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Certification 101


Can apply directly for Professional Certificate. Renewal and Maintenance of Professional or Continuing ... Completion of approved professional certificate program ... – PowerPoint PPT presentation

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Title: Certification 101

Certification 101
  • Professional Education and Certification, OSPI

  • Connie Reichel, Program Specialist
  • Larry Lashway, Program Specialist

(No Transcript)
Professional Education and Certification
What We Do
Higher Education
P-12 Schools
We Implement the Mission by Bridging the Gap to
Help Improve Student Learning
What We Do
  • Prepare WAC regulations for PESB consideration to
    implement legislation and fulfill Board and
    agency goals
  • Provide technical assistance to 67 educator
    preparation programs at 22 IHEs
  • Interface with advisory groups and IHEs to ensure
    guidance, contribution, and feedback for IHE
    programs to meet state goals and EALRs
  • Evaluate educator preparation programs for
    approval to ensure quality standards and state
    goals and EALRs/GLEs are met
  • Bring contributions to Washington from national
    educator preparation programs
  • Evaluate, issue, print, mail over 30,000
    certificates or certificate changes annually
  • Serving over 60,000 employed educators, updating
  • Maintain records on 420,000 individuals who have
    been certified
  • Add 12,000 new first-time certificates annually
  • Interface with IHEs and ESDs in certificate

Teacher Assistance Program
  • TAP provides funds for mentoring, training, and
    release time for observations for first year
  • Mentoring Strand at Summer Institutes-See program
  • Mentor Academies
  • June 26-30 Seattle, Seattle Pacific University
  • July 31-August 4 Seattle, SPU

Troops to Teachers
  • Federally funded program
  • Recruit military personnel and spouses to the
    teaching profession

Endorsement Changes
  • Competency Based System
  • Content Testing (WEST-E/Praxis II)
  • New Options for Adding an Endorsement
  • Pathway 1 Test Only
  • Pathway 2 Test and Pedagogy Assessment
  • Pathway 3 Traditional full program

Continuing Education Requirement
  • Continuing and Professional Certificates must be
    maintained with 150 clock hours every five years
  • New Options for Earning Clock Hours
  • Professional Growth Team Member-up to 20/year
  • Intern Supervisor- up to 20/year
  • Professional Growth Planning
  • Certification 201 after lunch
  • National Board (NBPTS) Certification
  • Can apply directly for Professional Certificate
  • Renewal and Maintenance of Professional or
  • Can earn 45 clock hours for completing assessment
    process and an additional 45 for certifying

Professional Certification for Teachers
  • Residency Reissuance
  • Common Sequence
  • Pre-Assessment
  • Core
  • Culminating
  • 17 approved programs
  • Certification 102, next session

Professional Certification for Administrators
Guiding principles
  • Student learning the measure of success
  • Job-embedded professional development
  • Partnership Higher education, AWSP, WASA, OSPI,
  • Support

Certification timeline

5-year certificate
Undated certificate
End of 2nd year
Residency certification
Pro Cert Program (1-3 years)
Certificate requirements
  • Completion of approved professional certificate
  • Satisfactory evaluations while serving as
    principal or assistant principal
  • 3 contracted years employment as a principal or
    assistant principal

What it would look like
Entry Seminar
  • Assess professional needs
  • Review existing evidence
  • Formulate Professional Growth Plan

Review Existing Evidence
  • 360 assessment (How does my perception of my
    leadership skills compare to the perceptions of
  • Job evaluations (What strengths and needs has my
    supervisor identified?)
  • SIP (What does the school improvement plan tell
    me I should be focusing on?)
  • Other Any other evidence that shows my impact on
    student learning and well-being. E.g., a
    discipline plan that has reduced suspensions
    implementation of a new math curriculum that has
    resulted in improved student learning
    development of an after-school tutoring program

360 Assessment
  • Survey developed by AWSP in collaboration with
    the Center for Educational Effectiveness
  • Provides feedback aligned with ISLLC standards
  • Completed by the candidate, the candidates
    supervisor, and a number of teachers selected by
    the candidate
  • Candidate results can be compared with aggregate
    results of all other leaders who have taken the

