State Board Presentation Review of Teacher Preparation Regulations Proposal

1. State Board PresentationReview of Teacher Preparation Regulations Proposal Aug. 7th, 2013

2. Goals Our goals for these proposed regulations are: • Raise the bar for entrance into the teaching profession, ultimately ensuring every teacher in NJ meets a threshold of quality for cognitive ability, content knowledge, and pedagogy. • To the best of our ability, ensure NJ requirements for entry into the teaching profession are not significantly different from states that share reciprocity and significant mobility with our state

3. Proposed Changes The Department is proposing four changes to educator preparation requirements; each of these changes include flexibility to ensure requirements are not overly restrictive Entry Requirements • Raise the entrance GPA from 2.5 to 3.0 for entry into a traditional preparation program and from 2.75 to 3.0 to obtain a Certificate of Eligibility (CE) for alternate route candidates • Require a standardized assessment of basic skills for entry into a traditional preparation program and to obtain a CE Certification Requirements 3. Raise the exit GPA required to obtain a Certificate of Eligibility with Advanced Standing (CEAS) for traditional route candidates from 2.75 to 3.0. 4. Require a performance assessment for a CEAS

4. Agency Initiated Changes – 3 Language Clarifications

5. Appendix – First & Second Discussion Slides

6. State Board PresentationJune Regulations focused on Raising the Bar for Teacher Preparation June 5th, 2013

7. 2012- 13 Expanded Focus of the NJDOE Talent Division The Talent Division focuses on the entire lifecycle of an educator to attract, develop, and retain exceptional teachers and school leaders. Today’s regulatory changes are aimed at raising the bar for entry to the teaching profession

8. Overview We are ready to propose a path forward for regulatory changes to teacher preparation. The goal today is to provide a summary of the proposed regulatory changes and rationale. We will also provide context and background research, including our office’s short- and long-term changes to teacher preparation.

9. Goals Our goals for these proposed regulations are: • Raise the bar for entrance into the teaching profession, ultimately ensuring every teacher in NJ meets a threshold of quality for cognitive ability, content knowledge, and pedagogy. • To the best of our ability, ensure NJ requirements for entry into the teaching profession are not significantly different from states that share reciprocity and significant mobility with our state

10. Agenda

11. Background and Context: National & Local Landscape Teacher preparation is a national issue that has become a focus for reform across the country. • Only 23% of all teachers, and only 14% of teachers in high-poverty schools, come from the top third of college graduates.1 • More than three in five education school alumni report that their education school did not prepare them for “classroom realities.”2 • Despite this, in 2011, only 37 institutions across the country (out of approximately 1,400) were identified as low-performing. 3 1. Byron Auguste, Paul Kihn, Matt Miller, Closing the talent gap: Attracting and retaining top-third graduates to careers in teaching (Washington, DC: McKinsey & Company, 2010), 5,http://www.mckinsey.com/clientservice/Social_Sector/our_ practices/Education/Knowledge_Highlights/~/media/Reports/SSO/Closing_the_talent_gap.ashx 2 Arthur Levine, Educating School Teachers (Washington, D.C.: The Education Schools Project, 2006), 32, http://www. edschools.org/teacher_report.htm 3 Chad Aldeman, et al., A Measured Approach to Improving Teacher Preparation (Washington, DC: Education Sector, 2011), 4 – 16, http://www.educationsector.org/publications/measured-approach-improving-teacher-preparation

12. Background and Context: National & Local Landscape In light of this challenge, several states, national organizations, and the federal government, have recently prioritized reforming teacher preparation. • In Sept 2011, USED published the report, Our Future, Our Teachers, calling for states the federal government to work together to improve teacher recruiting and preparation. • In late 2012, CCSSO published Our Responsibility, Our Promise: Transforming Educator Preparation and Entry into the Profession, calling for states to increase licensure requirements, and utilize stronger program approval and accountability measures for educator preparation providers. • CAEP (the national accrediting body for colleges of education) has recently proposed new accreditation standards for teacher preparation providers, which include the use of student achievement data for accreditation, and call for higher entry requirements for teacher preparation programs. • As part of a larger set of recommendations, the American Federation of Teachers concluded that teaching programs should require candidates to have a cumulative GPA of 3.0 and to earn a minimum grade on college- or graduate-school-entry exams, such as a 24 on the ACT. • In concert with AACTE (American Association of Teachers Colleges) and Stanford University, Pearson has developed a “teacher performance assessment” that assesses teacher candidates’ pedagogical effectiveness prior to entering the classroom; 25 states across the country and 180 Educator Preparation Providers have field tested this tool during the 2012-13 school year and many have adopted policies requiring it for initial certification.

