Welcome and opening remarksDean Dale-Elizabeth Pehrsson

Director of Professional Education – Dr. Betty Kirby

Educator Preparation: Transformative Change

Comparison of Proposals on Entry into the Teaching Profession

*Proposals include assessment in program exit requirements and/or initial licensure

Pre-Service Selection Clinical Experience Entry Teacher

Assessment*

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AACTERecent AACTE PEDS report indicated that average GPA of admitted candidates is 3.24

One yearedTPA as measure of entry level teaching skills

AFT Entry standards (GPA; SAT or ACT); midpoint examinations

One year

Rigorous written exam;Exit requirements include a comprehensive teacher performance assessment

CAEP Entry standards (GPA; SAT or ACT)

High-quality clinical practice

New licensure tests (with recommended common cut scores; pass rates; passing scores);encourage use of edTPA as evidence of candidates’ knowledge /skills

CCSSOEntry standards based on local needs; candidate potential for professional effectiveness

High-quality clinical practiceNew performance assessments aligned to revised licensure standards

NEASupport recruitment strategies that draw high caliber HS students into teaching

One year residency

Support teacher performance assessments in state licensure systems; passage of assessments prior to becoming teacher of record

Professional Education Data System (PEDS) 2013 Findings

• 1) Vast majority of new teachers continue to be prepared in institutions of higher education (88% in 2009-10)

• 2. Qualifications of teacher candidates are exceeding college admissions requirements (3.24 GPA national average)

• 3. Clinical preparation is part of all teacher education programs.

• 4. Infusion of technology use in preparation programs is ubiquitous.

• 5. Online learning in preparation programs is widespread.

• 6. Teacher prep programs are implementing performance-based exit measures.

• 7. Majority of teacher prep programs collect data on their graduates

• 8. Teacher production shortages persist in key areas.

10. Teacher candidates do not reflect the demographic makeup of students in PK-12 classrooms.

National Policy Landscape• Focused on:– Accountability– Ratings of universities and teacher prep

programs

National Policy Landscape – 420 bills introduced related to teacher education in 40 states

• Majority of the new state laws (N=70)covered the following:

• Educator licensure and certification• Rating & ranking of educator

preparation programs• Entry requirements and selectivity into

preparation programs

Seventeen states share information about how teachers perform in the classroom with their teacher preparation programs, up from six states in 2011.

Why do states provide feedback to teacher preparation programs?

State leaders are increasingly focused on improving college and university programs that prepare teachers as a route to a high-quality teacher workforce.

Use state data to link teachers with their students’ achievement and growth data with the state’s teacher preparation programs.

Teacher Education at CMU

• Admissions• Testing• Educator Preparation Institution

Performance Scores

BS Ed Admissions History

• Mel, Admissions graphic goes here

Professional Readiness Exam

• Beginning in fall 2013 the state of Michigan Dept. of Education began to require the PRE for the MTTC. This test is required for all future teachers for all levels of teaching and replaces what had been known as the MTTC Basic Skills Test.

2014 EPI Score Report for Central Michigan University

AccreditationTEAC to CAEP

The Path Forward

Thamizhisai (Tamil) Periyaswamy, PhDJennifer Wirz, PhD

NCATE

TEACCAEP

July 1, 2013

Council for the Accreditation of Educator Preparation (CAEP) the new, sole specialized accreditor for educator preparation

The Culture of evidence

Accreditation – The Immediate StepsBachelor of Science in Education (BS in Ed) Programs - Involving 6 colleges and more than 20 departments

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CAEP Expectations during the transition period (2014 and 2015)

CAEP: Standards in Brief

All aspects of a preparation program from• Recruitment and Admissions • Through completion, and • Into on-the-job performance should be

monitored by multiple measures

Tracing status and progress annually on • Program impact• Program outcomes, and • Consumer information

Students in the program: CandidatesStudents exiting the program: CompletersPre-service/field experience: Clinical ExperienceInstitutions offering teacher preparation programs: Educator Preparation Provider (EPP)

