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Credential Counselors and Analysts of California 34nd Annual Fall Conference October 2012. Title II, Part A Teacher and Principal Quality. Charter Schools and their Chartering Authority Credentialing, assignments, and Monitoring. Title II Leadership Office.

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Title ii part a teacher and principal quality

Credential Counselors and Analysts of California 34nd Annual Fall ConferenceOctober 2012

Title II, Part A Teacher and Principal Quality


Charter schools and their chartering authority credentialing assignments and monitoring

Charter Schools and their Chartering AuthorityCredentialing, assignments, and Monitoring

Title II Leadership Office

Ron Taylor, Education Administrator I916-323-4819

Lynda Nichols, Education Programs Consultant 916-323-5822


Greatness by design

Greatness By Design

A Report by State Superintendent of Public Instruction Tom Torlakson’s Task Force on Educator Excellence

September 2012


Title ii part a teacher and principal quality

Greatness By Design…excerpts

….Talk to any great teacher or school administrator about what brought them to and keeps them in the profession and it is clear that, to attract and keep excellent educators, we need a comprehensive and strategic approach. We need to focus equally on outreach, preparation and mentoring, on the one hand, and on the creation of school contexts that value and develop teacher expertise and enable collaborative, student-centered practice, on the other.


Greatness by design excerpts

Greatness By Design…excerpts

…On average, education systems are as likely to lose their top performers as their weaker staff, often because their is little attention to the kinds of conditions and opportunities that will persuade them to stay….

…..Recruitment and retention are closely interlinked. If an occupation develops and sustains productive individuals, there is less attrition and less need for ongoing recruitment, which allows the field to be more selective.

While money makes a difference, talented people are recruited to fields where they believe they will be valued for their work, and they stay when they feel efficacious and successful…..


Greatness by design excerpts1

Greatness By Design…excerpts

Research and common sense tell us that teachers’ and principals’ decisions regarding whether to enter and stay in the profession are strongly influenced by salaries and working conditions.

It turns out that low-salary districts serve disproportionately high numbers of minority students and more than twice as many new English learners. These districts also have class sizes that are, on average, about 20 percent larger than those in high-salary districts, signaling that they also provide poorer working conditions.

Furthermore, in both high-minority and high-poverty districts, there are much greater proportions of newly hired, inexperienced and under-qualified teachers.


Greatness by design excerpts2

Greatness By Design…excerpts

These inequitably distributed teacher qualifications make a major difference in student achievement.

A large-scale study of high school student achievement in North Carolina found that students’ achievement growth was significantly higher if they were taught by a teacher who graduated from a competitive college, was fully prepared upon entry (rather than entering through the state’s alternative route), had higher scores on the teacher licensing test, was certified in his or her teaching field, had taught for more than two years, or was National Board Certified.


Greatness by design excerpts3

Greatness By Design…excerpts

Similarly, a large-scale study in New York City found that students’ achievement growth in elementary and middle school mathematics was most enhanced by having a fully certified teacher who had graduated from a university-based, pre-service teacher education program, who had a strong academic background and who had more than two years of experience.

Students’ achievement was hurt most by having an inexperienced teacher on a temporary license – again, a teaching profile most common in high-minority, low-income California schools.


Greatness by design excerpts4

Greatness By Design…excerpts

These studies strongly suggest that school districts develop policies to ensure the recruitment of candidates with strong academic ability, solid preparation, and ensure that they are placed within their field of certification and support them so that they stay long enough to gain the experience that further enhances their effectiveness.


Commonly used acronyms

Commonly Used Acronyms


Commonly used acronyms1

Commonly Used Acronyms

CMISCompliance, Monitoring, Interventions, and Sanctions program

High Poverty SchoolsIdentified as having 40% student population eligible for the federal free and reduced lunch program

Low Performing SchoolsIdentified as being in deciles 1-3 or identified for placement into Program Improvement


Charter schools the law

Charter Schools…the law

Charter authorizations are granted for up to five years by a school district, County Office or Education, or the State Board of Education and may be renewed for periods of five years.