13. Background and Context: National & Local Landscape Over the past several months, the Department has taken steps to prioritize teacher preparation as well, including working with stakeholders to do so. • Understanding our Landscape: We’ve done an analysis of our current regulations and processes and identified any gaps in the strength of our rules and guidance for teacher preparation providers as well as certification requirements. • Engaging Stakeholders: An Educator Preparation Working Group, representing both traditional and alternate route program stakeholders, is meeting monthly to provide feedback on our priorities and key initiatives. This group includes deans and directors from New Jersey schools of education, alternate route providers, as well as representatives from NJEA, NJPSA, and NJASA. • Data Analysis, Reporting, & Accountability – We’re in the process developing an Educator Preparation Provider Annual Report, which will provide key data and information on preparation providers and their candidates. The first version of this report card, reporting only baseline data on providers, will be shared with leaders of educator preparation providers this summer, but will ultimately be used publicly for transparency and accountability purposes.

14. Background and Context: Key Information Before we begin discussing changes to teacher prep in NJ, it’s important to first understand key definitions and processes relative to teacher preparation. Key Definitions: Institute of Higher Education (IHE) - a college, community college, university that provides degree-granting programs (e.g. Montclair State University) Educator Preparation Provider (EPP, or UNIT) - the education school or college at an IHE (e.g. the College of Education and Human Services at Montclair State Univ.) Education Programs - a specific certification program within an EPP/unit (e.g. Bilingual Education, Elementary Education, etc.) Initial Program Approval – The initial approval process for a newly established or substantially revised program within an EPP Program Review - periodic review or monitoring of existing programs to ensure quality Accreditation – quality control process that occurs every 5-7 years and is a ‘stamp of approval’ for an IHE or EPP relative to its outcomes and alignment to standards

15. Background & Context: Key Information Before we begin discussing changes to teacher prep in NJ, it’s important to first understand key definitions and processes relative to teacher preparation. Key Definitions (con’t): Certificate of Eligibility (CE) - alternative route provisional license Certificate of Eligibility with Advanced Standing (CEAS): traditional route provisional license Provisional Teaching Program (PTP): The Provisional Teacher Program is a program in which all novice teachers, both alternate and traditional route, are supported and supervised by experienced professionals in their schools while working under provisional certificates. After completion of the PTP, a teacher may be recommended for a standard certificate. The PTP ranges anywhere from 1-4 years in length. Standard Certificate: A professional certificate typically earned after 1-2 years of successful completion of the Provisional Teacher Program.

16. Background & Context: Key Information There are generally two types of programs leading to certification in NJ – Traditional Route Programs and Alternate Route Programs. Within each of these paths, there is a diversity of programs. Typical Traditional Route Program Enter Provisional Teacher Program (PTP) Apply for and receive CEAS certificate Obtain a position Enter a New Jersey EPP Complete a Clinical Teaching Experience Graduate from a 4yr Univ. or Masters’ Program Graduate from 4yr Univ. or Masters’ Program Must complete prior to employment Typical Alternate Route Program* Enter Provisional Teacher Program (PTP) Complete 24 hr intro to teaching course Receive CE certificate Obtain a position Complete online application *This represents the typical path where 200 hr program providers are assigned candidates; There are some alt-route programs that recruit/select candidates (e.g. TFA), and their process looks different (e.g. you don’t obtain a position before entering the program)

17. Agenda

18. Proposed Changes The Department is proposing four changes to educator preparation requirements; each of these changes include flexibility to ensure requirements are not overly restrictive Entry Requirements • Raise the entrance GPA from 2.5 to 3.0 for entry into a traditional preparation program and from 2.75 to 3.0 to obtain a Certificate of Eligibility (CE) for alternate route candidates • Require a standardized assessment of basic skills for entry into a traditional preparation program and to obtain a CE Certification Requirements 3. Raise the exit GPA required to obtain a Certificate of Eligibility with Advanced Standing (CEAS) for traditional route candidates from 2.75 to 3.0. 4. Require a performance assessment for a CEAS

19. Raise Entry GPA Current State • 2.5 GPA is required for entry into a traditional preparation program; • 2.75 is required for a CE, with anindividual flexibility option if candidate has high enough score on the content knowledge assessment Proposed Amendment(s) • Raise the GPA to 3.0 for entry into a traditional programand for a CE, with flexibility for both candidates and programs. • Hold traditional programs accountable for a cohort average GPA • Provide “grace period” where traditional programs collect and report averages, but will not have consequences • Keep existing individual flexibility within GPA for CE - allowing a lower GPA (2.75) if passing rate on content knowledge assessment is high enough (10% above the passing score) • Allow additional flexibility via program ‘sponsorship’ for candidates with GPAs below a 3.0 but at least a 2.75 for up to 10% of an annual provisional teacher program’s alternate route candidates Rationale • Ensures a cognitively and academically strong teaching corps; Research indicates strong positive relationship between teacher cognitive ability and higher student outcomes1 • Aligns GPA requirement with that of neighboring states (PA – 3.0; DE – 3.0; CT – 3.0 for alt-route) and prevents perverse incentives for candidates to come to NJ for preparation • Elevates the profession by attracting stronger talent 1.Rockoff, et al. (2011), Henry, et al. (2012), Whitehurst, G. (2002)