CAEP: Changes in Terminology

CAEP: Standards in BriefLevels Monitoring

ParametersCAEP Standards

EXIT Completers achievements

STD 4: Program Impact

During the Program

(In-class + Clinical Experience)

STD 1: Content and PedagogicalKnowledge

Candidate progress

STD 2: Clinical Partnerships and Practice

ENTRY Effects of admissions selection criteria

STD 3: Candidate Quality, Recruitment, and Selectivity

Operational Effectiveness

STD 5: Provider Quality Assurance and

Continuous Improvement

Operational Effectiveness

STD 5: Provider Quality Assurance and

Continuous Improvement

CAEP: Examples of Evidence Measures• Candidate score on standardized license or board

examinations• Scores on lesson plan• Ratings of portfolios of academic and clinical accomplishments• Employer evaluations of the EPP’s graduates• Clinical capstone evaluations• Graduation rates• Alumni self-assessment of their accomplishments• Impact of P-12 learning and development• Ability of completers to be hired in education positions for

which they have prepared• Rates of graduate’s leadership roles, etc.

Where we are?......• Teacher Preparation Task Force 2023• Focus groups and pilot studies text/data mining is

underway • Lesson plan

– Approved by the PEU May 2014– Pilot data will be included in Data Packets– More information and guidelines will be available soon

• Data packets will be made available as before (data access through a shared drive is also available)

• Critical accreditation meeting for all the PEU committees

• Clinical partnership committee will be in effect soon

Syncing the Strategies ....Communication: Rapid and ResponsiveAwareness: Systematic Motivation and EmphasisCommittee Participation:

Streamlining the PEU committees for a common goal (PESAR, PEAC, PECC, Clinical experience committee)Language: Thinking in the assessment languageResearch:

Strongly encourage research on P-12 educators preparation/practices and student learning and developmentData: Integrative and Robust DATA Management System

Teacher Education Implementation Task Force Recommendations

Dr. Tim Hall – Associate Dean CHSBS

Teacher Education Implementation Task Force Recommendations• Follow-up to February 14, 2014

Recommendations of the Teacher Education Task Force

• Continuity--Committee primarily drawn from the earlier Task Force

• Selected to represent teacher preparation programs across the university

Teacher Education Implementation Task Force Recommendations• Follow-up to February 14, 2014

Recommendations of the Teacher Education Task Force

• Continuity--Committee primarily drawn from the earlier Task Force

• Selected to represent teacher preparation programs across the university

Teacher Education Implementation Task Force Recommendations• The Need:

– Task Force Recommendations observed, on the basis of study, that time to completion of Elementary program has been problematic• Precipitous decline in enrollments and admissions, much attributable to

time to completion• State, national pressure to reduce time to completion• Longer time to completion is NOT producing better teachers, at least as

measured by MTTC

– CAEP Standards raising the ante, requiring stronger preservice teacher preparation in content, methods, clinical experiences, and data-driven decision making

– Assessment date suggests that the program can improve experience

Teacher Education Implementation Task Force Recommendations• Opportunities. . .

– To make the program less onerous and more achievable for students

– To improve the quality of student admissions– To improve the quality of preparation through better

alignment of content, professional preparation with desired outcomes for our newly-certified teachers

– To dovetail—perhaps even to become the leading edge—with other efforts across campus, especially the Quality Initiative

Teacher Education Implementation Task Force Recommendations• Two Phases– Phase 1: Reduction in time to completion of

Elementary program AND address the challenge of the new State of Michigan Professional Readiness Examination

– Phase 2: Revision and extension of Clinical Experiences, Revision of elementary program majors, revision of secondary program

Teacher Education Implementation Task Force Recommendations• Elementary Degree Program Changes:

– Reduce overall degree credit hours, not including student teaching– teaching semester to approximately 92– Limit major hour requirements to no more than 32