Although charter schools operate outside the traditional system, they are still federally accountable. The accountability provisions and other requirements of the Elementary and Secondary Education Act (ESEA) (formally called No Child Left Behind) of 2001 must be applied to charter schools in accordance with the states' charter school laws. State-authorized chartering agencies, as established by the individual state laws, are responsible for ensuring that charter schools meet the accountability and testing provisions of ESEA


Charter schools the law1

Charter Schools….the law

  • Most charter schools are authorized by either a local school district or county office of education, however the State Board of Education can and does authorize charter schools in California.

  • For this presentation we are going to categorize charter schools into four types:

  • Dependent: Charter schools that are part of a local educational agency (LEA)…locally funded

    • monitored as part of the authorizer’s percentages

  • Independent: Direct-funded charter schools are considered to be there own LEA (California Education Code Section 47636(a)

    • monitored independently…as an LEA


Charter schools the law2

Charter Schools….the law

State Benefit: The State Board of Education may authorize a five-year charter for the operation of a charter school that will provide instructional services of "statewide benefit" that cannot be provided by a charter school operating in only one school district, or only in one county. Statewide benefit charters must adhere to all other charter laws with the exception of geographic limitations. They must open at least two new sites/schools in different counties in areas with struggling schools.

SBE: If a charter is denied by the local school district or county office of education they may petition to open a charter to the State Board of Education (SBE). If the SBE approves the charter, the Board may designate a local education agency (LEA) to oversee the school, provided that the LEA is in the same county as the school and agrees to take on that responsibility.


Title ii part a teacher and principal quality

Charter School…Employment/Assignment

  • Employed by a classroom based Charter School, or

  • Employed by a Charter School utilizing the Independent Study Model

    • EC Section 44865. A valid teaching credential issued by the State Board of Education or the Commission for Teacher Preparation and Licensing, based on a bachelor's degree, student teaching, and special fitness to perform, shall be deemed qualifying for assignment as a teacher in the following assignments, provided that the assignment of a teacher to a position for which qualifications are prescribed by this section shall be made only with the consent of the teacher:

    • Designated Subjects credentials in vocational or career technical education can not be used for this type of assignment


Charter school licensure

Charter School…Licensure

  • EC Section 47605(l)

    • Teachers in charter schools shall be required to hold a Commission on Teacher Credentialing certificate, permit or other document equivalent to that which a teacher in other public schools would be required to hold.

    • The documents shall be maintained on file at the charter school and are subject to periodic inspection by the chartering authority.

    • It is the intent of the Legislature that charter schools be given flexibility with regard to non-core, non-college preparatory courses.


Licensure charter schools

Licensure…Charter Schools

  • Must Adhere to all State credentialing requirements for core and college preparatory classes.

  • Charter schools teachers of core academic subjects, as defined in federal law, must meet the ESEA requirements.

  • California law states that teachers in charter schools who teach core and/or college preparatory courses are required to hold a credential or other documents equivalent to which a teacher in other California public schools would be required to hold.

  • There are some credential flexibility but not with HQT and NCLB courses.


Licensure independent study teachers

Licensure…Independent Study Teachers

  • Either the K–12 Multiple subject credential or a single subject credential is appropriate for independent study teachers.

  • Must verify/demonstrate NCLB subject matter competence in each subject assigned to teach.

  • Federal guidance encourages creativity and distance learning.

    • For ideas and suggestions:

      • Carol Abbott, Education Programs Consultant

        • [email protected]

      • Or visit

        • www.ccis.org (click on CDE Update)


Title ii part a teacher and principal quality

Interns

On September 27, 2010, the U.S. Court of Appeals for the Ninth Circuit, ruled on Renee v. Duncan. The Court ruled that the federal regulation that permits teachers who are participating in an alternative route (interns) to achieving full certification conflicts with the statute and does not meet the requirements of the Elementary and Secondary Education Act (ESEA).


