Continuum of Teacher Development and Shared Accountability Leading to Increased Student Performance Teaching Quality Policy Center Education Commission of the States

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Continuum of Teacher Developmentand Shared
Accountability Leading to Increased Student
PerformanceTeaching Quality Policy Center
Education Commission of the States
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Teacher Development The
Teachers We Want

• Become nation-builders by
• advancing the academic, social, civic, talents
  and personal achievement of all students
• promoting the publics understanding and support
  of education
• growing professionally and promoting the
  profession of teaching

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Teacher Development The
Teachers We Want

• have thorough knowledge of the subjects they
  teach
• know how students learn
• demonstrate the ability to assess and increase
  student learning
• manage classrooms effectively
• care about the academic, social, civic, and
  personal success of all students
• use technology effectively to promote student
  learning
• collaborate with colleagues, parents, community
  members to advance positive learning environments
• are active and reflective learners

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Teacher Development The
Teachers We Want

• Do we find them or prepare them?must we choose
  between
• individual talent vs. preparation
• focus on outputs vs. focus on inputs
• content knowledge vs. pedagogical skills
• alternative vs. traditional programs

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Teacher Development The
Teachers We Want

• Both!the choices are not real choices, but
• higher education must build more developmentally
  appropriate and accessible entry routes into
  teaching
• states must develop better policies and programs
  that support the success of teachers regardless
  of entry route

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Teacher Development The
Teachers We Want

• Assuring quality teachers relies on effective
  programs and accountability systems with a
  balanced focus on
• Recruitment
• Preparation
• Initial Licensure
• Employment Induction
• Continuing Licensure
• Retention
• Professional Development

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Teacher Development - Leading to
Increased Student Performance
Employment Induction
Initial License
Continuing License
Retention Professional Development
Recruitment
Preparation
Higher Levels of Achievement for All Students
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Teacher Development
Recruitment

• Recruitment and scholarships programs for
• middle grades and high school students
• Teacher Cadet, FTA clubs, scholarships
  to attract talented students
• community college students
• Well-articulated 22, degree-completion
  programs
• undergraduate and graduate college/university
  students
• 4 5 year programs, MATs, and
  license-only programs
• paraprofessionals mid-career professionals
• Flexible/accessible programs designed for
  working adults
• previously licensed teachers and other educators
• Special incentives and programs to
  fast-track re-licensure

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Quality and Accountability -
Recruitment

• Tracking different programs and populations for
• acceptance into traditional or non-traditional
  teacher preparation programs
• completion of all requirements for full licensure
• entrance into teaching and for how long
• academic performance and diversity of those
  accepted, completing, and entering teaching
• evidence of improving student achievement for
  those they teach
• other evidence of success in the profession

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Teacher Development Preparation

• Accredited programs characterized by
• liberal arts courses that assure candidates
  possess the knowledge and understanding of the
  content they will teach
• pedagogical courses that assure candidates know
  how students learn, how to teach their content,
  and how to manage classes for increased student
  learning
• clinical, field, intern experiences that assure
  candidates have the applied knowledge of teaching
  and learning with different students in different
  schools and communities

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Quality and Accountability -
Preparation

• Departments of education and higher education
  institutions report uniform data on
• grade point averages in the teaching content area
  and overall
• scores on state and nationally-normed measures of
  content and pedagogy
• confirmation of the candidates ability to
  promote student learning through examples of
  PK-12 student work
• yearly surveys of all new teachers and their
  employers

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Teacher Development Initial
License

• Recommended for licensure by preparation program
  and public school personnel by
• successfully completing all liberal arts and
  pedagogical content courses
• successfully completing all clinical, field and
  internship experiences, including providing work
  sample evidence of ability to increase student
  learning
• passing all state-mandated licensing examinations

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Quality and Accountability -
Initial License

• Completion of all initial licensure standards
  from an accredited state-approved program with
• acceptable scores on state and/or national
  measures of content and pedagogy
• evidence of candidates ability to increase
  students learning
• additional evidence of likely success
• recommendations from teacher preparation
  professionals and practicing teachers

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Teacher Development Employment
Induction

• Hiring, placement, and induction characterized
  by
• customer-friendly application-interview process
• timely notification of employment, school
  assignment, and teaching schedule
• in-field teaching assignments and limited preps
• minimal additional non-instructional duties,
  especially for beginning teachers
• comprehensive induction program
• trained mentor with time to observe and meet

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Quality and Accountability -
Employment Induction

• The district and the state collects and reports
  uniform data over time on
• applicant-to-employment numbers and ratios
• numbers of licensed and un-licensed teachers
• out-of-field teaching assignments
• non-instructional duties of all teachers
• teacher turnover rates
• evaluation data on district and school induction
  and mentoring programs

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Teacher Development Continuing
License

• Continuing licenses are based on multiple
  measures, including
• successful participation in an appropriate
  induction program, supported by a trained mentor
• observations by administrators and peers and
  provided with specific feedback in a timely
  manner and support to improve practice
• successful scores on all state-mandated tests
  and/or portfolio assessments, including evidence
  of increasing student learning

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Quality and Accountability
-Continuing License

• State and district reports data on the granting
  of a continuing license to teach based on
• classroom observations and evaluation ratings by
  administration and teaching peers
• passing scores on state-mandated tests
• evidence of increased student learning
  disaggregated by race and gender

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Teacher Development Retention

• Retention is increased where there is
• leadership that promotes both high expectations
  and conditions of success for teaching and
  learning
• in-field teaching assignments and limited
  teaching preparations
• time to plan, reflect and to meet with peers,
  parents, and students
• ready access to instructional tools and materials
• access and support to participate in advanced
  study and high quality professional development

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Quality and Accountability -
Retention

• Data on state, district, and school level teacher
  retention and retention programs, including
• surveys of teacher satisfaction with teaching
  conditions and school leadership
• evidence that districts and schools implement
  programs designed to retain effective teachers,
  especially in hard-to-staff schools
• exit interviews with all teachers who transfer
  within districts or resign from the district

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Teacher Development
Professional Development

• Effective professional development is
• standards and research-based
• aligned with school, district, and state student
  learning goals
• focused on content to advance student learning
• extended over time to allow for practice and
  feedback of new knowledge and skills
• developmentally appropriate and career long
• rewarded by advanced degrees, certifications, and
  enhanced salary

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Quality and Accountability -
Professional Development

• Data is collected to report on
• policies that encourage and support teachers to
  participate in professional development and
  advanced studies
• evidence of teacher success and student
  achievement linked to professional development
  and advanced studies
• the effect of state, district, school-based
  professional development in supporting safe,
  orderly, drug-free, caring, and
  community-connected schools

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Continuum of Teacher
Development and Shared
AccountabilityLeading to Increased Student
Performance
LONG-RANGE GOAL
FEEDBACK
Employment Induction
RECRUIT-MENT
Initial License
RETENTION DEVELOPMENT
Higher Levels of Learning For All Students
Continuing License
PREPARATION
Teacher Cadet FT Clubs
Clinical, Field Intern Experiences
Aligned Standards Based Professional Growth
Activities
Liberal Arts Courses
Mentor Support
Quality Systems
College Students
Performance Based
Performance Based
NBPTS Preparation other Master Teacher
Preparation
Pedagogical Content Course
Advanced Academic Study
Mid-Career Para-professionals
PRE-SERVICE 4 Year, Graduate or Alternative Route
IN-SERVICE Initial Employment To Retirement