Rationale:
● Traditional teacher preparation
program enrollment at colleges and
universities is down 35%
● Current critical shortage of teachers-
more than 7,500 Virginia teaching
positions were:○ Unfilled (887)
○ Certified but Teaching Outside Subject Area
(718)
○ Provisionally Licensed (6,010)
● What matters most in recruiting
and retaining teachers?
● Competitive compensation
● Effective training and
preparation
● Support for new teachers
● Teaching conditions, including
supportive leadershipLearning Policy Institute, 2018.
Critical Shortage Areas
The Appropriation Act requires the Department of Education to report annually to the
General Assembly on the critical teaching shortage areas in Virginia.
1. Special Education
2. Elementary Education
PreK-6
3. Middle Education Grades
6-8
4. Career and Technical
Education
5. Mathematics Grades 6-12
(including Algebra 1)
6. School Counselor
PreK-12
7. English (Secondary)
8. Science (Secondary)
9. Foreign Language
PreK-12
10. Health and Physical
Education PreK-12
Legislation
8VAC20-23-90. Alternate Routes to Licensure.
A Virginia educational agency may submit to the Superintendent of Public Instruction for
approval an alternate program to meet the professional studies requirements.
Areas of Professional Study
● Human Development and Learning● Curriculum and Instruction● Classroom and Behavior Management● Assessment of and for Learning● Foundations of Education and the Teaching Profession
Language and Literacy* Code of Virginia
MCPS AMPS:Alternate Program for
Professional Studies Requirements
Goal: Proactively address the looming teacher
shortage by providing sustained, high-quality training
and support that will enable provisionally licensed
teachers to earn a renewable license and remain in the
profession as successful educators.
MCPS Local License Model: Alternate Program for Professional Studies Requirements
1. Ensure comprehensive instruction in
every required competency:
scaffolded learning experiences
2. Match the learning to the work:
timely, job-embedded training
3. Provide sustained mentoring,
coaching, and support: intensive
support and actionable feedback
How did we develop MCPS AMPS?
1. Created competencies from the professional studies requirements from VA LIS
2. Aligned competencies with licensure areas and 7 evaluation standards
3. Identified priority content
MCPS AMPS Timeline
4. Determined 30 month timeframe
Professional Studies RequirementsHuman Development and Learning
Curriculum and Instruction
Classroom and Behavior Management
Assessment of and for Learning
Foundations of Education and the
Teaching Profession
5. Identified program components and alignment
AMPS ComponentsLearning Environment
Instruction
Student Learning
Professionalism
5. Identified program components and alignment
6. Developed strand guides
7. Determined platform for instruction and evaluation
Comprehensive electronic portfolio accessible to participants,
evaluator/principal, program instructors, and program manager.
○
Identification of Needs
1. Component Instructor needs to view content by component
2. Principal/evaluator needs to view by evaluation standard
3. AMPS Program Manager needs to be able to view all of participants work
4. The participant’s annual teaching evaluation is
ALSO the AMPS program evaluation.
8. Identified needs for instructional platform
Alignment with program goals and evaluation needs.
✅Content needs to be provided to students based upon ILPs
✅Instructors need to be able to view content for her/his ILP
✅Evaluator (principal) needs to be able to access a portfolio aligned with the
seven standards for evaluation
✅Program manager needs to be able to review completion of all content
What ELSE does the model do?
1. Embedded training for
administrators
2. Provides growth opportunities
for other teachers
3. Success in the classroom =
success in the program
4. RETENTION is embedded. If
you leave early you don’t earn
any professional studies
credits
Questions ?
Activity
1. Work in small group to create a list of reasons your division may want to build a local
model?
2. What strengths does your division have that could benefit the model?
3. What challenges will be present?
4. Create 3 goals for a local model
5. Create a planning map
A-HA Moments
1. You just have to start.
2. Get the right team at the table. NO CLOSED MINDS
3. The naming convention was key to aligning program content to allow for multiple
modes of viewing.
4. Use your internal resources to build the teachers your division wants to employ
5. Be flexible and adaptive. Your model will change as it develops.