Title ii part a teacher and principal quality

Interns

  • In response the U.S. Department of Education issued the following statement:

  • As part of a Continuing Resolution that the United States Congress passed and the President signed in late December did address the alternative certification/HQT issue. 

    • SEC. 163. (a) A ‘highly qualified teacher’ includes a teacher who meets the requirements in 34 C.F.R. 200.56(a)(2)(ii), as published in the Federal Register on December 2, 2002.

      • (b) This provision is effective on the date of enactment of this provision through the end of the 2012–2013 academic year.

  • The provision of the Continuing Resolution amends the ESEA to confirm that teachers in alternative route programs (interns) may continue to teach as fully certified-highly qualified teachers under provision of this regulation until 2012–13, subject to any provision that Congress may enact before then in a reauthorized ESEA.


Interns

University Intern

University sponsored alternative teacher training program; cooperative effort between district and IHE

District Intern

Alternative teacher training program by a district/county with an approved Professional Development Plan based on CTC standards

Multiple Subject – Grades K-8

Single Subject – Grades 6-12

Interns


Title ii part a teacher and principal quality

NCLB CompliancePaddling Through the Process

1.Degree

2.Licensure

3.Subject Matter Verification


Title ii part a teacher and principal quality

Degree….

  • Must have at least a BA from an accredited university

  • Even in a charter school which is exercising their credentialing flexibility under California Education Code (EC) sections 47605(l), and 47605.6(l),


Licensure appropriate credential

Ryan (named after Assembly member Leo Ryan) 1970 to 2007

Multiple Subject - service grades preschool, K-12, and adults in self-contained class and in a core setting in grades 5-8

Single Subject – service grades preschool, K-12, and adults in subject(s) listed in a departmentalized setting

SB 2042 (named after bill number) 2007

General (also called Pre-Fisher) Pre 1961

Standard (also called Fisher) 1961 to 1970

subjects with a broad subject area followed by a colon (:) authorize teaching only the subject(s) listed after the colon, not any subject in the department

Social science: history…only authorizes history not government of economics

elementary (think self-contained) and secondary (think departmentalized 7-12)

Licensure…Appropriate Credential


Licensure appropriate credential1

“Specialist instruction”

Reading specialist, mathematics specialist, specialist in special education or early childhood education

“Designated subjects”

Generally unaffected by NCLB - designated technical, trade, or vocational programs

"Single subject instruction”

Generally secondary – High school, Junior/middle High (think 7-12)

"Multiple subject instruction”

Generally elementary – elementary schools (think one teacher all day…K-8)

Licensure…Appropriate Credential

EC 44256 (Ryan and beyond) Authorization for teaching credentials shall be of four basic kinds, as defined below:


Licensure authorizations

Supplementary Authorization

Added to multiple & single subject credentials only

Issued as Specific or Introductory Subjects

20 units, requires NCLB subject matter verification

Subject Matter Authorization

Added to multiple & single subject credentials only

Issued as Specific or Introductory Subjects (NCLB Core Academic Subjects Only)

32 units, NCLB subject matter compliant

Licensure…Authorizations


Licensure authorizations1

Licensure…Authorizations

  • Local Teaching Assignment Option (Local Board Authorization)

    • Requires NCLB subject matter verification


Title ii part a teacher and principal quality

Licensure….Education Options

  • Only one credential is needed – only credentials based on student teaching may be used for this authorization

    • EC Section 44865. A valid teaching credential issued by the State Board of Education or the Commission for Teacher Preparation and Licensing, based on a bachelor's degree, student teaching, and special fitness to perform, shall be deemed qualifying for assignment as a teacher in the following assignments, provided that the assignment of a teacher to a position for which qualifications are prescribed by this section shall be made only with the consent of the teacher.


Licensure middle school middle school core class

Licensure…Middle SchoolMiddle School Core Class

EC 44258.1

  • The holder of a credential authorizing instruction in a self-contained classroom may teach in any of grades 5 to 8, inclusive, in a middle school, provided that he or she teaches two or more subjects for two or more periods per day to the same group of pupils,

    • and, in addition, may teach any of the subjects he or she already is teaching to a separate group of pupils at the same grade level as those pupils he or she already is teaching for an additional period or periods, provided that the additional period or periods do not exceed one-half of the teacher's total assignment.

