Office of Educator Licensure and Preparation

Updates

Spring TACTE Conference | Feb. 18, 2021

A C A D E M I C S

ALL TENNESSEE STUDENTS WILL HAVE ACCESS TO A HIGH-QUALITY EDUCATION, NO MATTER WHERE

THEY LIVE

E D U C A T O R SW H O L E C H I L D

TENNESSEE PUBLIC SCHOOLS WILL BE EQUIPPED TO SERVE THE ACADEMIC AND NON-ACADEMIC

NEEDS OF ALL STUDENTS

TENNESSEE WILL SET A NEW PATH FOR THE EDUCATION PROFESSION

AND BE THE TOP STATE TO BECOME AND REMAIN A TEACHER

AND LEADER

We will set all students on a path to success.

Senior Director of Educator Licensure & Preparation

Michael Deurlein

Director of Engagement & PartnershipsJennifer Nelson

Educator Preparation Program Manager

Ron Blaylock

Licensure Specialist

Donna Stone

Senior Licensure Specialist

Sharon Walker

Licensure Specialist

Bruce Bentley

Licensure & Business Operations Specialist

Sophia Carter

Licensure Specialist

Becky Hethcote

Senior Director of Educator Preparation

Annie Insana

Licensure Program Manager

Tiffany Dellard

Director of Licensure & Operations

Eric Olmstead

Educator Licensure and Preparation

3

Licensure Specialist

Anne Zerda

Senior Licensure Specialist

Kevin Fee

▪ SBE Updates – February Meeting– 6-10 Mathematics endorsement

– Early Childhood and Special Education Integrated endorsements

▪ Literacy Bill

▪ EPP and LPP Innovation Grants

▪ Partnerships and Engagement – Primary and state-recognized agreements

– EPWG and CEEDAR

– COVID-19 plans for EPPs

▪ EPP Comprehensive Reviews – CAEP updates

– Spring 2020 reviews

▪ SAPs – SAPs in TNAtlas

– Instructional leader program reviews

▪ Annual Reports and Data – AR release for 2020

– Entrance exam requirements

Agenda

5

SBE Updates

▪ School services personnel licensure reactivation

pathways

▪ New licensure pathway for speech language pathology

assistants

▪ Updates to Literacy and Specialty Area Standards Policy

(5.505)

– Integrated early childhood endorsements

– 6-10 Mathematics endorsement

▪ Update to Educator Licensure Policy (5.502)

– Additional endorsement pathway

February SBE Meeting - Licensure

7

▪ EPP/SAP recommendations

– Six ongoing EPP approval recommendations

– One EPP status change recommendation

▪ Category 2 or 3 non-public school clinical practice settings

February SBE Meeting - Preparation

8

6-10 Math Endorsement

▪ Created three pathways to a new math endorsement

– Pathway 1: Candidates enrolled in approved 6-8 math

programs (9-10 Clinical Practice placement required)

– Pathway 2: Candidates enrolled in approved 6-12 math

programs

– Pathway 3: EPP-designed 6-10 math programs

▪ With all pathways, candidates must submit qualifying

scores on the NES Middle and Early Secondary Math

assessment

6-10 Mathematics Endorsement

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Early Childhood and Special Education

Integrated Endorsements

Endorsement Structure

▪ Integrated early childhood birth – K

▪ Integrated early childhood pre-K-3

▪ Standards (NAEYC and DEC)

▪ Program components (including focus on meaningful general and special education integration)

▪ Candidate assessments

Proposal Structure

▪ Using SAP template with emphasis on requirements specific to integrated endorsements

▪ Under review by working groups

▪ Breakout for additional details

Updates

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▪ February 2021

– Internal working group meeting

▪ March 2021

– External working group review and feedback

– Release of proposal template to all EPPs

▪ April 2021 and ongoing

– Quarterly review of proposed integrated endorsement programs during regular SAP review cycle

▪ September 2025*

– Phase out of all current early childhood programs

*The department may take a recommendation to the SBE to extend this to September 2026

Anticipated Timeline

13

Literacy Bill

▪ Comprehensive framework for foundational skills in literacy for districts and educator preparation providers

▪ Impact on educator preparation

– Foundational skills standards

• The department and state board will assess the current literacy standards to determine how foundational skills can be emphasized.

• EPPs will be required to integrate foundational skills training for educators preparing to teach K-3.

