office of educator licensure and preparation updates
TRANSCRIPT
Office of Educator Licensure and Preparation
Updates
Spring TACTE Conference | Feb. 18, 2021
A C A D E M I C S
ALL TENNESSEE STUDENTS WILL HAVE ACCESS TO A HIGH-QUALITY EDUCATION, NO MATTER WHERE
THEY LIVE
E D U C A T O R SW H O L E C H I L D
TENNESSEE PUBLIC SCHOOLS WILL BE EQUIPPED TO SERVE THE ACADEMIC AND NON-ACADEMIC
NEEDS OF ALL STUDENTS
TENNESSEE WILL SET A NEW PATH FOR THE EDUCATION PROFESSION
AND BE THE TOP STATE TO BECOME AND REMAIN A TEACHER
AND LEADER
We will set all students on a path to success.
Senior Director of Educator Licensure & Preparation
Michael Deurlein
Director of Engagement & PartnershipsJennifer Nelson
Educator Preparation Program Manager
Ron Blaylock
Licensure Specialist
Donna Stone
Senior Licensure Specialist
Sharon Walker
Licensure Specialist
Bruce Bentley
Licensure & Business Operations Specialist
Sophia Carter
Licensure Specialist
Becky Hethcote
Senior Director of Educator Preparation
Annie Insana
Licensure Program Manager
Tiffany Dellard
Director of Licensure & Operations
Eric Olmstead
Educator Licensure and Preparation
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Licensure Specialist
Anne Zerda
Senior Licensure Specialist
Kevin Fee
▪ SBE Updates – February Meeting– 6-10 Mathematics endorsement
– Early Childhood and Special Education Integrated endorsements
▪ Literacy Bill
▪ EPP and LPP Innovation Grants
▪ Partnerships and Engagement – Primary and state-recognized agreements
– EPWG and CEEDAR
– COVID-19 plans for EPPs
▪ EPP Comprehensive Reviews – CAEP updates
– Spring 2020 reviews
▪ SAPs – SAPs in TNAtlas
– Instructional leader program reviews
▪ Annual Reports and Data – AR release for 2020
– Entrance exam requirements
Agenda
5
SBE Updates
▪ School services personnel licensure reactivation
pathways
▪ New licensure pathway for speech language pathology
assistants
▪ Updates to Literacy and Specialty Area Standards Policy
(5.505)
– Integrated early childhood endorsements
– 6-10 Mathematics endorsement
▪ Update to Educator Licensure Policy (5.502)
– Additional endorsement pathway
February SBE Meeting - Licensure
7
▪ EPP/SAP recommendations
– Six ongoing EPP approval recommendations
– One EPP status change recommendation
▪ Category 2 or 3 non-public school clinical practice settings
February SBE Meeting - Preparation
8
6-10 Math Endorsement
▪ Created three pathways to a new math endorsement
– Pathway 1: Candidates enrolled in approved 6-8 math
programs (9-10 Clinical Practice placement required)
– Pathway 2: Candidates enrolled in approved 6-12 math
programs
– Pathway 3: EPP-designed 6-10 math programs
▪ With all pathways, candidates must submit qualifying
scores on the NES Middle and Early Secondary Math
assessment
6-10 Mathematics Endorsement
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Early Childhood and Special Education
Integrated Endorsements
Endorsement Structure
▪ Integrated early childhood birth – K
▪ Integrated early childhood pre-K-3
▪ Standards (NAEYC and DEC)
▪ Program components (including focus on meaningful general and special education integration)
▪ Candidate assessments
Proposal Structure
▪ Using SAP template with emphasis on requirements specific to integrated endorsements
▪ Under review by working groups
▪ Breakout for additional details
Updates
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▪ February 2021
– Internal working group meeting
▪ March 2021
– External working group review and feedback
– Release of proposal template to all EPPs
▪ April 2021 and ongoing
– Quarterly review of proposed integrated endorsement programs during regular SAP review cycle
▪ September 2025*
– Phase out of all current early childhood programs
*The department may take a recommendation to the SBE to extend this to September 2026
Anticipated Timeline
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Literacy Bill
▪ Comprehensive framework for foundational skills in literacy for districts and educator preparation providers
▪ Impact on educator preparation
– Foundational skills standards
• The department and state board will assess the current literacy standards to determine how foundational skills can be emphasized.