    • Alternating Day block schedule (A/B day) will not work for this type of assignment as the two periods must be on the4 same day


Licensure introductory science classes think middle junior high

Licensure…Introductory Science ClassesThink Middle/Junior High

  • Any science credential is appropriate for grades six, seven, eight, and nine science and grades one through twelve integrated science classes

    • Credential verifies NCLB Subject Matter Competency

    • Does NOT include General, Standard and Specialized Science Credentials

      • General/standard life science can teach any life (generally 7th grade) science class

      • General/standard physical science can teach any physical (generally 6th and 8th grade) science class

        EC 44257.2(a)

    • The holder of the single subject teaching credential in science shall be qualified and authorized to teach courses in general science, introductory science, integrated science, and coordinated science in kindergarten and grades 1 to 12, inclusive.


Licensure reading teacher qualifications

Secondary reading Intervention

Multiple Subject, Single Subject English, General Elementary, Standard Elementary, Reading Specialist, Reading Certificate, Special Education (for special education students)

Response to Intervention (RTI²)

If mixed class (regular education and special education)…teacher must hold more than a special education credential

If special education students only…teacher may hold only a special education credential

Licensure…Reading Teacher Qualifications


Title ii part a teacher and principal quality

Licensure…..Hints

  • The Administrator’s Assignment Manual is your best source of information

    • http://www.ctc.ca.gov/credentials/manuals-handbooks/Administrator-Assignment-Manual.pdf

  • Join Credential Counselors and Analysts of California and attend their annual conference

    • http://www.teamccac.org/


Title ii part a teacher and principal quality

Subject Matter Competence

  • “New” to the Profession:

    Holds a Credential or Intern Certificate issued on or after July 1, 2002.

  • “Not New” to the Profession:

    Holds a credential or Intern Certificate issued before July 1, 2002.


Nclb core academic subjects federal

NCLB Core Academic SubjectsFederal

English

Reading/Language Arts

Mathematics

Science

History

Economics

Civics/Government

Geography

Foreign Languages

Arts

English/language arts/Reading

Includes reading intervention and CAHSEE-English classes

Mathematics

Includes math intervention and CAHSEE-Math classes

Biological Sciences

Chemistry

Geosciences

Physics

Social Science

history, government, economics, geography

Foreign Languages (specific)

Drama/Theater (English Credential)

Visual Arts

Music

Dance (Physical Education Credential)

How That Looks in California


Title ii part a teacher and principal quality

Demonstrating Subject Matter Competency for Elementary Teachers

“New” multiple subject-elementary teachers must:

  • Pass a California Commission on Teacher Credentialing (CCTC) approved subject matter examination… currently, the California Subjects Examination for Teachers (CSET) Multiple Subject

    • Previous exams included MSAT, NTE, General Knowledge, NTE Commons Examination

      “Not new” elementary teachers have two options to demonstrate subject matter competency:

  • Exam Option: Passing any prior or current CCTC-approved subject matter exam

  • HOUSSE Option: Completing the California High Objective Uniform State Standard of Evaluation (HOUSSE)


Title ii part a teacher and principal quality

No

Yes

Yes

Multiple Subjects (MS) Credential/Assignment

Subject Matter Competence NCLB HQT (Federal)

Credentialing (State)

Did the teacher receive the appropriate MS (elementary) credential by taking an exam?

Subject Matter Compliance demonstrated

  • Subject Matter Compliance not demonstrated

  • Teacher Must:

  • HOUSSE if “Not New”

  • Take MS CSET

Did the teacher receive the MS credential via a CTC-approved program?