– Literacy assessment

• Requires all educators seeking licensure in K-3 to pass a new literacy assessment for licensure.

• This will replace the current Teaching Reading assessment.

– Landscape analysis

Literacy Bill

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EPP and LPP Innovation Grants

▪ Upcoming grant application to support non-profit

organizations and TN-approved EPPs in developing

courses and/or content that can be integrated into existing

courses in:

– Foundational skills

– High-quality instructional materials; and

– Trauma-informed instruction

▪ Applicants must partner with TN-approved EPPs to pilot

content in 2021-22.

▪ Grants will be distributed equally among specific

endorsement areas, grade spans, and/or roles.

Overview

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▪ Early Childhood Pre-K-3/Elementary K-5

– Course development – max $93,750 (2 awards possible)

– Integrated content development – max $93,750 (2 awards

possible)

▪ K-8 Special Education Interventionist

– Course development – max $93,750

– Integrated content development – max $93,750

▪ Instructional Leader Pre-K-12

– Course development – max $93,750

– Integrated content development – max $93,750

Proposed Grant Structure - Foundational Skills

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▪ Elementary K-5

– Course development – max $93,750 (2 awards possible)

– Integrated content development – max $93,750 (2 awards

possible)

▪ 6-12 English Language Arts

– Course development – max $93,750

– Integrated content development – max $93,750

▪ Instructional Leader (K-5 focus)

– Course development – max $93,750

– Integrated content development – max $93,750

Proposed Grant Structure – High Quality Instructional Materials

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▪ Early Childhood (Pre-K-3) Teacher Preparation• Course development – max $50,000

• Integrated content development – max $50,000

▪ Elementary and Middle School (K-8) Teacher Preparation• Course development – max $50,000

• Integrated Content Development – Max $50,000

▪ High School (9-12) Teacher Preparation• Course development – max $50,000

• Integrated content development – max $50,000

▪ Instructional Leader Preparation• Course development – max $50,000

• Integrated content development – max $50,000

Proposed Grant Structure – Trauma Informed Instruction

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▪ March

– Grant application released (https://www.tn.gov/education/legal-services/public-notices/solicitation-requests-notices.html)

▪ April

– Grants received, reviewed, and awarded

▪ April – August

– Content identified, developed, and refined

– Technical assistance and monitoring with TDOE

▪ August – December

– Pilot of content with partner EPPs

▪ December – June

– Refine content based on pilot

– Engage the department in supporting broad release of content

Proposed Timeline

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Partnerships and Engagement

▪ Partnership agreements include teacher education and

instructional leader programs

▪ Partnerships include any type of clinical experience

▪ 39 PPAs uploaded

▪ 28 SRPAs linked

▪ 2021-22 agreements tentatively scheduled for August

Partnership Agreements

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▪ Tool used to gather EPP and district perceptions

– current state of the primary partnerships

– district satisfaction with their primary EPP partner

▪ Results will be shared with the EPP to support continuous

improvement and partnership refinement

▪ Distribute to EPPs and LEAs this spring

Partnership Inventory

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Out-Going Members▪ James Aldinger, Bartlett City Schools

▪ Mason Bellamy, Clarksville-Montgomery School System/Metro Nashville Public Schools

▪ Cynthia Gardner, Maryville College

▪ Heraldo Richards, Tennessee State University

New Members▪ Kendra Bush, Metro-Nashville Public Schools

▪ Logan Caldwell, University of Memphis

▪ Jerri Haynes, Tennessee State University

▪ Angie Manor, Hickman County Schools

▪ Cara Skaggs, Maury County

▪ Miriam Stroder, Tusculum University

Engagement - EPWG

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▪ 2021 EPWG Meetings

– Feb. 26

– April 13

– Aug. 13

– Nov. 19

Engagement - EPWG

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▪ Collaboration for Effective Educator Development, Accountability, and Reform

▪ National Focus

– Culturally responsive education

– Clinical practice/high-leverage practices (HLPs)

– Inclusive principal leadership

– Educator shortages

▪ TN Focus

– Identification of HLPs

– EPP and LEA partnership

– Professional development

– HLP course alignment and implementation

Engagement - CEEDAR

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Initial Partners

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New CEEDAR Members

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▪ Delivery of coursework

▪ Delivery of field experiences

▪ Curriculum

▪ Candidate supervision/evaluation

▪ Clinical educators

▪ Ensuring equity

▪ Professional development

EPP COVID Plans for Spring 2021

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▪ Trevecca is redesigning their technology course to focus

on student engagement through virtual instruction.

