Welcome and opening remarks Dean Dale-Elizabeth Pehrsson Director of Professional Education – Dr. Betty Kirby Educator Preparation: Transformative Change Comparison of Proposals on Entry into the Teaching Profession Pre-Service Selection AACTE Recent AACTE PEDS report indicated that average GPA of admitted candidates is 3.24 AFT Entry standards (GPA; SAT or ACT); midpoint examinations CAEP Entry standards (GPA; SAT or ACT) CCSSO Entry standards based on local needs; candidate potential for professional effectiveness NEA Support recruitment strategies that draw high caliber HS students into teaching *Proposals include assessment in program exit requirements and/or initial licensure Clinical Experience Entry Teacher Assessment* One year edTPA as measure of entry level teaching skills One year Rigorous written exam; Exit requirements include a comprehensive teacher performance assessment High-quality clinical practice New licensure tests (with recommended common cut scores; pass rates; passing scores); encourage use of edTPA as evidence of candidates’ knowledge /skills High-quality clinical practice New performance assessments aligned to revised licensure standards One year residency Support teacher performance assessments in state licensure systems; passage of assessments prior to becoming teacher of record 4 Professional Education Data System (PEDS) 2013 Findings • 1) Vast majority of new teachers continue to be prepared in institutions of higher education (88% in 2009-10) • 2. Qualifications of teacher candidates are exceeding college admissions requirements (3.24 GPA national average) • 3. Clinical preparation is part of all teacher education programs. • 4. Infusion of technology use in preparation programs is ubiquitous. • 5. Online learning in preparation programs is widespread. • 6. Teacher prep programs are implementing performance-based exit measures. • 7. Majority of teacher prep programs collect data on their graduates • 8. Teacher production shortages persist in key areas. 10. Teacher candidates do not reflect the demographic makeup of students in PK-12 classrooms. National Policy Landscape • Focused on: – Accountability – Ratings of universities and teacher prep programs National Policy Landscape – 420 bills introduced related to teacher education in 40 states • Majority of the new state laws (N=70)covered the following: • Educator licensure and certification • Rating & ranking of educator preparation programs • Entry requirements and selectivity into preparation programs Seventeen states share information about how teachers perform in the classroom with their teacher preparation programs, up from six states in 2011. Why do states provide feedback to teacher preparation programs? State leaders are increasingly focused on improving college and university programs that prepare teachers as a route to a highquality teacher workforce. Use state data to link teachers with their students’ achievement and growth data with the state’s teacher preparation programs. Teacher Education at CMU • Admissions • Testing • Educator Preparation Institution Performance Scores would be captured on Friday, October 5th, 2012. All students who are viewed as a late admit, whatever the reason, will not be included at any time in the official count number. Students who are admitted prior to the four week deadline count date will be assigned the original application deadline date. Each late admission will be assigned the specific date they were processed into the program. BS Ed Admissions History avg. gpa 3.37! 21% b/wn 2.7-2.99 gpa! 20% qualify PRE policy! ! • Mel, Admissions graphic goes here Fa06 Sp07 Fa07 Sp08 Fa08 Sp09 Fa09 Sp10 Fa10 Sp11 Fa11 Sp12 Fa12 Sp13 Fa13 Sp14 1 sem chg 1 yr chg 2 yr chg X Elementary 145 126 130 135 138 151 173 136 119 176 141 183 176 109 120 72 -40.0% -33.9% -60.7% O Secondary 156 133 148 145 127 136 128 124 115 118 118 121 106 104 80 78 -2.5% -25.0% -35.5% Sem total 259 278 280 265 287 301 260 234 294 259 304 282 213 200 150 -25.0% -29.6% -50.7% -37.8% 301 Year total 560 558 552 561 528 563 495 350 -29.3% AY 2006 2007 2008 2009 2010 2011 2012 2013 8 yr totals PRD/CAMPB1TG/20121008 UPDATED/CAMPB1TG/9:08 AM, 6/5/14 OFFICE OF PLANNING AND RESEARCH PROFESSIONAL EDUCATION UNIT DIRECTOR OF PROFESSI ASST TO DEAN, COLLEGE OF EDUCATION Professional Readiness Exam • Beginning in fall 2013 the state of Michigan Dept. of Education began to require the PRE for the MTTC. This test is required for all future teachers for all levels of teaching and replaces what had been known as the MTTC Basic Skills Test. 2014 EPI Score Report for Central Michigan University Accreditation TEAC to CAEP The Path Forward Thamizhisai (Tamil) Periyaswamy, PhD Jennifer Wirz, PhD July 1, 2013 NCATE TEAC The Culture of evidence CAEP Council for the Accreditation of Educator Preparation (CAEP) the new, sole specialized accreditor for educator preparation