Title ii part a teacher and principal quality

Demonstrating Subject Matter Competency for “New” Middle & High School Teachers

“New” middle/high school teachers have two options to demonstrate subject matter competency:

  • Exam Option: Passing a CCTC-approved subject matter examination in the core area, or

  • Course Work Option:

    • CCTC-approved subject matter program in the core area, or

    • Major in the core area, or

    • Major equivalent in the core area (32 non remedial units…this option includes holders of a Subject Matter Authorization), or

    • Graduate degree in the core area


Title ii part a teacher and principal quality

Demonstrating Subject Matter Competency for “Not New” Middle & High School Teachers

“Not new” middle/high school teachers have four options to demonstrate subject matter competency:

  • Passing any prior or current CCTC-approved subject matter exam in the core area, or

  • Completing course work in the core area, or

  • Obtaining advanced certification (National Board Certification or VPSS) in the core area, or

  • California HOUSSE in the core area


Title ii part a teacher and principal quality

No

No

Yes

Yes

Yes

Single-Subject (SS) Credential/Assignment: Complete for each subject area taught

Subject Matter Competence NCLB HQT (Federal)

Credentialing (State)

Subject Matter Compliance demonstrated (exam or CTC-approved program

Does the teacher have the appropriate SS credential?

Does the teacher have a subject matter authorization in the core area? (32 units)

Subject Matter Compliance demonstrated

  • Subject Matter Compliance not demonstrated

  • Teacher Must:

  • HOUSSE if “Not New”

  • Take Subject Matter CSET

  • Take 32 Appropriate Units

  • Take VPSS (if applicable)

Is the teacher assigned to teach in an Independent Study Program (Ed Code Option 44865)


Title ii part a teacher and principal quality

Yes

Yes

Definition of NCLB Core Academic Subject

NCLB Core Academic Subject

Non-Core/Non-College Prep

As defined by Charter School

Core/College-Prep

As defined by Charter School

Example…

A middle school level art class

Example…

A high school level art class that counts for admission (a-g) to a university

  • Teacher must have…

  • Credential equivalent to teacher in non-charter school

  • Bachelors Degree

  • Demonstrated subject matter competence

  • Teacher must have…

  • Baccalaureate degree

  • Demonstrated subject matter competence


Title ii part a teacher and principal quality

Charter School Credentialing Table


Nclb teacher quality compliance paperwork

NCLB Teacher Quality Compliance Paperwork


Title ii part a teacher and principal quality

Certificate of Compliance

New…Drop-Down Menu


Title ii part a teacher and principal quality

Should include teacher Statewide Educator Identifiers (SEID)

Direct funded Charter Schools are the “district” and may sign the Certificate.

Dependent Charter Schools must use the authorizing LEA’s name and appropriate LEA personnel must sign Certificate.


Title ii part a teacher and principal quality

Complete this section ONLY if the Certificate pertains to a “special setting” as identified


Title ii part a teacher and principal quality

University conferring the BA…not necessarily the teacher preparation university/program.


Title ii part a teacher and principal quality

If placement is based on EC Section 44865, check “other” and write in EC Section 44865.

If placement is based on Local Teaching Assignment Option check “other” and write in appropriate EC.


Title ii part a teacher and principal quality

“New” = on or after July 1, 2002…NO EXCEPTIONS

“Not new” = before July 1, 2002

Based on Original credential or CA intern credential:


Title ii part a teacher and principal quality

Please note…only secondary teachers (i.e. those teaching grades 9–12 and departmentalized 7th and 8th) can demonstrate subject matter competency via coursework or advanced certification.


Title ii part a teacher and principal quality

HOUSSE can only be used by “not new” teachers…except

“New” secondary (i.e. departmentalized 7-12) special education teachers who were highly qualified in math, English, or science when hired

These “new” teacher may use the HOUSSE process for subject matter competency verification.


Title ii part a teacher and principal quality

Form must be signed by both teacher and district personnel.

District must retain original and provide teacher with a copy.

Attach HOUSSE document if appropriate.


