

SUCCESS OF PILOT YEAR 1

9:30-9:40

Overall Feedback

80% Agreed• The data template was easy to use

• The data dictionary provided sufficient descriptions

• The data reports accurately represent EPPs in Pilot Year 1

17

Using data for improvement purposes will result in increased teaching candidate

success

Their institution is interested in using the data to help further institution performance

The new PEP process resulted in more information than APR 1.0

ISBE provided adequate support during the year 1 pilot

Over 90% Agreed

Survey Feedback18

Data Use

•“The data will be used by the school of education faculty and staff to guide a strategic plan for curriculum changes, program updates, and specific licensure testing assistance

•“The data will drive future decisions regarding program continuation, curriculum, and program updates.”

•“Future uses include data use for nationalaccreditation.”

Continuous Improvement

•“We have better communication between the licensure officer, assessment coordinator, institutional research, and the advisors.”

•“One area of improvement is knowledge across the institution of the types and amounts of data we need and use.”

•“Much more attention is being paid to more specific data (e.g. ACT scores) and how it can be used to make programmatic and curricular decisions.”

Areas for Opportunity

•“The error checks after data upload should be adjusted to take into consideration that students are not required to submit a social security number to the ELIS system...”

•“Please consider remote meeting options for your mandatory PEP meetings.”

•“It would be lovely if the raw data from the completer’s survey ...could also be given completed in charts and graphs.”

Survey Feedback19

“The support from the Prep Team and IT was instrumental in the success of pilot year 1.”

“Entry into the ISBE platform was smoother than anticipated.”

“APR 2.0 is so much more valuable and informative than the previous APR.

“We look forward to utilizing the reports annually. “

“There were no major issues in the data collection at our EPP.”

Greatest Success in Pilot Year 1!

Go to www.menti.comCode: 65 07 90

COMPLETER SURVEY DEBRIEF

9:40-10:05

Completer Survey (15 min)21

YEAR 1- First full year of implementation/collection/reporting

YEAR 2 – Visualizations via APR 2.0

15 Min-Use questions to guide discussion:

1) What data did you find most valuable?

2) What surprised you about the data?

3) How do you plan to utilize the completer survey data?

Please nominate one member at the table to report out responses to questions above.

Table DiscussionShare Out

Use Markers & Post Its

Recorder/Presenter

Whole group share out (10 min)

PERFORMANCE INDICATORS AND MEASURES

10:05-10:25

Domains and Indicators24

Candidate Selection Profile

Academic Strength

Teaching Promise

Candidate/Completer Diversity

Knowledge and Skills for Teaching

Mastery of Teaching Subjects

Subject-Specific Pedagogical Knowledge

General Teaching Skill

New Completer Rating of Program

Novice Teacher Rating of Program

Principal/Supervisor Rating of Program

Performance as Classroom Teachers

Impact on K-12 Students

Demonstrated Teaching Skill

K-12 Student Perceptions of Teachers

Contribution to State Needs

Entry into Teaching

Persistence in Teaching

Placement in High-Needs Schools

Persistence in High-Need Schools

Completers in High-Needs Subjects

Minority Completers

Teaching Promise

Novice Teacher Rating of Program

Principal/Supervisor Rating of Program

Impact on K-12 Students

K-12 Student Perceptions of Teachers

Minority Completers

* Highlighted indicators were not collected in year 1

TPDN

CCSSO-Teacher Preparation Data Network (TPDN)

Fall Meeting (October 1-3) Objective:

Seek to identify commonalities across participating states and create and facilitate meaningful and practical collaboration and learning opportunities.

Address common problems of practice and develop effective strategies to address them.

Implement pilots to test innovation and disseminate results among other states.

25

ParticipatingStates:

Nebraska

Indiana

Nevada

District of Columbia

Virginia

Hawaii

Idaho

Missouri

Georgia

Illinois

Delaware

Washington

Michigan

Mississippi

California

TPDN Pilots

Pilot Spring 2019

CPS

1100 Teachers

375 Principals

Statewide model for implementation

Pilot Spring 2019 ISU

First Generation Data Collected on EPP application

Seeking additional Pilot EPPs to collect data element Contact Bess Johnson-

[email protected]

Novice Teacher (yr2) and Supervisor Survey Minority Completers (First Gen)

26


mailto:[email protected]

ISBE Pilots

Pilot Spring 2019 All Call for Disposition

Surveys across the state Common among EPPs

ISU

Teaching Promise (Dispositions) Subcommittee

Contact Bess [email protected]

Pilot Spring 2019 reports

Include elements from 5 essentials data aligned to candidate district/school placement

Teaching PromiseK-12 Student Perception of Teachers

27

mailto:[email protected]

POWER BI REPORTSQUICK POLLS

Placement in Illinois Schools29

We need your feedback!

