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SP 038 295
Teaching to Higher Standards: New York's Commitment.State Univ. of New York, Albany. Office of the Regents.; NewYork State Education Dept., Albany.1998-07-0048p.; Photographs and charts may not reproduce well.Publications Sales Desk, Room 309, Education Building,Albany, NY 12234; Web site: www.nysed.govReports Descriptive (141)MF01/PCO2 Plus Postage.Academic Achievement; Educational Environment; *EducationalQuality; Elementary Secondary Education; Inservice TeacherEducation; Knowledge Base for Teaching; Preservice TeacherEducation; Public Education; *State Standards; TeacherCertification; Teacher Competencies; Teacher Improvement;Teacher Qualifications; Teacher RecruitmentNew York; Teacher Knowledge
This report culminates a 2-year effort of the Regents TaskForce on Teaching. During the 2 years, the Task Force met many times,conducted eight public forums around the state, conferred with variousconstituents and public officials, consulted with national experts, andsurveyed the literature and experiences of other states. This report presentsrecommendations for action designed to fill four gaps between the currentstate and the goal of an educational system with caring and competentteachers who guide their students to mastery of the knowledge and skillsneeded for productive and fulfilling lives. The gaps are: (1) New York doesnot attract and keep enough of the best teachers where they are needed most;(2) not enough teachers leave college prepared to ensure that New York'sstudents reach higher standards; (3) not enough teachers maintain theknowledge and skills needed to teach to high standards throughout theirCareerS; and (4) many school environments actively work against effectiveteaching and learning. Proposed solutions to each problem are presented. Thethree appendixes present selected temporary licenses issued versus initialcertificates issued, standards for teacher education institutions, and atimeline. (SM)
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3
New York's Commitment
Teaching toHigher Standards
h"
The New York State Board of Regents and The New York State Education DepartmentAlbany, New York 12234www.nysed.gov
July 1998
THE UNIVERSITY OF THESTATE OF NEW YORKRegents of The University
CARL T. HAYDEN, Chancellor, A.B., J.D.
DIANE O'NEILL MCGIVERN, Vice Chancellor, B.S.N., M.A., Ph.D.
J. EDWARD MEYER, B.A., LL.B.
R. CARLOS CARBALLADA, Chancellor Emeritus, B.S
ADELAIDE L. SANFORD, B.A., M.A., P.D.
SAUL B. COHEN, B.A., M.A., Ph.D
JAMES C. DAWSON, A.A., B.A., M.S., Ph.D.
ROBERT M. BENNETT, B.A., M.S.
ROBERT M. JOHNSON, B.S., J.D.
PETER M. PRYOR, B.A., LL.B., J.D., LL.D.
ANTHONY S. BOTTAR, B.A., J.D.
MERRYL H. TISCH, B.A., M.A.
HAROLD 0. LEVY, B.S., M.A. (Oxon.), J.D.
ENA L. FARLEY, B.A., M.A., Ph.D.
GERALDINE D. CHAPEY, B.A., M.A., Ed.D
RICARDO E. OQUENDO, B.A., J.D.
President of The University and Commissioner of EducationRICHARD P. MILLS
Chief Operating OfficerRICHARD H. CATE
Associate Commissioner for Planning and Policy DevelopmentTHOMAS E. SHELDON
Deputy Commissioner of the Office of Higher EducationGERALD W. PATTON
ElmiraStaten IslandChappaquaRochesterHollisNew RochellePeruTonawandaLloyd HarborAlbanySyracuseNew YorkNew YorkBrockportBelle HarborBronx
The State Education Department does not discriminate on the basis of age, color, religion, creed, disabili-ty, marital status, veteran status, national origin, race, gender, genetic predisposition or carrier status, or sex-ual orientation in its educational programs, services and activities. Portions of this publication can be madeavailable in a variety of formats, including braille, large print or audio tape, upon request. Inquiries con-cerning this policy of nondiscrimination should be directed to the Department's Office for Diversity Ethics,and Access, Room 152, Education Building, Albany, NY 12234. Requests for additional copies of this pub-lication may be made by contacting the Publications Sales Desk, Room 309, Education Building, Albany,NY 12234.