Title ii part a teacher and principal quality

High Objective Uniform State Standard of Evaluation (HOUSSE)

Part 1


High objective uniform state standard of evaluation part 1

High Objective Uniform State Standard of Evaluation….Part 1

If a “not new” teacher is unable to demonstrate subject-matter competence via exam, subject matter program, university units or advanced certification you may choose to use the HOUSSE process to verify subject-matter competency.


Title ii part a teacher and principal quality

High Objective Uniform State Standard of Evaluation….Part 1

  • Experience must be as a classroom teacher in a public school

    • A maximum of five years (50 points) may be counted

    • Out-of-state experience may be counted, and non-consecutive years may be counted.

    • Experience working under an intern permit can be counted

    • Experience as a substitute teacher does not count

  • All experience must be at a similar level (e.g. secondary to secondary) and content specific


Title ii part a teacher and principal quality

High Objective Uniform State Standard of Evaluation….Part 1

  • Use this section for anyone working in a self-contained classroom, typically grades 6th and below, and Secondary special day (where all students are non-graduation track) classrooms

    • You can not use this section for self-contained secondary classrooms even though the multiple subject credential may be the appropriate credential


Title ii part a teacher and principal quality

High Objective Uniform State Standard of Evaluation….Part 1

  • Use this section for departmentalized 7th through 12th grade classrooms

  • This section also pertains to any departmentalized class including those on elementary school campuses

    • Units must increase teachers’ knowledge of core academic subject

  • An advanced degree in special education or school counseling will not qualify


Title ii part a teacher and principal quality

High Objective Uniform State Standard of Evaluation….Part 1

Participation in BTSA does not count…only if they were the support provided and in the assigned area.


Title ii part a teacher and principal quality

High Objective Uniform State Standard of Evaluation….Part 1

Just make sure you keep a list of PD that have been accepted in the past…consistency is key!


Title ii part a teacher and principal quality

High Objective Uniform State Standard of Evaluation….Part 1

  • One-day or short-term workshops and/or conferences are not acceptable and cannot be used to fulfill this requirement.

  • Methodology or instructional strategies (i.e. CLAD) classes can not be used to fulfill this requirement.

  • Professional development activities that are used for the HOUSSE evaluation must be activities that increase teachers’ knowledge of core academic subjects and are standards-aligned, sustained, intensive, and classroom-focused.

  • Support provider must be in like grade level and subject.


Title ii part a teacher and principal quality

High Objective Uniform State Standard of Evaluation….Part 1

  • Because the standards were not in place in California until 1997, only professional development offered after that date is acceptable.

  • Professional development activities that are used for the HOUSSE evaluation must be activities that increase teachers’ knowledge of core academic subjects and are standards-aligned, sustained, intensive, and classroom-focused.

    • This is about content development…not pedagogical practices…


Housse

HOUSSE

Part 2


Title ii part a teacher and principal quality

High Objective Uniform State Standard of Evaluation….Part 2

  • If a “not new” teacher is unable to accumulate 100 points through HOUSSE - PART 1 the LEA mayuse HOUSSE PART 2, observation or portfolio requirement to determine subject matter competency.

  • If a teacher does not satisfactorily meet standards 3 and 4.2(previously 5.1, however the CSTPs have changed)of CSTP subject-matter competency shall be demonstrated through an approved exam or course work option.


Title ii part a teacher and principal quality

High Objective Uniform State Standard of Evaluation….Part 2

  • The teaching standards are assessed in relation to the California K–12 academic content standards for the appropriate grade span and the core academic subject area to which the teacher is assigned.

  • Evidence from the Observation or Portfolio assessment should be sufficient to indicate that CSTP standards 3 and 4.2 are met.

  • Assessment of progress toward compliance is formative, not summative, in nature.


Reading the credential for nclb

Reading the Credential for NCLB


Elementary by exam

Elementary …by Exam


Elementary no exam

Elementary …No Exam


Elementary supplemental authorization

Elementary …Supplemental Authorization


Secondary social studies

Secondary…..Social Studies


Secondary subject matter authorization

Secondary …Subject Matter Authorization


Secondary supplemental authorization

Secondary …Supplemental Authorization


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