• EPPs will be required to integrate foundational skills training for educators preparing to teach K-3.
– Literacy assessment
• Requires all educators seeking licensure in K-3 to pass a new literacy assessment for licensure.
• This will replace the current Teaching Reading assessment.
– Landscape analysis
Literacy Bill
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EPP and LPP Innovation Grants
▪ Upcoming grant application to support non-profit
organizations and TN-approved EPPs in developing
courses and/or content that can be integrated into existing
courses in:
– Foundational skills
– High-quality instructional materials; and
– Trauma-informed instruction
▪ Applicants must partner with TN-approved EPPs to pilot
content in 2021-22.
▪ Grants will be distributed equally among specific
endorsement areas, grade spans, and/or roles.
Overview
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▪ Early Childhood Pre-K-3/Elementary K-5
– Course development – max $93,750 (2 awards possible)
– Integrated content development – max $93,750 (2 awards
possible)
▪ K-8 Special Education Interventionist
– Course development – max $93,750
– Integrated content development – max $93,750
▪ Instructional Leader Pre-K-12
– Course development – max $93,750
– Integrated content development – max $93,750
Proposed Grant Structure - Foundational Skills
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▪ Elementary K-5
– Course development – max $93,750 (2 awards possible)
– Integrated content development – max $93,750 (2 awards
possible)
▪ 6-12 English Language Arts
– Course development – max $93,750
– Integrated content development – max $93,750
▪ Instructional Leader (K-5 focus)
– Course development – max $93,750
– Integrated content development – max $93,750
Proposed Grant Structure – High Quality Instructional Materials
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▪ Early Childhood (Pre-K-3) Teacher Preparation• Course development – max $50,000
• Integrated content development – max $50,000
▪ Elementary and Middle School (K-8) Teacher Preparation• Course development – max $50,000
• Integrated Content Development – Max $50,000
▪ High School (9-12) Teacher Preparation• Course development – max $50,000
• Integrated content development – max $50,000
▪ Instructional Leader Preparation• Course development – max $50,000
• Integrated content development – max $50,000
Proposed Grant Structure – Trauma Informed Instruction
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▪ March
– Grant application released (https://www.tn.gov/education/legal-services/public-notices/solicitation-requests-notices.html)
▪ April
– Grants received, reviewed, and awarded
▪ April – August
– Content identified, developed, and refined
– Technical assistance and monitoring with TDOE
▪ August – December
– Pilot of content with partner EPPs
▪ December – June
– Refine content based on pilot
– Engage the department in supporting broad release of content
Proposed Timeline
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Partnerships and Engagement
▪ Partnership agreements include teacher education and
instructional leader programs
▪ Partnerships include any type of clinical experience
▪ 39 PPAs uploaded
▪ 28 SRPAs linked
▪ 2021-22 agreements tentatively scheduled for August
Partnership Agreements
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▪ Tool used to gather EPP and district perceptions
– current state of the primary partnerships
– district satisfaction with their primary EPP partner
▪ Results will be shared with the EPP to support continuous
improvement and partnership refinement
▪ Distribute to EPPs and LEAs this spring
Partnership Inventory
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Out-Going Members▪ James Aldinger, Bartlett City Schools
▪ Mason Bellamy, Clarksville-Montgomery School System/Metro Nashville Public Schools
▪ Cynthia Gardner, Maryville College
▪ Heraldo Richards, Tennessee State University
New Members▪ Kendra Bush, Metro-Nashville Public Schools
▪ Logan Caldwell, University of Memphis
▪ Jerri Haynes, Tennessee State University
▪ Angie Manor, Hickman County Schools
▪ Cara Skaggs, Maury County
▪ Miriam Stroder, Tusculum University
Engagement - EPWG
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▪ 2021 EPWG Meetings
– Feb. 26
– April 13
– Aug. 13
– Nov. 19
Engagement - EPWG
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▪ Collaboration for Effective Educator Development, Accountability, and Reform
▪ National Focus
– Culturally responsive education
– Clinical practice/high-leverage practices (HLPs)
– Inclusive principal leadership
– Educator shortages
▪ TN Focus
– Identification of HLPs
– EPP and LEA partnership
– Professional development
– HLP course alignment and implementation
Engagement - CEEDAR
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Initial Partners
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New CEEDAR Members
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▪ Delivery of coursework
▪ Delivery of field experiences
▪ Curriculum
▪ Candidate supervision/evaluation
▪ Clinical educators
▪ Ensuring equity
▪ Professional development
EPP COVID Plans for Spring 2021
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▪ Trevecca is redesigning their technology course to focus
on student engagement through virtual instruction.