360 Assessment
  • Designed to be used as a formative professional
    development tool, not as a summative evaluation
  • The candidate chooses the teachers to whom the
    survey is administered
  • Results are owned by the candidate they are
    typically shared with the university advisor, but
    not the candidates supervisor (unless the
    candidate wishes to share and discuss with the

Assess Professional Needs
  • 1. What has happened since I did my draft PGP in
    the residency program? Have I strengthened the
    areas I wanted to focus on? Have I identified new
  • 2. What are the key questions, issues, and
    dilemmas I need to resolve in order to improve
    student learning in my school?

Formulate Professional Growth Plan
  • In what areas do I already have evidence that I
    meet the benchmarks?
  • In what areas do I probably meet the benchmarks
    but need more evidence?
  • In what areas do I need to concentrate my efforts
    to achieve the standards?
  • What can I do within my plan that will be most
    beneficial to the students in my school?

Implementing the PGP (Core)
  • Depending on the plan, may involve any of the
    following, as appropriate
  • Targeted professional development
  • AWSP/WASA conferences
  • OSPI conferences
  • Similar opportunities
  • College/university courses
  • Action research
  • Seminars/collaborative work groups focused on
    specific issues
  • Professional reading
  • Other

Presenting the evidence (panel)
  • Panel consists of university instructors and
    practicing administrators (including PEAB
  • Candidates can sign up for a panel whenever they
    have completed their PGP

  • Scenario 2 Anne Evanoff is in her 3rd year as
    principal of a K-6 elementary school in a
    small/medium-sized district that has one other
    K-6 school, a 7-8 middle school, and a high
    school. The first two years have gone without
    major incident the school appears to be
    operating smoothly, and she has received good
    performance evaluations. She has been
    particularly pleased with the results of an
    anti-bullying program she developed in
    collaboration with the school counselor
    disciplinary referrals are down, and a number of
    teachers have commented on the reduced conflict
    among students.

  • Nonetheless, she has struggled with a number of
    issues. Most notably, the district faces a need
    to adopt a new math curriculum textbook series
    in the next year. Although the faculty seems to
    recognize that student achievement on the math
    WASL is not satisfactory, there is little
    consensus on what should be done and a great deal
    of negativity surrounding the issue. Teachers
    have not formed hard-core factions, but readily
    find fault with any suggestions that are put
    forward, so progress has been slow. Some teachers
    have expressed cynicism, saying, The board will
    just do what they want anywayjust like last
    time, or Eastside the other K-6 school always
    gets what they want, so why spend a lot of time
    talking about it? In her conversations with
    teachers, she senses that a number of them seem
    insecure about their own understanding of math.

  • The situation has a few additional
    complicating factors
  • The decision must be made collaboratively with
    the other elementary school, where faculty
    already seem to have reached consensus on the
  • A small but vocal group in the community has been
    lobbying for adoption of Saxon math they have at
    least one ally on the school board.
  • The superintendent is willing to support the
    recommendation of the two schools, as long as it
    represents a strong staff consensus that it will
    improve student math performance.
  • The faculty is congenial and cooperative, but
    does not have a history of deep collaboration.

Looking at the standards
  • The entry seminar began by reviewing the
    benchmarks for the Professional Certificate and
    discussing the kinds of evidence that could be
    used to show the benchmarks had been achieved.
  • Participants in the seminar then engaged in a
    self-assessment based on the benchmarks, using a
    variety of evidence, including the 360
    assessment, job performance evaluations, and
    other evidence.

Entry seminar
  • Working with the university facilitator and her
    peers, Evanoff found that she already had some
    evidence to support some of the benchmarks. For
    example, she decided that her success with the
    anti-bullying program provided good evidence
    about the benchmark, Ensuring efficient and
    effective management of the organization.
  • However, her analysis also identified a number
    of benchmarks as areas to concentrate on,
    including several that seem especially pertinent
    to her dilemma with the math adoption
  • Standard 1, Strand 1 Creating a Vision for
    learning While a district/school vision is in
    place, the principal realizes there is no real
    vision for math instruction.
  • Standard 2, Strand 1 Advocating, nurturing, and
    sustaining a school culture. The existing
    culture clearly does not facilitate major
    decisions such as the math curriculum.
  • Standard 2, Strand 3 Advocating, nurturing, and
    sustaining Professional Development If teachers
    are not secure about their own capacity with
    math, professional development will be a key part
    of the solution.

