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Re-visioning Teacher Education. Teacher Education Re-visioning Sessions October 2008. The Context. Fall 2006. New Guiding Mission

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Re visioning teacher education

Re-visioning Teacher Education

Teacher Education

Re-visioning Sessions

October 2008



Fall 2006
Fall 2006

New Guiding Mission

The guiding mission of the North Carolina State Board of Education is that every public school student will graduate from high school, globally competitive for work and postsecondary education and prepared for life in the 21st Century.


Sbe goals
SBE Goals

  • NC public schools will produce globally competitive students.

  • NC public schools will be led by 21st century professionals.

  • NC public school students will be healthy and responsible.

  • Leadership will guide innovation in NC public schools.

  • NC public schools will be governed and supported by 21st century systems.


Let s consider a child starting kindergarten in 2008
Let’s consider a child starting Kindergarten in 2008

  • This child was born in 2003

  • This child was not alive when 9/11 occurred

  • The United States has been at war for this child’s entire life thus far

  • We will need to educate this child for a life that will bring retirement in 2068 or later


NORTH CAROLINA’S Educational Pipeline

In North Carolina, for every 100 9th grade students…

…64 students graduate four years later.

…41 students enter college.

…28 students are still enrolled in their 2nd year.

…19 students graduate with either an Associate’s degree within three years or a Bachelor’s degree within six years. Source: www.achieve.org



Every student must be
Every student must be

  • A critical thinker

  • A problem solver

  • An innovator

  • An effective communicator

  • An effective collaborator

  • A self-directed learner

  • Information and media literate

  • Globally aware

  • Civically engaged

  • Financially and economically literate




Partnership for 21 st century skills
Partnership for 21st Century Skills

  • The Partnership for 21st Century Skills is the leading advocacy organization focused on infusing 21st century skills into education.

  • The organization brings together the business community, education leaders, and policymakers to define a powerful vision for 21st century education to ensure every child’s success as citizens and workers in the 21st century.

  • The Partnership encourages schools, districts, and states to advocate for the infusion of 21st century skills into education and provides tools and resources to help facilitate and drive change.

  • 21st Century Skills Leadership States include: Iowa, Kansas, Maine, Massachusetts, New Jersey, North Carolina, South Dakota, Wisconsin and West Virginia.


Partnership for 21 st century skills member organizations
Partnership for 21st Century SkillsMember Organizations



21 st century education model
21st Century Education Model


Core subjects
Core Subjects

English

Reading/Language Arts

Mathematics

Science

Foreign Languages

Civics

Government

Economics

Arts

History

Geography


21st century themes
21st Century Themes

Global Awareness

Financial, Economic, Business and Entrepreneurship Literacy

Civic Literacy

Health & Wellness Awareness


Life and career skills
Life and Career Skills

Leadership

Ethics

Accountability

Adaptability

Personal Productivity

Personal Responsibility

People Skills

Self Direction

Social Responsibility


Learning and innovation skills
Learning and Innovation Skills

Critical Thinking & Problem Solving Skills

Communication Skills

Creativity & Innovation Skills

Collaboration Skills

Contextual Learning Skills

Information and Media Literacy


Ict literacy
ICT Literacy

Information and communications technology (ICT) literacy is the ability to use technology to develop 21st century content knowledge and skills, in the context of learning core subjects.


21st Century Model

Geographic Content

Analytic Thinking

Geography

Global Positioning Software


Nc public schools will be led by 21st century professionals
NC public schools will be led by 21st century professionals.

  • Critical thinkers

  • Problem solvers

  • Innovators

  • Effective communicators

  • Effective collaborators

  • Self-directed learners

  • Information and media literate

  • Globally aware

  • Civically engaged

  • Financially and economically literate


21 st century teachers
21st century teachers

Leader

Creative/Innovative Thinker

Effective Problem Solver

Reflective Practitioner

Self-Directed Responsible Worker

Strong Team Contributor

Literate Consumer of Media

Capable Technology User

Content Specialist

Relationship Builder

Health-Focused Life-Long Learner

Critical Thinker

Financially Literate Citizen

Curious Researcher

Multi-Lingual

Learning Specialist

Effective Communicator

Knowledgeable Global Citizen

Science Savvy

Skilled Mathematician

Proficient Reader


Framework for systemic change
Framework for Systemic Change

New PK-12 content standards/curriculum

New assessments and accountability models (21st century) based on the new standards

Adjustments to the current testing and accountability system

New Standards for Educational Professionals

New Preparation Program Approval Process

New Evaluations of Educational Professionals




January 2008
January 2008

Program Approval Changes

Guiding Principles

  • Focus on outcomes, rather than inputs.

  • Eliminate barriers and obstacles (not standards or rigor).

  • Increased rigor/accountability with increased flexibility.

  • 21st century programs producing 21st century teachers.