Accreditation – The Immediate Steps Bachelor of Science in Education (BS in Ed) Programs Involving 6 colleges and more than 20 departments CAEP Expectations during the transition period (2014 and 2015) CAEP: Standards in Brief All aspects of a preparation program from • Recruitment and Admissions • Through completion, and • Into on-the-job performance should be monitored by multiple measures Tracing status and progress annually on • Program impact • Program outcomes, and • Consumer information CAEP: Changes in Terminology Students in the program: Candidates Students exiting the program: Completers Pre-service/field experience: Clinical Experience Institutions offering teacher preparation programs: Educator Preparation Provider (EPP) CAEP: Standards in Brief Levels EXIT During the Program Monitoring Parameters Completers achievements STD 4: Program Impact Candidate progress (In-class + Clinical Experience) ENTRY CAEP Standards Effects of admissions selection criteria STD 1: Content and Pedagogical Knowledge STD 2: Clinical Partnerships and Practice STD 3: Candidate Quality, Recruitment, and Selectivity CAEP: Examples of Evidence Measures • Candidate score on standardized license or board • • • • • • • • • examinations Scores on lesson plan Ratings of portfolios of academic and clinical accomplishments Employer evaluations of the EPP’s graduates Clinical capstone evaluations Graduation rates Alumni self-assessment of their accomplishments Impact of P-12 learning and development Ability of completers to be hired in education positions for which they have prepared Rates of graduate’s leadership roles, etc. Where we are?...... • Teacher Preparation Task Force 2023 • Focus groups and pilot studies text/data mining is underway • Lesson plan – Approved by the PEU May 2014 – Pilot data will be included in Data Packets – More information and guidelines will be available soon • Data packets will be made available as before (data access through a shared drive is also available) • Critical accreditation meeting for all the PEU committees • Clinical partnership committee will be in effect soon Syncing the Strategies .... Communication: Rapid and Responsive Awareness: Systematic Motivation and Emphasis Committee Participation: Streamlining the PEU committees for a common goal (PESAR, PEAC, PECC, Clinical experience committee) Language: Thinking in the assessment language Research: Strongly encourage research on P-12 educators preparation/practices and student learning and development Data: Integrative and Robust DATA Management System Teacher Education Implementation Task Force Recommendations Dr. Tim Hall – Associate Dean CHSBS Teacher Education Implementation Task Force Recommendations • Follow-up to February 14, 2014 Recommendations of the Teacher Education Task Force • Continuity--Committee primarily drawn from the earlier Task Force • Selected to represent teacher preparation programs across the university Teacher Education Implementation Task Force Recommendations • Follow-up to February 14, 2014 Recommendations of the Teacher Education Task Force • Continuity--Committee primarily drawn from the earlier Task Force • Selected to represent teacher preparation programs across the university Teacher Education Implementation Task Force Recommendations • The Need: – Task Force Recommendations observed, on the basis of study, that time to completion of Elementary program has been problematic • Precipitous decline in enrollments and admissions, much attributable to time to completion • State, national pressure to reduce time to completion • Longer time to completion is NOT producing better teachers, at least as measured by MTTC – CAEP Standards raising the ante, requiring stronger preservice teacher preparation in content, methods, clinical experiences, and data-driven decision making – Assessment date suggests that the program can improve experience Teacher Education Implementation Task Force Recommendations • Opportunities. . . – To make the program less onerous and more achievable for students – To improve the quality of student admissions – To improve the quality of preparation through better alignment of content, professional preparation with desired outcomes for our newly-certified teachers – To dovetail—perhaps even to become the leading edge—with other efforts across campus, especially the Quality Initiative Teacher Education Implementation Task Force Recommendations • Two Phases – Phase 1: Reduction in time to completion of Elementary program AND address the challenge of the new State of Michigan Professional Readiness Examination – Phase 2: Revision and extension of Clinical Experiences, Revision of elementary program majors, revision of secondary program Teacher Education Implementation Task Force Recommendations • Elementary Degree Program Changes: – Reduce overall degree credit hours, not including student teaching – teaching semester to