Presentation Overview

1. Ohio’s Entry Year Teacher Program ReviewOhio Confederation of Teacher Education Organizations Fall Conference: October 23, 2008Presenter: Lori LoftonOffice of Educator Quality

2. Presentation Overview • Ohio Administrative Code • Historical Context • Where we’ve been • Where we are • Where we’re going • Ohio Standards for the Teaching Profession/Praxis III Professional Development Activity

3. Ohio Administrative Code 3301-24-04 An entry year program shall include the performance-based assessment of the entry year teacher… as prescribed by the state board of education, and a formal program of support, including mentoring • provided on an ongoing basis • to foster professional growth of the individual • congruent with the required performance-based assessment

5. Number of Ohio Entry-Year Teachers 2001 to 2007

6. Praxis III Aggregated Data (2001-2007) * Cut Scores Raised

7. 2007-08 Entry Year Teacher Review: Long Term Outcomes • Examine current national research and trends on teacher induction and credentialing • Analyze Ohio’s current induction practices • Recommend a research-based system of teacher induction and component program elements that are congruent and aligned with Ohio’s Standards for the Teaching Profession • Discuss a pre-service and licensure system that aligns with and complements the components of the recommended induction program

8. Data Sources • Total Quality Partnership Study • Praxis III Regional Coordinators’ Data • CORE Data • New Teacher Center (NTC) Studies • National Commission on Teaching and America’s Future (NCTAF) • Other states’ induction programs and legislation

10. Pre-Service Connections Committee: Long Term Outcomes • Develop a set of recommended pre-service/induction linkages for Schools of Education that foster a more coherent and seamless transition into the teaching profession • Provide examples of pre-service tools or practices that support the recommended linkages, and that align with ODE’s proposed induction program components • Identify ways in which School of Education can more deeply can embed OSTPs as the platform of P-17 linkages • Recommend standards-based formative assessment profiles around which induction program supports can be differentiated for individual beginning teachers • Propose alternate performance-based assessment options for teachers not eligible for state entry year programs that align with the recommended induction program

11. Induction Committee: Long-Term Outcomes • Complete draft program standards by refining key features and articulating indicator questions and criteria that districts can use to assess areas of strength and growth and guide quality program development • Create a scope and sequence for effective mentor professional development that supports statewide implementation of Ohio’s induction program standards • Articulate a scope and sequence for effective beginning teacher professional development that supports the implementation of the program standards statewide • Identify a set of formative assessment tools and protocols that can be used by programs statewide

12. QUESTIONS???

14. Induction Program Standards • Program Design & Structure • Program Administration & Leadership • Systems Alignment & Linkages • Mentor Selection & Assignment • Site Administrator Role & Engagement • Mentor – Beginning Teacher Interactions • Beginning Teacher Assessment – Formative/ Summative • Mentor Professional Development • Beginning Teacher PD & Learning Communities • Program Evaluation

15. Formative Assessment • System of providing feedback to inform teacher professional growth • Multiple opportunities for teachers to learn, demonstrate knowledge, understand and apply the Ohio Standards for the Teaching Profession and Ohio’s Academic Content Standards • Multiple sources of data and reflection on classroom practice • Parallels and models the key role of assessment in effective instructional practice

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17. Ohio Standards for the Teaching Profession Professional Development Activity

18. Purposes for Professional Teaching Standards • Provide a common language around classroom practice • Serve as a platform for both formative and summative assessments • Help identify areas of professional growth • To guide the design and implementation of professional development experiences • To link teacher preparation with induction and ongoing experiences New Teacher Center, University of California at Santa Cruz

19. Ohio Standards for the Teaching Profession • Students • Content • Assessment • Instruction • Learning Environment • Collaboration & Communication • Professional Responsibility and Growth

21. Ohio Standards for the Teaching ProfessionStandard #1: Students-Teachers understand student learning and development, and respect the diversity of the students they teach.

22. Strategies for Integrating the OSTP into the Entry Year Teacher Program

23. Activity Instructions • Number off by 4s • 1s and 3s complete strategies and resources for standard 5, Learning Environment in your respective groups • 2s and 4s complete strategies and resources for standard 6, Collaboration and Communication in your respective groups • Record on chart paper • Report out

24. Contact Information Lori Lofton Associate Director Office of Educator Quality 614-466-2937 Lori.lofton@ode.state.oh.us