Teacher education program area standards
Teacher Education Program Area Standards

  • Core Standards

  • Diversity Standards

  • Technology Standards

  • Specialty Area Standards

  • New Standards for Teachers

  • New Content Area Standards


Changes
Changes

  • Separate national accreditation from program approval and make national accreditation voluntary.

  • Replace the 7 year program approval cycle with an annual review of candidate evidence based on a rubric developed with McREL that is aligned with the teacher and school executive evaluation instruments.

    - Candidates randomly selected from Title II rosters

  • Base continuing program approval on candidate evidence that they meet the standards for teachers, candidate performance on the job, and IHE involvement with and service to the public schools.


Changes continued
Changes(Continued)

  • Eliminate the technology portfolio as a separate requirement for preservice teachers. The use of technology will be embedded in the electronic evidence.

  • Replace Praxis I with 21st Century assessments of basic skills (communication, mathematical literacy, scientific literacy) as part of the electronic evidences.

  • Replace the School Leaders Licensure Assessment with a portfolio requirement that evidences school executive candidates meet the standards for school executives.

  • Make the 2.5 gpa a licensure requirement, rather than a program admission requirement.


Changes continued1
Changes(Continued)

  • Eliminate the requirement that methods faculty hold a NC teaching license.

  • Develop “power” standards for the specialty areas (math, science, English, etc.) that reflect 21st century knowledge, skills, and dispositions.

  • Re-vision teacher education and school executive preparation programs to produce 21st century educators who meet the standards for teachers and school executives adopted by the SBE.



Timeline continued
Timeline(Continued)





The rubric standard 1 teachers demonstrate leadership
The RubricStandard 1: Teachers demonstrate leadership



To be recommended for a license, a candidate must be proficient in All descriptors of All elements of All standards



Electronic evidences1
Electronic Evidences

In determining the electronic evidences that will be used for continuing program approval, each teacher preparation program is to identify 6-8 key evidences for each specialty area to demonstrate attainment of the North Carolina Professional Teaching Standards using the Teacher Candidate Evaluation Rubric.

The evidences must be performance-related, and will be submitted for review to the North Carolina State Board of Education for each program completer. Six evidences are required; two additional evidences are optional.


Electronic evidences continued
Electronic Evidences (Continued)

[1] This evidence MUST be a transcript or passing scores on the appropriate Praxis II test(s).

[2] This evidence MUST be the state-adopted LEA/IHE Certification of Teaching Capacity.


Certification of teaching capacity
Certification of Teaching Capacity

3d.1 1a.1

4c.1 4h.1

4d.1 4h.2

4e.1 5a.1

4f.1 2d.1



Electronic evidence activity

Electronic Evidence Activity

Evidences #2 and #3



Electronic evidence activity1

Electronic Evidence Activity

Evidences #5 and #6


Re visioning teacher preparation programs

Re-Visioning Teacher Preparation Programs


Re visioned programs1
Re-visioned Programs

Institutions are required to submit to the State Board of Education by July 1, 2009 “blueprints” of their proposed programs that have been revisioned to meet the new standards for teachers adopted by the Board in June 2007 and the new specialty area standards adopted by the Board in Fall 2008. The “blueprints” (program proposals) are to include the following components:

  • A description of how the proposed program has been re-visioned to reflect 21st century knowledge, skills, and dispositions and the rationale for the changes, i.e., how the new program is different from the current program, how it reflects 21st century knowledge, skills, and dispositions, and why specific revisions are being made. (2-3 pages maximum)


Of particular interest
Of Particular Interest

  • Formative Assessments

  • Technology

  • Exceptional Children

  • English Language Learners

  • 21st century content and skills

  • Genuine involvement of public school partners


Re visioned programs continued
Re-visioned Programs (continued)

  • How public school partners were involved in the re-visioning of the program and how they will be involved in the delivery and evaluation of the program. (1-2 pages maximum)

  • The electronic evidences the institution will use to demonstrate candidates meet the standards. The template to be used for this section of the proposal is detailed in the following pages. It is to include:

    • A brief description of the evidence and the elements of the standards it addresses. (Section I of the template)

    • A matrix showing where each element of each standard is included in the key evidences. (Section II of the template)

    • A detailed description of the evidence, how it specifically addresses the elements for which it is cited, and how it is evaluated by the institution. (Section III of the template)

  • The timeline for implementation. (1 page maximum)





Review of re visioned programs
Review of Re-visioned Programs

Representatives of

  • the NC Professional Teaching Standards Commission,

  • the State Evaluation Committee on Teacher Education,

  • individuals who have been involved in the development of the specialty area standards,

  • and DPI staff

    will review the “blueprints” and if needed, meet with institutional representatives to discuss the proposed programs. (July-September 2009)

    Recommendations for program approval will be submitted to the State Board of Education for final approval of the re-visioned programs. (September 2009)







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