▪ Bryan has added virtual lessons and activities to all
methods courses to ensure candidates are prepared for a
variety of learning environments.
▪ Vanderbilt faculty participated in intensive training on
creating learner-centered, interactive online learning
environments, as well as support for teaching in hybrid
environments.
EPP COVID Innovation – Teaching & Learning
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▪ Lipscomb’s faculty are leading no-cost PD for other
faculty, LEAs, and candidates regarding best practices for
online instruction.
▪ Carson-Newman's student teachers have been offering
LEA faculty training on Canvas.
EPP COVID Innovation – Professional Development
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▪ ETSU and UTK both addressed how they are working
with their LEAs to provide teacher candidates as
substitutes.
▪ Maryville College set up an online teaching site to provide
resources for current and former candidates.
EPP COVID Innovation - Resources
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EPP Comprehensive Reviews
▪ TDOE recently updated the CAEP-TN partnership
agreement, which is valid for three years beginning
September 2020.
▪ CAEP streamlined standards
– Spring 2022 CAEP-state joint reviews will follow the
streamlined initial-level standards
– New CAEP workbook now available
▪ Virtual CAEPcon scheduled for March 16
▪ Topic-specific CAEP webinars
CAEP
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The Advisory Committee on Educator Preparation (ACEP):
– Reviews all EPP comprehensive review outcomes and makes a
recommendation regarding whether an EPP meets all standard
and program requirements, and
– Assesses and validates the outcomes made by the site team.
– Met two times this fall to review the spring 2020 reviews.
– Will meet this spring to review the fall 2020 reviews.
Advisory Committee on Educator Preparation
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▪ ACEP members are representative of:
– EPPs (public and private) and LEAs
– essential education roles (teachers, administrators, faculty,
deans, chairs, etc.)
– each major region of Tennessee
▪ ACEP members are trained:
– CAEP, and/or
– TNCR
▪ ACEP members have recently served on review teams
Advisory Committee on Educator Preparation
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▪ During the Feb. 5 meeting, the SBE approved outcomes
for the following spring 2020 reviews:
– three state-managed comprehensive reviews
– three CAEP-state joint reviews
– one status change
SBE Feb. 5 Workshop & Meeting
38
Specialty Area Program Approval
▪ Revised specialty area program approval process for:
– new SAPs that lead to licensure;
– additional licensure pathway(s) of a currently approved SAP; or
– significant revisions to a currently approved SAP.
▪ Guidelines are published on the TDOE educator preparation
website.
▪ Proposals are submitted and reviewed in TNAtlas.
▪ EPPs must reach out to TDOE when interested in submitting
a proposal.
Revised SAP Proposal Process
40
▪ Security maintenance update
– Please use tnatlas.com NOT tnatlas.gov
▪ Email the department with troubleshooting issues
– [email protected] or [email protected]
– Please include a screenshot and brief description of the
issue
TNAtlas
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Instructional Leader Program Reviews
▪ All existing instructional leader (IL) program approvals are
valid through 2022.
▪ Reviews will take place spring 2021-spring 2022.
– Review process will be managed by TDOE with trained
reviewers
– All IL review recommendations will be brought to the ACEP
and to the SBE for a final vote in late 2022.
Instructional Leader Program Reviews
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▪ Report requirements and guidance will be directly aligned
to current SBE rule and policy and will be provided at the
end of February.
– Deans and directors will be emailed with requirements.
– All EPPs must submit an "intent to submit" form identifying
which review cycle the report will be submitted.
– This review may occur in tandem with comprehensive
reviews for some EPPs.
▪ IL program reviews will be iterative.
▪ Interviews with key instructional leader stakeholders
may be necessary to verify and corroborate evidence.
