Pre-Credential

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Pre-Credential
STAGES IN THE LEARNING TO TEACH CONTINUUM
Professional Teaching Opportunities
Credential Renewal
Professional Teacher Preparation
Professional Teacher Induction

• Paraprofessional
• Teacher
• Training Program
• Paid Tuition
• Support Network
• Career Ladder

Peer Assistance and Review

• Professional Growth Program
• Individual Development
• Plan
• Based on Teaching
• Standards (CSTP)
• Based on Teachers
• Goals
• Advanced Curriculum
• Studies
• Advanced Subject
• Matter
• Reflection on
• Practice
• 150 Hours of
• Professional Growth
• Professional Use of
• the Teachers Credential

• Teacher Induction Program
• Based on California
• Standards for Teaching
• Profession (CSTP)
• Application of Prior
• Learning
• Individual Induction
• Plan
• Advance Curriculum
• Preparation
• Frequent Reflection on
• Practice
• Formative Assessment
• Support
• 5th Year of Study
• Standards based
• advanced preparation

• Blended Teacher Preparation
• Post Baccalaureate Teacher Preparation
• University Internship
• District Internship
• Out of State Preparation

Beginning Teacher Support Assessment Support
Provider

• Undergraduate to Subject Matter Preparation
• Program
• Exam
• Equivalence

National Board Certification
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Routes into Teaching in California
Credentialing Options Available To Teach in
California
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Objectives of Internship Programs

• To expand the pool of qualified teachers by
  attracting persons into teaching who might not
  otherwise enter the classroom, and attract those
  who bring valuable attributes and experiences
  into teaching.
• To enable K-12 schools to respond immediately to
  pressing needs whole providing professional
  preparation that links education theory with
  classroom practice throughout each interns
  preparation, and takes advantage of the
  experiences that interns bring them.
• To provide effective supervision and intensive
  supports so each interns learning can be
  targeted to her/his needs, and so beginning
  teachers who are interns can extend, apply and
  refine what they learn about teaching in the
  course of their initial preparation while serving
  as teacher of record.
• To say it another way
• To provide a new kind of teacher candidate
• To provide market sensitive forms of teacher
  preparation for school districts
• To provide preparation that directly links
  instruction, support and classroom performance.

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Programs characterized by

• Many Entry Points Common Performance Standards
• Multiple Delivery Options
• Instructional Variation With Ta
  Theoretical/Practical
• Connection/Performance Driven/Experience Based
• Areas Of Instructional Variation
• Sequence
• Immediacy
• Teach/ Re-teach/ Mid-course Corrections
• Spiraled Curriculum
• Co-teaching
• Support/Instruction/Assessment Connection
• Which Leads To A Diversity Of The Programs
  Available
• Working Partnerships Between Among Employers And
  Prepares Including Shared Decision Making And
  Participation In The Following
• Participant Recruitment And Selection
• Co-teaching Of Curriculum
• Support Network
• Performance Assessment
• Program Evaluation

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Length of Intern Programs
From Pre-service To Final Field Work Or
Course Work Before Credential Recommendation

• 0 9 to 10 Months
• 14 12 Months
• 9 15/16 Months
• 11 18 Months
• 5 21 Months
• 55 24 Months
• 7 26-36 Months (Special Education level I
  and II)

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Personnel Who Provide Support to
InternsPercentage of Programs Who Provide Listed
Type of Support

• 47 Teachers full time released as support
  providers
• 57 Teachers released as support providers for
  part of their work assignment
• 82 Other classroom teachers
• (support provider during prep periods, after
  school, but not during release time)
• 65 Retired teachers or administrators
• 58 Other site level school personnel (not
  listed above)
• 61 University tenure track faculty
• 87 University supervisors (staff, non-tenured
  or adjunct faculty)
• 10 University graduate students
• 26 County office or regional service center
  personnel

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Types of Support Provided to Interns
Percentage Of Programs Providing Various Types Of
Support