approximately 92 – Limit major hour requirements to no more than 32 • Achieve reductions by – Petitioning to include targeted courses in Gen Ed for double-counting, e.g. ENG 381 – Designing new courses that will • better meet the standards—more standards addressed by a single course • Better engage student interest • Better model best practices in teaching, learning, and assessment of the disciplines or subject areas Teacher Education Implementation Task Force Recommendations • PRE – Pathway to preparation for new students • Analyze programs to make recommendations • Students below thresholds advised into Math, English preparatory tracks (below ACT 24 writing, 22 Math) – Pathway for current students—conditional admission with aggressive intervention – Better recruitment to target students most qualified to prepare for a teaching career • Target students with 24 on ACT writing • Utilize articulation agreement with HS Vo/Tech programs • Partner with CMU Honors program Teacher Education Implementation Task Force Recommendations • Next Steps for Phase II – Implementation of clinical experiences recommendations (already in progress) – Form Working Group for Secondary Programs – Align CLeaR with InTASC or develop new guiding philosophy – Thorough curriculum mapping of degree program and majors to improve alignment with InTASC, MDE Standards (already in progress) Teacher Education Clinical Experiences Recommendations Larry Corbett Center for Clinical Experiences Teacher Education Clinical Experiences – Sub-committee • • • • • • • Meghan Block – English Carlin Borsheim-Black – English Libby Knepper-Muller – TEPD Jennifer Quick – Center for Clinical Experiences Kristina Rouech – TEPD Denny St John – Mathematics Larry Corbett – Center for Clinical Experiences CAEP – Standard 2: Clinical Partnerships and Practice • The provider ensures that effective partnerships and high-quality clinical practice are central to preparation so that candidates develop the knowledge, skills, and professional dispositions necessary to demonstrate positive impact on all P-12 students’ learning and development. Teacher Preparation Task Force Recommendations for Clinical Experiences • • • • • Align and sequence clinical experiences for vertical coherence. Create immersive clinical experiences for horizontal coherence. Develop a strategic plan for faculty to guide clinical experiences. Maintain duration of clinical experience during student teaching. Increase the duration of clinical experiences in the BS in Education – Secondary program. • Offer clinical experiences in a variety of sites and learning environments using culturally responsive and place-based pedagogy. Partnerships for Clinical Preparation • Development of partnerships between P-12 schools and CMU clinical experiences at both the pre-student teaching and student teaching levels. Major partnerships should be wellplanned with collaboration between the P-12 schools, CMU and other interested entities. Clinical Educators • Professional development for university coordinators for assessment, consistency, program expectations, and public relations. • Develop plan to infuse more tenure-track faculty into supervision of students in clinical experiences to create a stronger relationship between pedagogy and field work. • TEPD identify a course coordinator to help partner the methods courses with the pre-student teaching experience for consistency. Clinical Educators • Formulate and market the cooperative teaching model for host teachers and student teachers. • Centralize the tracking of clinical experiences and professional development of students. • evaluate the Early Childhood program to determine the feasibility of incorporating the MDE 8-week Pre-K student teaching requirement into a placement prior to general education student teaching. Clinical Experiences Curriculum mapping be done in various parts of the clinical experiences to include collaboration: – Between secondary methods courses and EDU 325 – Secondary Methods; – Between the TEPD methods courses; – Between the university coordinators teaching EDU 432 – Seminar in Student Teaching. Clinical Experiences • All teacher education candidates take EDU 458 as a 16-week experience regardless of academic major. • All departments within the PEU develop a plan to infuse a minimum of 60 hours of planned clinical experiences within their professional education methods coursework. • Secondary departments make EDU 325 a pre- or corequisite for the departmental subject matters methods course. Clinical Experiences • PESAR be petitioned to eliminate the open-ended 45-hours of classroom observation for program admission and replace with the 30-hour directed observation hours required within EDU 107. • An online teaching experience be considered as a possible clinical experience of the newly created EDU 390 course (this course will replace the EDU 290 requirement).