▪ Bryan has added virtual lessons and activities to all

methods courses to ensure candidates are prepared for a

variety of learning environments.

▪ Vanderbilt faculty participated in intensive training on

creating learner-centered, interactive online learning

environments, as well as support for teaching in hybrid

environments.

EPP COVID Innovation – Teaching & Learning

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▪ Lipscomb’s faculty are leading no-cost PD for other

faculty, LEAs, and candidates regarding best practices for

online instruction.

▪ Carson-Newman's student teachers have been offering

LEA faculty training on Canvas.

EPP COVID Innovation – Professional Development

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▪ ETSU and UTK both addressed how they are working

with their LEAs to provide teacher candidates as

substitutes.

▪ Maryville College set up an online teaching site to provide

resources for current and former candidates.

EPP COVID Innovation - Resources

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EPP Comprehensive Reviews

▪ TDOE recently updated the CAEP-TN partnership

agreement, which is valid for three years beginning

September 2020.

▪ CAEP streamlined standards

– Spring 2022 CAEP-state joint reviews will follow the

streamlined initial-level standards

– New CAEP workbook now available

▪ Virtual CAEPcon scheduled for March 16

▪ Topic-specific CAEP webinars

CAEP

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The Advisory Committee on Educator Preparation (ACEP):

– Reviews all EPP comprehensive review outcomes and makes a

recommendation regarding whether an EPP meets all standard

and program requirements, and

– Assesses and validates the outcomes made by the site team.

– Met two times this fall to review the spring 2020 reviews.

– Will meet this spring to review the fall 2020 reviews.

Advisory Committee on Educator Preparation

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▪ ACEP members are representative of:

– EPPs (public and private) and LEAs

– essential education roles (teachers, administrators, faculty,

deans, chairs, etc.)

– each major region of Tennessee

▪ ACEP members are trained:

– CAEP, and/or

– TNCR

▪ ACEP members have recently served on review teams

Advisory Committee on Educator Preparation

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▪ During the Feb. 5 meeting, the SBE approved outcomes

for the following spring 2020 reviews:

– three state-managed comprehensive reviews

– three CAEP-state joint reviews

– one status change

SBE Feb. 5 Workshop & Meeting

38

Specialty Area Program Approval

▪ Revised specialty area program approval process for:

– new SAPs that lead to licensure;

– additional licensure pathway(s) of a currently approved SAP; or

– significant revisions to a currently approved SAP.

▪ Guidelines are published on the TDOE educator preparation

website.

▪ Proposals are submitted and reviewed in TNAtlas.

▪ EPPs must reach out to TDOE when interested in submitting

a proposal.

Revised SAP Proposal Process

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▪ Security maintenance update

– Please use tnatlas.com NOT tnatlas.gov

▪ Email the department with troubleshooting issues

– Annie.Insana@tn.gov or Jennifer.P.Nelson@tn.gov

– Please include a screenshot and brief description of the

issue

TNAtlas

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Instructional Leader Program Reviews

▪ All existing instructional leader (IL) program approvals are

valid through 2022.

▪ Reviews will take place spring 2021-spring 2022.

– Review process will be managed by TDOE with trained

reviewers

– All IL review recommendations will be brought to the ACEP

and to the SBE for a final vote in late 2022.

Instructional Leader Program Reviews

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▪ Report requirements and guidance will be directly aligned

to current SBE rule and policy and will be provided at the

end of February.

– Deans and directors will be emailed with requirements.

– All EPPs must submit an "intent to submit" form identifying

which review cycle the report will be submitted.

– This review may occur in tandem with comprehensive

reviews for some EPPs.

▪ IL program reviews will be iterative.

▪ Interviews with key instructional leader stakeholders

may be necessary to verify and corroborate evidence.

IL Program Review Guidance

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IL Program Review Timeline

45

IL Proposal DueReviewer

Feedback

Revisions

Due

Interviews

Conducted

ACEP Review

and Anticipated

SBE Meeting

April 6, 2021 May 6, 2021 June 7, 2021 July-Aug. 2021 Fall 2021

July 6, 2021 Aug. 6, 2021 Sept. 6, 2021 Oct.-Nov. 2021 Spring 2022

Oct. 6, 2021 Nov. 5, 2021 Dec. 6, 2021 Jan.-Feb. 2021 Spring 2022

Jan. 6, 2022 Feb. 6, 2022 March 7, 2022 April-May 2022 Fall 2022

▪ In the coming weeks, TDOE will release a call for LEA

and EPP reviewers to support with the review of the

instructional leader programs.