• 98 Onsite observation, consultation and
  demonstration
• 86 Cohort Support Seminars
• 47 Field experience seminars (if different from
  above)
• 64 On line one on one support
• 12 Chat room type support
• 30 Hot phone line to support provider
• 55 Specialized or special circumstances support
  by individuals or teams
• 26 Alumni support by former graduates
• 72 Informal teacher down the hall support
• 18 Access to community persons for
  non-classroom support
• 63 Special seminars or topical staff
  development activities
• 27 Tuition/transportation to conferences or
  workshops
• 32 Other (please explain)

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Performance Assessment Measures

• Percentage Of Intern Programs
• Using The Following Performance Assessment
  Measures In 2004-2005
• 38 California Teaching Performance Assessment
• 11 PACT
• 39 Another form of performance assessment
  based on Californias Teacher
• Performance Expectations
• 40 Candidate Evaluation System developed for
  use by teacher preparation
• agency (not listed above)
• 85 Portfolios (including student work, intern
  work products,
• completed work assignments)
• 22 Quantifiable observation tools such as
  Interactive Analysis
• 25 Stull type evaluation
• 1 Teachscape or other mediated performance
  measure
• 18 Student Achievement Data
• 24 Other (describe)

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Ethnic Distribution of Interns1997-2005
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Recruitment Source of Teaching Interns1996-2005
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Gender of Interns 2004-05
Breakdown of Male Interns by Credential Area
Age of Interns
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Intern Single Subject Credential Content Areas
2004-2005
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Intern Retention Data by Entry Year
2000-2005(71 of 72 Programs Reporting)
2000-2001 Retention Year (Interns Completing
Fifth Year of Employment

• 2001-2002 Retention Year (Interns Completing
  Fourth Year of Employment

2002-2003 Retention Year (Interns Completing
Third Year of Employment
2002-2003 Retention Year (Interns Completing
Second Year of Employment
2002-2003 Retention Year (Interns Completing
First Year of Employment
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What we have learned about what
seems to make the greatest difference in
Alternative Routes to CertificationA. TARGETED
RECRUITMENT PREDICTIVE SELECTIONB. MARKET
SENSITIVE PROGRAMSC. REDESIGNED CURRICULUM 1.
BASED ON PRIOR EXPERIENCES 2. SPIRALED /
SEGMENTED/ SITUATIONAL 3. CONTEXT BASED/
PRAGMATIC 4. PERFORMANCE DRIVENE. AN
INTEGRATED SUPPORT SYSTEM IS THE KEY ELEMENT
AND MUST BE LINKED TO PERFORMANCEF. STRONG
LEADERSHIP AND REAL PARTNERSHIPS (SHARED
POWER INCREASES POWER)
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Changing the Architecture of Teacher Preparation
in California Internships and the Legacy of SB
2042

• Change the levels of involvement of local
  education agencies in the preparation of
  teachers. Empower local educators to be integral
  agents of learning to teach.
• Expand the talent pool of potential teachers
  including ethnic, racial and language
  diversity, more second career teachers, more male
  elementary and special education teachers, more
  paraprofessionals.
• Retain those teachers who demonstrate that they
  can perform those skills that are most likely to
  lead to improved achievement of all students.
• Develop and implement a system of uniform
  performance assessment based on a framework of
  common expectations regarding skills, abilities
  and knowledge needed by new teachers.
• Change the norms of practice
• --assessment for the purpose of learning
• --change the initial years of teaching from a
  rite of passage to supported induction
• --emphasize the reflective practitioner
• -- encourage the formal participation of
  experienced practitioners in the development of
  novice teachers.
• Directly link student academic content
  standards to teacher preparation quality and
  performance standards.
• Develop a full range of credential options that
  accommodate potential teachers based on their
  developmental needs, their prior experiences and
  their adult learning modes.
• Perceive teacher preparation as an investment
  in Californias future and put the resources in
  place to fund that investment.
• Improve the educational performance of students
  through improved preparation, support and
  assistance of new teachers.