Tiered Licensure & Developmental Continuums August 9, 2011 CCSSO State Consortium on Educator Effectiveness (SCEE)

Tiered Licensure &Developmental Continuums

August 9, 2011

CCSSOState Consortium on Educator

Effectiveness (SCEE)

Logistics

Everyone is muted

Use the chat function to make a comment or ask a question

You may chat privately with individuals on your team

If you have problems, you may send Tina Zhao a message via chat or email at [email protected]

2

Using The Model Core Teaching Standards To Make A Difference For

Teachers And Their Students

Peter Winograd Director, University of New Mexico Center For

Education Policy Research

Kathleen Paliokas Program Director , Interstate Teacher

Assessment and Support Consortium (InTASC), Council of Chief State School Officers

Poll

Who is joining us today?

How many people are watching the webinar with you?

1. Just me

2. Me and 1 other

3. Me and 2-5 others

4. Me and more than 5 others

5

6

Presentation

The Challenges We Face

Brief Background

Why This Effort Is Important

Today’s Conversation

The Panel

Next Steps 

7

InTASC Model Core Teaching Standards: A Resource For State Dialogue

In April, 2011, CCSSO released these standards. The purpose of this document “is to serve as a resource for states, districts, professional organizations, teacher education programs, teachers, and others as they develop policies and programs to prepare, license, support, evaluate, and reward today’s teachers. As noted above, a systemic approach and supportive infrastructure are essential to successful implementation of these standards.”

(p.5, InTASC Model Core Teaching Standards, CCSSO, 2011)

8

The Challenges We Face

We believe that a systemic approach and a supportive infrastructure are essential to successful implementation of the InTASC Standards.

State licensure is, arguably, the most important policy infrastructure related to teaching and teaching standards.

The challenges we face are how to embed the Model Core Teaching Standards into the wide variety of state licensure systems facing challenges of their own.

9

Brief Background

April 28-30, 2011 SCEE National Summit on Educator Effectiveness: Transforming State Systems For The Future

June 14, 2011 SCEE Webinar - Summit Strands: Where Do We Go From Here?

Lessons Learned

There is no clear definition of what a tiered licensure system looks like or how it is implemented across different states

Relationships between licensure, compensation, and educator evaluation are extremely complex

Teacher evaluation should inform decisions about professional development, tenure, dismissal, renewal and promotion at the local level, but it should not determine the revocation of a teacher’s license

10

Ideas For Next Steps

Develop rubrics for the InTASC Standards across the developmental continuum that can be contained in tiered licensure systems

Develop communication strategies and partnerships that help states implement or strengthen tiered licensure systems that embed the InTASC Model Core Teaching Standards in state policy

11

Next Steps

Develop a usable source of information about the status of state tiered licensure systems, how they can be implemented or strengthened, related state policies, potential problems and how they can be avoided, research on their impact on student learning and other important outcomes.

12

Why Is This Effort Important?

InTASC Standards – A New Vision of Teaching

Developmental Continuum

A Focus on 21st Century Knowledge and Skills

Personalized Learning for Diverse Learners

Increased Emphasis on Assessment Literacy

A Collaborative Professional Culture

New Leadership Roles for Teachers and Administrators

InTASC Standards – The Implications For Licensure

Licensure systems should:

Provide a coherent framework for assessments across teachers’ developmental career from initial licensure to renewal

Ensure that teacher candidates are well prepared to teach

Licensure systems should:

Support teacher growth over time

Provide incentives to encourage teachers to accept new roles and responsibilities

Encourage teachers to seek out continued training to gain the knowledge and skills they need

16

17

Teacher Licensure Systems Vary Widely Across The Country

Unclear (3) 1 Level (10) 2 Levels (21) 3 Levels (12) 4 Levels (5)0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

5.9%

19.6%

41.2%

23.5%

9.8%

Source: NASDTEC Knowledgebase, www.nasdtec.info. Retrieved 4.24.11

What are some of the components of licensure systems?

Assessments – (pedagogy, content, performance, new approaches to teacher evaluation)

Links to teacher preparation (standards, alternative pathways, qualifications and requirements)

Induction support – (mentoring, coaching)

Structure of licenses, certificates (tiers, renewal requirements, K-12, subjects, special education, leadership)

Links to compensation

Links to hiring/firing/tenure/ethics

State Licensure Systems are Facing Challenges of Their Own

New approaches to teacher evaluation

The implementation of common core state standards

SEA budget cuts and staff reductions

SEA missions are changing

Alternative pathways into teaching

LEA budget cuts and staff reductions

Fewer opportunities for professional development

Others?

If the goal is to use the Model Core Teaching Standards to strengthen teaching,

AND

if professional learning is developmental across a continuum,

AND

if state licensure systems are facing many challenges,

THEN

what does this mean for how we strengthen our licensure systems?

What needs to change in each component of licensure?

How can SCEE be of help?

22

Panel Members

Linda Alder, Coordinator, Educator Effectiveness, Utah State Office of Education

Jean Satterfield, Assistant Superintendent, Certification & Accreditation , Maryland State Department of Education

Phillip Rogers, Executive Director, Education Professional Standards Board, Kentucky

Questions for Panel

1) Requests for rubrics and a developmental continuum aligned to the InTASC standards:

How would you use such a continuum and what are the

implications of one for how to design a tiered licensure system? 

2)  A tiered licensure system presumes a continuum of assessments:

Where do you see licensure assessment trending?

How does the idea of including measures of student growth and/or teacher evaluation results in licensure decisions fit in?

23

24

Today’s Conversation

Panel Conversation

Next Steps

Poll

Poll

Is your state currently working on changes to licensure? If no, you may skip. If yes, which elements are being changed?

a) Assessments

b) Links To Teacher Preparation

c) Induction

d) Licensure Structure

e) Links To Compensation

f) Links To Hiring/Firing/Tenure/Ethics

g) Other?26

Upcoming Webinars

Each date is a Tuesday; all times are 2:00 pm ET

Preparation: September 13

Leader Evaluation: October 4

Teacher Evaluation: Postponed, Date TBA

Regular SCEE Webinar TBA: October 11

27

SCEE’s Second Year

Upcoming Topical Meetings: Tentatively Oct. 13-14, TBA

InTASC Meeting

Resources on the Collaboration Site

Ongoing Webinars and more

It is time to renew SCEE membership. Please contact [email protected].

Let your team lead or deputy know about how SCEE supports your work!

28

30 Minutes Q and A

The audio portion of the webinar has concluded.

Experts will be available for 30 minutes to respond to your questions

Enter your questions in the Chat space

We will post the Q&A on the webinars page at the conclusion of this event.  http://scee.groupsite.com/page/webinars

29

Thank you!