• Achieve reductions by– Petitioning to include targeted courses in Gen Ed for double-counting,

e.g. ENG 381– Designing new courses that will

• better meet the standards—more standards addressed by a single course• Better engage student interest• Better model best practices in teaching, learning, and assessment of the

disciplines or subject areas

Teacher Education Implementation Task Force Recommendations• PRE

– Pathway to preparation for new students• Analyze programs to make recommendations• Students below thresholds advised into Math, English preparatory

tracks (below ACT 24 writing, 22 Math)

– Pathway for current students—conditional admission with aggressive intervention

– Better recruitment to target students most qualified to prepare for a teaching career• Target students with 24 on ACT writing• Utilize articulation agreement with HS Vo/Tech programs• Partner with CMU Honors program

Teacher Education Implementation Task Force Recommendations• Next Steps for Phase II

– Implementation of clinical experiences recommendations (already in progress)

– Form Working Group for Secondary Programs– Align CLeaR with InTASC or develop new guiding

philosophy– Thorough curriculum mapping of degree program

and majors to improve alignment with InTASC, MDE Standards (already in progress)

Teacher Education Clinical Experiences Recommendations

Larry CorbettCenter for Clinical Experiences

Teacher Education Clinical Experiences – Sub-committee

• Meghan Block – English • Carlin Borsheim-Black – English • Libby Knepper-Muller – TEPD • Jennifer Quick – Center for Clinical Experiences• Kristina Rouech – TEPD • Denny St John – Mathematics • Larry Corbett – Center for Clinical Experiences

CAEP – Standard 2: Clinical Partnerships and Practice

• The provider ensures that effective partnerships and high-quality clinical practice are central to preparation so that candidates develop the knowledge, skills, and professional dispositions necessary to demonstrate positive impact on all P-12 students’ learning and development.

Teacher Preparation Task Force Recommendations for Clinical Experiences

• Align and sequence clinical experiences for vertical coherence.• Create immersive clinical experiences for horizontal coherence.• Develop a strategic plan for faculty to guide clinical experiences.• Maintain duration of clinical experience during student

teaching.• Increase the duration of clinical experiences in the BS in

Education – Secondary program.• Offer clinical experiences in a variety of sites and learning

environments using culturally responsive and place-based pedagogy.

Partnerships for Clinical Preparation

• Development of partnerships between P-12 schools and CMU clinical experiences at both the pre-student teaching and student teaching levels. Major partnerships should be well-planned with collaboration between the P-12 schools, CMU and other interested entities.

Clinical Educators• Professional development for university coordinators

for assessment, consistency, program expectations, and public relations.

• Develop plan to infuse more tenure-track faculty into supervision of students in clinical experiences to create a stronger relationship between pedagogy and field work.

• TEPD identify a course coordinator to help partner the methods courses with the pre-student teaching experience for consistency.

Clinical Educators• Formulate and market the cooperative teaching

model for host teachers and student teachers.• Centralize the tracking of clinical experiences and

professional development of students.• evaluate the Early Childhood program to

determine the feasibility of incorporating the MDE 8-week Pre-K student teaching requirement into a placement prior to general education student teaching.

Clinical Experiences Curriculum mapping be done in various parts

of the clinical experiences to include collaboration: – Between secondary methods courses and EDU

325 – Secondary Methods;– Between the TEPD methods courses;– Between the university coordinators teaching EDU

432 – Seminar in Student Teaching.

Clinical Experiences • All teacher education candidates take EDU 458 as a

16-week experience regardless of academic major.• All departments within the PEU develop a plan to

infuse a minimum of 60 hours of planned clinical experiences within their professional education methods coursework.

• Secondary departments make EDU 325 a pre- or co-requisite for the departmental subject matters methods course.

Clinical Experiences• PESAR be petitioned to eliminate the open-ended 45-

hours of classroom observation for program admission and replace with the 30-hour directed observation hours required within EDU 107.

• An online teaching experience be considered as a possible clinical experience of the newly created EDU 390 course (this course will replace the EDU 290 requirement).