▪ Reviewers will attend virtual training(s) in the spring.

Call for IL Program Reviewers

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Annual Reports and Data

▪ Title II window opening

▪ Annual Reports production is on track for March release

▪ Developing and releasing candidate-level “flat file” for

deeper analysis

▪ Candidate Recruitment and Selectivity

– Exploring ACT/SAT/Praxis CORE (both from an

accountability and policy perspective)

▪ Completer Impact

– Domain 5 will not be consequential this year

Annual Reports and Data Updates

48

Questions and Answers

▪ Michael Deurlein, Senior Director of Educator Licensure and Preparation, Michael.Deurlein@tn.gov

▪ Annie Insana, Senior Director of Educator Preparation, Annie.Insana@tn.gov

▪ Eric Olmstead, Director of Licensure & Operations, Eric.Olmstead@tn.gov

▪ Jennifer Nelson, Director of Engagement and Partnerships, Jennifer.P.Nelson@tn.gov

▪ Tiffany Dellard, Licensure Program Manager, Tiffany.Dellard@tn.gov

▪ Ron Blaylock, Educator Preparation Program Manager, Ron.Blaylock@tn.gov

Don't forget to subscribe to the Human Capital Newsletter.

OELP Contact Information

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Integrated Early Childhood Endorsements Breakout

▪ Provide an overview of SBE policy changes related to the

standards, program components, and professional

assessments required for the integrated early childhood

endorsements

▪ Preview anticipated program proposal requirements

▪ Discuss EPP approaches to and challenges related to

transitioning to these new endorsements in preparation.

Purpose of Breakout

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▪ With support from internal and external working groups,

SBE policy requirements passed on Feb. 5

– Standards and program components (final read)

– Professional assessments (first read)

▪ Proposal document drafted

– feedback from internal working group will be discussed on

Feb. 25

– feedback from external working group will be discussed in

early March

▪ All existing early childhood programs to be phased out by

2025*

Context

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Literacy and Specialty Area Standards Policy

5.505

For birth-K and pre-K-3 integrated endorsements,

▪ Required standards include:

– NAEYC standards for initial and advanced early childhood

professional preparation programs

– DEC initial practice-based professional preparation

standards for early interventionists/early childhood special

educators

▪ Suggested practices and competencies include:

– NAEYC Professional Competencies

– NAEYC Developmentally Appropriate Practices

– DEC Recommended Practices

Standards Requirements

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▪ Series of planned clinical experiences

▪ Coursework in special education and child development

▪ Significant focus on integration of early childhood and special education preparation

– Content taught together in courses, rather than in isolation

– Assessment provides opportunities for candidates to apply knowledge of child development, responsive learning environment, grade level academic standards, high quality instructional materials, and instructional access points for all learners

– EPPs provide integrated early childhood and special education clinical experiences

Program Components

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▪ Integrated Early Childhood Birth-K

– Interdisciplinary Early Childhood (5023)

▪ Integrated Early Childhood pre-K-3

– Early Childhood Education (5025)

– Special Education: Preschool/Early Childhood Education

(5691)

– Teaching Reading: Elementary (5205)

▪ Early childhood edTPA required for both endorsements

Required Assessments

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Anticipated Proposal Requirements

▪ Program synopsis

▪ Program curriculum

– Program of study and course description

– Admission requirements

▪ Program alignment to standards

▪ Program components focused on integration

– Comprehensive questions requiring candidate assessments

as evidence

▪ Design of clinical experiences

– How candidates will engage in integrated early childhood

and special education practice

Anticipated Proposal Requirements

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▪ By April 2021, new proposal template will be released

▪ EPPs will apply for integrated endorsements

beginning July 2021 review cycle.

▪ To avoid any gaps between approved programs,

Timeline

60

Discussion

▪ How is your EPP approaching the redesign of early

childhood programs to transition to the integrated early

childhood endorsement?

– What is working?

– What internal/external factors must be considered to make

changes?

– What challenges are you facing?

Preliminary Discussions

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