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Revision of Initial and Continued Approval Standard Guidelines for initial teacher preparation. Elayne Colón, Tom Dana, & Theresa Vernetson University of Florida Project sponsored by the Florida Department of Education, Bureau of Educator Recruitment, Development & Retention. outline.

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revision of initial and continued approval standard guidelines for initial teacher preparation

Revision of Initial and Continued Approval Standard Guidelines for initial teacher preparation

Elayne Colón, Tom Dana, & Theresa Vernetson

University of Florida

Project sponsored by the Florida Department of Education, Bureau of Educator Recruitment, Development & Retention

outline
outline
  • Project Overview
  • Methods and Timeline
  • Findings
  • Recommendations and Implications
overview of project charge
Overview of Project Charge
  • Prompted by recent legislation (SB 1664), Initial and Continued Program Approval Guidelines for Initial Teacher Preparation programs needed to be revisited.
  • Project included eliciting feedback and suggestions from ITP stakeholders concerning Program Approval Guidelines for ITP programs and making recommendations.
  • Duration of project: approximately 10 weeks during Summer 2013
purpose
Purpose

From SB 1664:

employ varied and innovative teacher preparation techniques while being held accountable for producing program completers with the competencies and skills necessary to achieve the state education goals; help all students in the state’s diverse student population meet high standards for academic achievement; maintain safe, secure classroom learning environments; and sustain the state system of school improvement and accountability

methods used to collect stakeholder input
Methods Used to Collect Stakeholder Input
  • conversation with Teacher and Leader Preparation and Implementation Committee (TLPIC)
  • web-based survey (51 respondents)
  • conversations with FLDOE staff throughout project
  • face-to-face meetings: Rollins College (5/17), FAU (5/22) (58 participants)
  • webinar(59 participants)
  • follow up with sample of stakeholders

(14 solicited, 8 respondents)

timeline of events
Timeline of events…
  • TLPIC Phone Conference (5/8/13)
    • Reactions to recent passage of SB 1664
    • Lessons learned from TLPIC work since March 2011
    • Recommendations from Site Visit Subcommittee (two-phase site visit process)
    • Relationship between Annual Program Performance Report Card and eIPEP
timeline of events continued
Timeline of events Continued…
  • Web-based Survey
    • Available 5/7 – 5/28/13
    • 51 respondents
    • Questions focused on:
      • Extent to which stakeholder values particular data elements in making decisions about readiness of a program completer to enter the field
      • Extent to which stakeholder values particular data elements in making decisions about improving their ITP program
      • Extent to which stakeholder relies on data from FLDOE to improve their teacher preparation programs
timeline of events continued1
Timeline of events continued…
  • Face-to-Face Meetings
    • Rollins College – 5/17/13
    • Florida Atlantic University – 5/22/13
    • 58 participants in all
    • Discussions focused on:
      • Revisions to Continued Approval Guidelines
      • Annual Reporting to the FLDOE
      • Site Visit Process
      • Initial Approval Guidelines
timeline of events continued2
Timeline of Events continued…
  • Webinar
    • Held 6/14/13
    • 59 participants
    • Presentation and discussion included:
      • key themes from F2F meetings regarding initial and continued approval
      • possible standards and indicators based on stakeholder input to that point
      • site visit processes and reporting for continued approval
findings survey
Findings: Survey
  • To what extent do you value this information in making decisions about readiness of a program completer to enter the field?
    • Highest number of respondents reported “Can’t do without it:”
      • Candidate performance on all FEAPs/indicators during culminating field experience (second demonstration)
      • FTCE Subject Area Exam results
      • Grades in subject specific education courses (e.g. specialized methods)
      • Performance on capstone measure (e.g. culminating portfolio)
      • Ability to differentiate instruction for students with disabilities
      • Ability to differentiate instruction for English language students
findings survey1
Findings: Survey
    • To what extent do you value this information in making decisions about improving your ITP program?
  • Highest number of respondents reported “Can’t do without it:”
    • Candidate performance on all FEAPs/indicators during culminating field experience (second demonstration)
    • FTCE Professional Education Exam results
    • FTCE Subject Area Exam results
    • Ability to differentiate instruction for students with disabilities
    • Ability to differentiate instruction for English language students
findings f2f and webinar
Findings: F2F and Webinar
  • Continued Approval Standards
    • Small Group Activity: examine current standards/indicators and determine keep/remove/revise
      • Majority Keep: Program faculty/school district personnel meet state mandated requirements for supervision of field/clinical experiences (i.e., old 1.3 &1.4)
      • None had majority vote to remove entirely
      • All others had majority vote to revise
    • Themes of Feedback:
      • Consider different organizational structure for standards
      • Separate compliance from continuous improvement
      • … not helpful to continuous improvement, significant amount of data is irrelevant to ITP program… (e.g., old 2.2)
      • Focus on how programs use data to make changes
      • Align with national accreditation (i.e., CAEP)
findings f2f and webinar continued
Findings: F2F and Webinar Continued
  • Site Visits
    • The standards should be the same for Initial and Continued Program Approval.
      • 58% YES
    • The application folios should be the same for institutions with other already-approved programs as for institutions with no approved programs.
      • 86% NO
    • There should be an onsite visit for institutions with no other already-approved programs.
      • 92% YES
key themes across stakeholder input
Key Themes across Stakeholder input
  • Focus on demonstration of program completer competence and not candidate progress
  • Attend to outcomes, not inputs
  • Reduce reporting burden on programs whenever possible
  • Streamline annual reporting requirements in the eIPEP and site visit process for each approved program
  • Separate compliance requirements from continuous program improvement processes
  • Allow innovation and creativity within institutions to learn and promote best practices
  • Support continuous improvement and avoid “gotcha” mentality or need to find weaknesses in reviews
  • Align Continued Program Approval processes with national accrediting bodies (e.g., NCATE/CAEP, SACS)
  • Align all documents and recommendations with SB 1664
recommendations standards
Recommendations: Standards

Initial Approval

Continued Approval

  • Program Administration and Candidate Selectivity
  • Program Completer Quality
  • Field/Clinical Practices
  • Program Effectiveness
  • Program Completer Quality
  • Field/Clinical Practices
  • Program Effectiveness
recommendations site visit process
Recommendations: Site visit process

Two-phased* review:

  • Off-Site Phase
  • On-Site Visit

*design based primarily on TLPIC Subcommittee’s recommendations

off site phase of review process
Off-site phase of review process
  • Site visit team reviews the institution’s program reports and electronic exhibits posted on line via the Electronic Institutional Program Evaluation Plan (eIPEP)
  • Off Site Reports for Each Program – team identify any “areas of concern” that could be cited as weaknesses in the final program approval recommendations
  • Preliminary findings shared with programs
  • In response to the off-site reports, the programs prepare addenda to their program reports, if necessary, and update their exhibits in the eIPEP as needed
on site visit as part of review process
On-site Visit as part of Review process
  • On-site Review Team members include a subset of the off-site review team, with the Team Chair remaining in that role for both reviews
  • On-site visit will span three days consisting of:
    • Day 1 - Team meeting to set priorities and participate in the institutional orientation
    • Day 2 – Focus on (1) the “areas of concern” identified during the off-site review, and (2) exemplars from select programs that highlight “continuous improvement.”
    • Day 3 – On-site review team meets to write final program report(s).
implications and work to be done
Implications and work to be done
  • Revisions to eIPEP to integrate reporting features
  • Training and materials for program leaders preparing reports
  • Training and materials for reviewers to increase consistency
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