www.bakerdconsulting.com
Strengthening the TECSCU Voice
and Solutions in Washington
October 3, 2011
We Will Be Heard!
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The Elements
 Take the pulse: TECSCU public policy and
advocacy status
– Executive Committee meeting 
– Membership survey 
 Assess the playing field
– Federal landscape analysis 
 Develop policy priorities and strategy
– Recommend a federal agenda (draft)
– Propose a 2012 work plan (draft)
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Membership Survey
Purpose: Determine what TECSCU
members view as sector issues and needs
that can be addressed through public
policy and advocacy.
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Distinguishing Characteristics
Specific program offerings
Candidate performance (e.g. state test scores)
Classroom rigor (e.g. skills development)
Content knowledge focus
Candidate assessment
Clinical and field experience
PK-12 partnerships
Preparation for diverse student populations
Certifications (e.g. # of certificates and programs)
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# of mentions
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Tracking Graduate Success
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Sector Challenges
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Consensus Themes
 Colleges of Education largely are not defining
themselves effectively to policymakers and the
public, but are being defined by others.
 Third parties are increasingly seen as “the
authorities,” either for reform ideas or producing
better results.
 Too often we are reacting “on our heels,” rather
than being part of or the solution.
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Consensus Themes (cont.)
 Our improvements and good results too
often are unrecognized.
 Concerns are acute about the quality of
education preparers.
 Access to and use of data to track teacher
success is important and needs to be
applied thoughtfully.
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Landscape Analysis
Purpose: Characterize the policymaking
environment in which TECSCU priorities
will be considered.
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Federal Landscape
 Congress has a lot on its plate, but not much of
it is getting digested. Enormous partisan tension
on all fronts.
– FY 2012 budget
– The “Super Committee”
– Elementary and Secondary Education Act
• House multi-bill approach
• Harkin draft
• Senate markers (S. 1250, 1567, 1569)
– IES reauthorization
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Federal Landscape (cont.)
 Executive Branch is mostly going it alone
given a reluctant or distracted Congress.
– Agency-driven programs to challenge the
status quo (e.g., Race to the Top, Our Future,
Our Teachers)
– A Blueprint for Reform
– Stimulus funding cliff, now even more sheer
– ESEA state waivers and other regulations
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Federal Landscape (cont.)
 External parties often are defining the
issues and the policymaking agenda
– National Council on Teacher Quality
– Gates Foundation, Brookings Institution
– Private, for-profit institutions
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Agenda Recommendations
Purpose: Identify the strategic positioning,
messaging, and policy priorities that will
comprise the TECSCU federal agenda.
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“The right to be heard does not automatically
include the right to be taken seriously.”
Hubert H. Humphrey (1911 - 1978)
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Strategy One: Embrace Reality
 The policy landscape has shifted in the
area of education generally, and teacher
preparation specifically.
– Need to work within the current environment,
not against it.
– Position as a key part of the solution given the
large number of teachers TECSCU institutions
have and will educate.
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Strategy Two: Build on Strengths
 TECSCU schools are leaders in the
teacher preparation arena, in terms of:
– Number of schools
– Number of students
– Understanding educational pedagogy
 This affords incomparable reach in terms
of connection to key audiences
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Strategy Three: Emphasize Students
 TECSCU schools exist to serve both
higher education students who will
become teachers and the K-12 students
they will educate.
– Highlight a focus on outcomes.
– Use data to illustrate progress of graduates in
their classrooms.
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Key Messages
 Students + Teachers = Learning
 The education process is constantly changing
and TECSCU institutions are applying new
teaching and learning methods to better prepare
our nation’s teachers.
 The learning environment also is evolving more
rapidly and TECSCU institutions are
incorporating advanced learning technologies
and other innovations into their work.
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Policy Priorities
(Draft Concepts)
 Adopt best practice metrics and advocate for a
pilot program that tracks performance by
TECSCU graduates.
 Develop and advocate for a policy that advances
a nationally recognized certification for teachers.
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Year One Work Plan
Purpose: Establish primary goals and
implementation tactics for the 2012
TECSCU public policy and advocacy
initiative.
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2012 Work Plan (Draft)
 Goals
– Define and advocate for public policy priorities.
– Develop TECSCU member relationships with key
policymakers.
– Employ the broad membership reach to enhance
TECSCU visibility in Washington.
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2012 Work Plan (Draft)
 Implementation tactics
– Articulate the TECSCU public policy agenda.
– Identify legislation and administrative vehicles to advance the
agenda (e.g., Elementary and Secondary Education Act, FY
2013 budget, IES reauthorization).
– Engage Congress and Administration officials to advocate for the
agenda items and to become a preferred source.
– Raise visibility of TECSCU solutions through briefing, hearing,
and media tactics.
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2012 Work Plan (Draft)
 Estimated timeline
– Oct. 2011: Incorporate feedback and finalize work plan.
– Nov. – Dec. 2011: Finalize 2012 federal agenda; draft supporting
policy papers and legislative language; schedule direct advocacy
activities.
– Q1 2012: Launch public policy priorities with decision-makers;
identify and engage potential “champions” and external partners.
– Q2-Q3 2012: Develop collaborative policy event to highlight
TECSCU educator success; ramp up advocacy strategy.
– Q4 2012: Conduct annual assessment of TECSCU public policy
and advocacy initiatives; update goals and work plan.
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