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Continuum of Teacher Development and Shared Accountability Leading to Increased Student Performance Teaching Quality Policy Center Education Commission of the States. Teacher Development – The Teachers We Want. Become nation-builders by: - PowerPoint PPT Presentation
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Continuum of Teacher Developmentand Shared Accountability
Leading to Increased Student Performance
Teaching Quality Policy Center Education Commission of the States
Continuum of Teacher Developmentand Shared Accountability
Leading to Increased Student Performance
Teaching Quality Policy Center Education Commission of the States
Teacher Development –The Teachers We Want
Become nation-builders by:• advancing the academic, social, civic, talents
and personal achievement of all students• promoting the public’s understanding and
support of education• growing professionally and promoting the
profession of teaching
Teacher Development –The Teachers We Want
• have thorough knowledge of the subjects they teach • know how students learn• demonstrate the ability to assess and increase student
learning • manage classrooms effectively• care about the academic, social, civic, and personal
success of all students• use technology effectively to promote student learning• collaborate with colleagues, parents, & community
members to advance positive learning environments• are active and reflective learners
Teacher Development –The Teachers We Want
Do we find them or prepare them?…must we choose between:
• individual talent vs. preparation• focus on outputs vs. focus on inputs • content knowledge vs. pedagogical skills• alternative vs. traditional programs
Teacher Development –The Teachers We Want
Both!…the choices are not real choices, but:
• higher education must build more developmentally appropriate and accessible entry routes into teaching
• states must develop better policies and programs that support the success of teachers regardless of entry route
Teacher Development – The Teachers We Want
Assuring quality teachers relies on effective programs and accountability systems with a balanced focus on:
• Recruitment• Preparation• Initial Licensure• Employment & Induction• Continuing Licensure• Retention• Professional Development
Teacher Development - Leading to Increased Student Performance
Recruitment PreparationInitial
LicenseContinuing
LicenseRetention &
Professional Development
Employment &
Induction
Higher Levels ofAchievement
for AllStudents
Teacher Development – Recruitment
Recruitment and scholarships programs for:• middle grades and high school students Teacher Cadet, FTA clubs, & scholarships to attract talented students
• community college students Well-articulated 2+2, degree-completion programs
• undergraduate and graduate college/university students 4 & 5 year programs, MATs, and license-only programs
• paraprofessionals & mid-career professionals Flexible/accessible programs designed for working adults
• previously licensed teachers and other educators Special incentives and programs to “fast-track” re-licensure
Quality and Accountability - Recruitment
Tracking different programs and populations for:• acceptance into traditional or non-traditional
teacher preparation programs• completion of all requirements for full
licensure• entrance into teaching and for how long• academic performance and diversity of those
accepted, completing, and entering teaching• evidence of improving student achievement
for those they teach• other evidence of success in the profession
Teacher Development –Preparation
Accredited programs characterized by:• liberal arts courses that assure candidates possess
the knowledge and understanding of the content they will teach
• pedagogical courses that assure candidates know how students learn, how to teach their content, and how to manage classes for increased student learning
• clinical, field, & intern experiences that assure candidates have the applied knowledge of teaching and learning with different students in different schools and communities
Quality and Accountability - Preparation
Departments of education and higher education institutions report uniform data on:
• grade point averages in the teaching content area and overall
• scores on state and nationally-normed measures of content and pedagogy
• confirmation of the candidate’s ability to promote student learning through examples of PK-12 student work
• yearly surveys of all new teachers and their employers
Teacher Development –Initial License
Recommended for licensure by preparation program and public school personnel by:
• successfully completing all liberal arts and pedagogical content courses
• successfully completing all clinical, field and internship experiences, including providing work sample evidence of ability to increase student learning
• passing all state-mandated licensing examinations
Quality and Accountability - Initial License
Completion of all initial licensure standards from an accredited state-approved program with:
• acceptable scores on state and/or national measures of content and pedagogy
• evidence of candidate’s ability to increase students learning
• additional evidence of likely success • recommendations from teacher preparation
professionals and practicing teachers
Teacher Development –Employment & Induction
Hiring, placement, and induction characterized by:• customer-friendly application-interview process• timely notification of employment, school
assignment, and teaching schedule• in-field teaching assignments and limited preps• minimal additional non-instructional duties,
especially for beginning teachers• comprehensive induction program• trained mentor with time to observe and meet
Quality and Accountability - Employment & Induction
The district and the state collects and reports uniform data over time on:
• applicant-to-employment numbers and ratios• numbers of licensed and un-licensed teachers• out-of-field teaching assignments• non-instructional duties of all teachers• teacher turnover rates• evaluation data on district and school
induction and mentoring programs
Teacher Development –Continuing License
Continuing licenses are based on multiple measures, including:
• successful participation in an appropriate induction program, supported by a trained mentor
• observations by administrators and peers and provided with specific feedback in a timely manner and support to improve practice
• successful scores on all state-mandated tests and/or portfolio assessments, including evidence of increasing student learning
Quality and Accountability -Continuing License
State and district reports data on the granting of a continuing license to teach based on:
• classroom observations and evaluation ratings by administration and teaching peers
• passing scores on state-mandated tests• evidence of increased student learning
disaggregated by race and gender
Teacher Development –Retention
Retention is increased where there is:• leadership that promotes both high expectations
and conditions of success for teaching and learning
• in-field teaching assignments and limited teaching preparations
• time to plan, reflect and to meet with peers, parents, and students
• ready access to instructional tools and materials• access and support to participate in advanced
study and high quality professional development
Quality and Accountability - Retention
Data on state, district, and school level teacher retention and retention programs, including:
• surveys of teacher satisfaction with teaching conditions and school leadership
• evidence that districts and schools implement programs designed to retain effective teachers, especially in hard-to-staff schools
• exit interviews with all teachers who transfer within districts or resign from the district
Teacher Development –Professional Development
Effective professional development is:• standards and research-based• aligned with school, district, and state student
learning goals• focused on content to advance student learning• extended over time to allow for practice and
feedback of new knowledge and skills• developmentally appropriate and career long• rewarded by advanced degrees, certifications,
and enhanced salary
Quality and Accountability - Professional Development
Data is collected to report on:• policies that encourage and support teachers
to participate in professional development and advanced studies
• evidence of teacher success and student achievement linked to professional development and advanced studies
• the effect of state, district, & school-based professional development in supporting safe, orderly, drug-free, caring, and community-connected schools
Continuum of Teacher Development and Shared AccountabilityLeading to Increased Student Performance
RECRUIT-MENT
PREPARATION
Liberal Arts
Courses
Clinical, Field & Intern
Experiences
Pedagogical Content Course
InitialLicense
RETENTION & DEVELOPMENT
Mentor Support
NBPTS Preparation
& other Master Teacher
Preparation
Advanced Academic
Study
Aligned & Standards Based
Professional Growth Activities
Higher Levels of Learning For All
Students
Employment&
Induction
LONG-RANGE GOAL
FEEDBACK
College Students
Mid-Career &
Para-professionals
ContinuingLicense
Teacher Cadet &
FT Clubs
Performance Based
PerformanceBased
PRE-SERVICE4 Year, Graduate or
Alternative Route
IN-SERVICEInitial Employment
To Retirement
Quality Systems