Developing strategies
  • The remainder of the entry seminar was spent in
    developing strategies to meet the benchmarks.
    This was done in consultation with her advisor
    (as well as collaboration with peers), but the
    final menu of activities was her choice.
  • Because of her concern over the math issue, she
    organized much of her work around the goal of
    helping her faculty reach an informed consensus
    on the choice of math materials.
  • To help achieve this goal, she found a number of
    strategies and resources that proved helpful

PGP implementation
  • Workshops offered by AWSP Project Leadership
    provided focused guidance on
  • Use of WASL data to drive instructional decisions
  • Professional reading on using data to drive
    instructional decisions
  • OSPI conference
  • Math Helping Corps Various ways to involve
    parents and community members in Student Learning
  • From Compliance to Commitment A report on
    effective school districts in the state
  • Teachers Teaching Teacher The Power of Staff
    Development from within (focus mathematics)
  • Book study on developing and communicating vision
    and collaborating with stakeholders
  • Seeking advice from experienced principals or
    other Pro Cert candidates grappling with the
    similar issues (via the OSPI-maintained
    discussion forum or through contacts established
    by the university)

PGP implementation
  • After reviewing her growth plan, and
    considering her work schedule, Evanoff estimated
    that she could complete it in about a year (some
    of her peers chose shorter or longer timelines).
    During this phase of the program, she
    participated in a seminar that involved periodic
    meetings with her university advisor and peers.
    The sessions sometimes focused on common topics
    of concern, but also allowed time for her to
    raise individual issues she was encountering as
    she pursued her growth plan, and to engage in
    collaborative problem-solving with other

What about assistant principals?
  • Assistant principals go through the same process
    and meet the same standards as principals.
    However, in some cases the nature of their work
    environment may require special reflection and

Designing meaningful work
  • Identifying real-world tasks that exemplify ISLLC
  • Determining what will count as evidence that
    benchmarks have been met
  • Balancing commonality and flexibility
  • Meeting the needs of all candidates (does this
    process work equally well for those serving as
    assistant principals?)

(What we dont want.)
Assuring capacity support
  • What resources are needed for all partners to
    carry out their roles?
  • What support will be provided to candidates?
  • How do we sustain the partnership?

Program delivery and access
Feedback needed
  • What do you see as the major strengths of this
  • What are the major concerns you have about it?
  • What are the unanswered questions that you have?

Professional Certification for ESAs
ESA Roles
  • School Nurse
  • School Occupational Therapist
  • School Physical Therapist
  • School Speech Language Pathologist or Audiologist
  • Initial/Continuing
  • No changes made

ESA Roles
  • School Counselors
  • School Psychologists
  • School Social Workers
  • Initial
  • Issued until 8/31/05
  • Continuing
  • Issued as long as Initial certificate is valid
  • Residency
  • Issued beginning 9/1/05
  • Professional
  • Currently under development

Residency ESACounselor, Psychologist, Social
  • Masters Degree
  • State Approved Preparation Program
  • Valid until completion of two years of contracted
    service in the ESA role in a Washington School
  • Reissued with as five-year expiration date
  • Enroll in a Professional ESA program within the
    five-year validity period

Professional ESA Program
  • Purpose of program
  • Complete program through an in-state
    college/university with approved program
  • Program consists of three parts
  • Pre-Assessment Seminar (including a professional
    growth plan)
  • Core
  • Culminating Seminar

  • Evidence of Professional certificate-level
    knowledge, skill, and performance
  • Positive Impact on Student Learning
  • Specification of areas for continuing education
    and development

Intended Outcomes for Participants
  • Ability to self-evaluate
  • Opportunity to reflect
  • Challenge to move to the next level
  • Documentation of application to the context
  • Opportunity for collaboration

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