IL Program Review Guidance
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IL Program Review Timeline
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IL Proposal DueReviewer
Feedback
Revisions
Due
Interviews
Conducted
ACEP Review
and Anticipated
SBE Meeting
April 6, 2021 May 6, 2021 June 7, 2021 July-Aug. 2021 Fall 2021
July 6, 2021 Aug. 6, 2021 Sept. 6, 2021 Oct.-Nov. 2021 Spring 2022
Oct. 6, 2021 Nov. 5, 2021 Dec. 6, 2021 Jan.-Feb. 2021 Spring 2022
Jan. 6, 2022 Feb. 6, 2022 March 7, 2022 April-May 2022 Fall 2022
▪ In the coming weeks, TDOE will release a call for LEA
and EPP reviewers to support with the review of the
instructional leader programs.
▪ Reviewers will attend virtual training(s) in the spring.
Call for IL Program Reviewers
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Annual Reports and Data
▪ Title II window opening
▪ Annual Reports production is on track for March release
▪ Developing and releasing candidate-level “flat file” for
deeper analysis
▪ Candidate Recruitment and Selectivity
– Exploring ACT/SAT/Praxis CORE (both from an
accountability and policy perspective)
▪ Completer Impact
– Domain 5 will not be consequential this year
Annual Reports and Data Updates
48
Questions and Answers
▪ Michael Deurlein, Senior Director of Educator Licensure and Preparation, [email protected]
▪ Annie Insana, Senior Director of Educator Preparation, [email protected]
▪ Eric Olmstead, Director of Licensure & Operations, [email protected]
▪ Jennifer Nelson, Director of Engagement and Partnerships, [email protected]
▪ Tiffany Dellard, Licensure Program Manager, [email protected]
▪ Ron Blaylock, Educator Preparation Program Manager, [email protected]
Don't forget to subscribe to the Human Capital Newsletter.
OELP Contact Information
50
Integrated Early Childhood Endorsements Breakout
▪ Provide an overview of SBE policy changes related to the
standards, program components, and professional
assessments required for the integrated early childhood
endorsements
▪ Preview anticipated program proposal requirements
▪ Discuss EPP approaches to and challenges related to
transitioning to these new endorsements in preparation.
Purpose of Breakout
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▪ With support from internal and external working groups,
SBE policy requirements passed on Feb. 5
– Standards and program components (final read)
– Professional assessments (first read)
▪ Proposal document drafted
– feedback from internal working group will be discussed on
Feb. 25
– feedback from external working group will be discussed in
early March
▪ All existing early childhood programs to be phased out by
2025*
Context
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Literacy and Specialty Area Standards Policy
5.505
For birth-K and pre-K-3 integrated endorsements,
▪ Required standards include:
– NAEYC standards for initial and advanced early childhood
professional preparation programs
– DEC initial practice-based professional preparation
standards for early interventionists/early childhood special
educators
▪ Suggested practices and competencies include:
– NAEYC Professional Competencies
– NAEYC Developmentally Appropriate Practices
– DEC Recommended Practices
Standards Requirements
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▪ Series of planned clinical experiences
▪ Coursework in special education and child development
▪ Significant focus on integration of early childhood and special education preparation
– Content taught together in courses, rather than in isolation
– Assessment provides opportunities for candidates to apply knowledge of child development, responsive learning environment, grade level academic standards, high quality instructional materials, and instructional access points for all learners
– EPPs provide integrated early childhood and special education clinical experiences
Program Components
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▪ Integrated Early Childhood Birth-K
– Interdisciplinary Early Childhood (5023)
▪ Integrated Early Childhood pre-K-3
– Early Childhood Education (5025)
– Special Education: Preschool/Early Childhood Education
(5691)
– Teaching Reading: Elementary (5205)
▪ Early childhood edTPA required for both endorsements
Required Assessments
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Anticipated Proposal Requirements
▪ Program synopsis
▪ Program curriculum
– Program of study and course description
– Admission requirements
▪ Program alignment to standards
▪ Program components focused on integration
– Comprehensive questions requiring candidate assessments
as evidence
▪ Design of clinical experiences
– How candidates will engage in integrated early childhood
and special education practice
Anticipated Proposal Requirements
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▪ By April 2021, new proposal template will be released
▪ EPPs will apply for integrated endorsements
beginning July 2021 review cycle.
▪ To avoid any gaps between approved programs,
Timeline
60
Discussion
▪ How is your EPP approaching the redesign of early
childhood programs to transition to the integrated early
childhood endorsement?
– What is working?
– What internal/external factors must be considered to make
changes?
– What challenges are you facing?
Preliminary Discussions
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