20. Require Basic Skills Assessment Current State • Current requirements into a preparation program are vague when it comes to ‘basic skills’, requiring candidates to “demonstrate acceptable levels of proficiency in English and Mathematics” Proposed Amendment(s) • Requirea standardized assessment of basic skills for entry into a traditional program and for a CE • Allow candidates with an 1120 SAT (combined critical reading and math) to waive the assessment • Ensures a threshold of cognitively and academically strong teaching corps; Research indicates strong positive relationship between teacher cognitive ability and higher student outcomes • Allows the Department to compare across programs and identify any correlations that exist across programs with higher entry scores/requirements and stronger candidates Rationale

21. Raise Certification GPA for CEAS Current State • Currently, the GPA requirement for CEAS is 2.75 • Based on total cumulative GPA in baccalaureate degree program, higher degree program, or a state-approved post-baccalaureate certification program • Individual flexibility to GPA requirement if candidate has high Praxis score Proposed Amendment(s) • Raise the GPA to 3.0 for CEAS, while maintaining flexibility option that allows for a candidate to have a lower GPA (at least 2.75) if passing rate on content knowledge assessment is high enough (10% above the passing score) Rationale • Maintains consistency with raising the GPA requirement for entry into a program, and for CE

22. Require Performance Assessment Current State • Currently, there is no requirement for a teacher candidate to illustrate his/her pedagogical effectiveness prior to entering the classroom Proposed Amendment(s) • As of January 2016, require a DOE-approved performance assessment for CEAS; 2014-15 school year will allow for programs to pilot the assessment • DOE will require that the assessment developers provide training to preparation providers, and reduced-cost for low-income candidates, to mitigate the cost of the assessment Rationale • Ensure candidates are cognitively strong, know their content area, and are adept pedagogically

23. Summary of Major Changes Traditional Route Candidates Alternate Route Candidates4 1: If a candidate scores in the top third of the SAT, the requirement is waived 2: Candidates who currently have at least a 2.5and whose score on content knowledge assessments exceed the passing score by 10% also meet this requirement 3: In proposed changes, candidates who have at least a 2.75and whose score on content knowledge assessments exceed the passing score by 10% also meet this requirement 4: Alternate route candidates do not have exit requirements since they are already in the classroom 5. In proposed changes, candidates who have at least a 2.75and whose score on content knowledge assessments exceed the passing score by 10% also meet this requirement; Additionally, a provisional teacher program can sponsor up to 10% of their candidates (this applies to candidates that have a GPA between 2.75 and 3.0 but do not have a score on content knowledge assessments that exceeds the passing score by 10%)

24. Teacher Preparation Changes – Implementation Timelines We are taking a thoughtful and methodical approach to implementation and piloting of new proposed requirements. Reg Proposal Process New Regs Adopted pending state board approval List of Approved Performance Assessments Released 3.0 Req. for a CE; 3.0 req. for CEAS; Passage of basic skills req. for CE and entry into a traditional preparation program 3.0 Cohort average entrance requirement for traditional programs Performance Assessment Piloting Passage of performance assessment req. for CEAS

25. Next Steps • Conduct a thorough review of current certification assessment cut scores to ensure their rigor and alignment with neighboring states. • Release Educator Preparation Provider Annual Report (DRAFT 1.0) to leaders of educator preparation providers for feedback and refinement. Develop an accountability and review system for educator preparation providers based on annual report data. • Continue to engage stakeholders in working to improve teacher preparation and entry into the profession. • Recruit innovative educator preparation and pipeline providers to NJ districts to increase and strengthen the pool of teachers and leaders in NJ. • Increase our support to districts in their recruitment & selection of educators to ensure they have the tools and capacity to build strong, diverse pools of talent and can strategically select teachers that meet the needs of their schools. • Consider structures and incentives that recruit, reward, recognize, and retain excellent educators so that veteran teachers and teacher-candidates see NJ as a great place to start/continue a career.

26. Agenda

27. State Board PresentationReview of Teacher Preparation Regulations Second Discussion July 10th, 2013

28. Goals Our goals for these proposed regulations are: • Raise the bar for entrance into the teaching profession, ultimately ensuring every teacher in NJ meets a threshold of quality for cognitive ability, content knowledge, and pedagogy. • To the best of our ability, ensure NJ requirements for entry into the teaching profession are not significantly different from states that share reciprocity and significant mobility with our state

29. Proposed Changes The Department is proposing four changes to educator preparation requirements; each of these changes include flexibility to ensure requirements are not overly restrictive Entry Requirements • Raise the entrance GPA from 2.5 to 3.0 for entry into a traditional preparation program and from 2.75 to 3.0 to obtain a Certificate of Eligibility (CE) for alternate route candidates • Require a standardized assessment of basic skills for entry into a traditional preparation program and to obtain a CE Certification Requirements 3. Raise the exit GPA required to obtain a Certificate of Eligibility with Advanced Standing (CEAS) for traditional route candidates from 2.75 to 3.0. 4. Require a performance assessment for a CEAS

30. Proposed Changes – Waiver to the Basic Skills Assessment

31. Proposed Changes – Timeline for Performance Assessment