How do you want to see the data?

Placement in Illinois Schools


Size of EPP30


How does your institution determine size?

Small/Medium/Large

Compared to other IHE’s in the state


ANNUAL PROGRAM REPORT QUERY BUILDER

10:25-10:50

APR Query Builder32

What is the APR Query Builder? The Query Builder is a tool that displays all the data elements collected

and contained in the database. The user can easily slice through the data by adjusting the values of the fields (i.e. by program, gender, ACT score, GPA etc.)

Why was this tool designed? ISBE has designed this tool for more granular data analysis.

How may an EPP utilize this tool? EPPs may utilize this tool to quickly ask and answer questions about

their candidate and completer data in one easy to use

APR Query Builder-DEMO33

Questions: APR Query Builder

APR Query Builder35


Would you find the APR Query Builder a valuable tool for your institution?

May 2019


BREAK10:50-11:05

Agenda37



Break (10 min) 9:20-9:30


9:30-10:50

Break (15 min) 10:50-11:05


11:05-12:25

Wrap-Up 12:25-12:30

PRINCIPAL PREPARATIONPERFORMANCE INDICATORS

AND MEASURES

11:05-11:25

Principal Preparation: Indicators and Measures

34

Dr. Matthew Clifford is a Principal Researcher at AIR focused on the improvement of school leadership as a means of improving instructional quality and student achievement.

Matt will be supporting the work of the principal preparation subcommittee as they determine what recommendations to provide ISBE

Questions: Principal Preparation Indicators and Measures (5-10 min)

DATA COLLECTIONPILOT YEAR TWO

11:25-11:45

System Updates42

How Data is rolling over from last year The APR 2.0 application is designed to automatically

carry over records for the 17-18 data collection for candidates who were entered as “New”, or “Active” in 2015, 16 or 17.

New Features Resource Repository

Email Capabilities for ISBE to Institutions

New Look and Feel

System Updates

44

System Updates

45

System Updates

Templates and Resource Guide46

PEP Webpage :Under Resources Tab

Individual/Institution Templates

Teacher Programs

School Support Programs

Administrative Programs (excluding Principal)

Resource Guide

Data Dictionary

Updates

https://www.isbe.net/Pages/pep-statewide-data-collection.aspx

PUBLIC REPORT

11:45-12:25

Public Report48

2019

Beginning 2019 we will engage PEP subcommittee to lead the design and development a mock report.

• Statewide feedback from EPPs Fall 2019

• ISBE Graphic Design Lead

• Marketing/Communication Plan

2020

In 2020, data reports will be publicly available that will include qualitative and quantitative data and information about colleges and universities with approved preparation programs aligned to our 14 performance indicators and measures.

• Primary Content-Teaching

• Phased in Content-Administrative and School Support Personal

We Need a NAME!Go to www.menti.com

Code: 56 53 05

Public Report Timeline (15 min)49

2020 State Data

All IHEs + All Programs (Aggregate)

IHE Data All programs data (Aggregate)

Program Data Individual program data

15 Min-Illustrate timeline:

Draft a plan for the release of the public reports in 2020.

Considerations: Phased-In approach?

What time of year should the reports be released? Target Audience?

IHE capacity to provide context to report

Should they include the most recent spring collection? (Feb-April)

Table DiscussionShare Out

Use Markers & Post Its

Recorder/Presenter

Please nominate one member at the table to report out.

Whole group share out (15 min)

WRAP UP

12:25-12:30

Exit Survey52

https://tinyurl.com/ycyptpuy

https://tinyurl.com/ycyptpuy

Partnership for Educator Preparation · ISBE: Vision, Mission, and Goals 6 GOALS Every child in each public school system in the State of Illinois deserves to attend a system wherein…

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