5
Foreword
This report, "Teaching to Higher Standards: New York's Commit-
ment," culminates the two-year effort of the Regents Task Force on
Teaching which was ably chaired by Vice Chancellor Diane
O'Neill McGivern and Regent Robert M. Johnson. During those two
years, the Task Force met more than two dozen times; conducted eight
public forums around the State; conferred extensively with a wide variety
of constituents and public officials; consulted with national experts; and
surveyed the literature and experiences in other states. Throughout, the
Task Force was supported skillfully by at least 48 members of State Educa-
tion Department staff.
The heart and soul of this report are the recommendations for action
that are proposed to fill four key gaps between the current state and our
goal of an educational system with caring and competent teachers who
guide their students to mastery of the knowledge and skills needed for
productive and fulfilling lives.
When the Board of Regents unanimously approved the report on July
16, 1998, they embraced a far-reaching set of reforms that will change for-
ever what occurs in our schools and teacher-preparing colleges and uni-
versities. Nothing less will do if our children and grandchildren are to
meet the high standards we have set for them.
Carl T. HaydenChancellor, New York StateBoard of Regents
6
LjlAfrir-f2vRichard P. MillsPresident of the University of theState of New York andCommissioner of Education
Regents Task Forceon Teaching
VICE CHANCELLOR DIANE O'NEILL MCGWERN,
Co-Chair
REGENT ROBERT M. JOHNSON, Co-Chair
VICE CHANCELLOR LOUISE P. MATTEONI,
Ex-Officio (Emerita)
REGENT JORGE L. BATISTA (Emeritus)
REGENT SAUL B. COHEN
REGENT PETER M. PRYOR
REGENT ADELAIDE L. SANFORD
REGENT MERRYL H. TISCH
Staff Coordinator, Doris T. Garner
Table of Contents
Page
I. Introduction 1
GAP 1: New York does not attract and keep enough of thebest teachers where they are needed most.
II. Proposed Solution to Close Gap 1 4
Attracting and Keeping the Best Teachers 5
GAP 2: Not enough teachers leave college prepared to ensurethat New York's students reach higher standards.
III. Proposed Solutions to Close Gap 2 10
i. Teacher Standards 11
ii. New Teacher Certification System 12
iii. New Certificates for Classroom Teachers 15
iv. Standards for Teacher Education Programs 18
v. Professional Standards and Practices Board 21
GAP 3: Not enough teachers maintain the knowledge andskills needed to teach to high standards throughout their careers.
IV. Proposed Solutions to Close Gap 3 23
i. Ensuring Continuing Competence 24
ii. Improving Local Accountability 27
GAP 4: Many school environments actively work againsteffective teaching and learning.
V. Proposed Solution to Close Gap 4 30
Improving the School Environment 31
VI. Evaluation Plan 33
VII Appendicesi Appendix A Selected Temporary Licenses Issued Versus
Initial Certificates Issued 34
ii. Appendix B - Standards for Teacher EducationInstitutions 35
iii. Appendix C - Timeline 37
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Introduction
Teaching to Higher
Standards
In 1996 New York began asweeping reform of elementary,middle and secondary educa-
tion. No less dramatic reform isneeded in teaching in the way werecruit, prepare, certify, and contin-ue to educate teachers.
High standards must drive thisreform. We are requiring higherstandards of learning from stu-dents and from schools. Now wemust require higher standards fromteachers and from all those whoprepare and support them.
To set higher standards of learn-ing, New York adopted strongergraduation requirements for stu-dents, more rigorous tests, andannual School Report Cards. Toensure that students achieve thosestandards, we must also dedicateourselves to building educationalcapacity where it counts the mostin the classroom, starting at thefront of the classroom. The impor-tance of good teaching cannot beoverstated. Efforts to establishhigher learning standards will onlywork if they are embraced by com-mitted professionals who are readyand willing to help students meetthe standards.
A majority of teachers alreadymeets those qualifications. Virtual-ly all adults can remember teacherswho enhanced their love of learn-ing or taught them crucial skills
and interests that they continue touse. But the system that producesand evaluates teachers is not ade-quate to ensure that all teachersreach higher standards of excel-lence. And that must be our goal.New York has a unique opportuni-ty to take new steps that willenable us to meet this goal. Withinthe next decade, more than half ofall public school teachers willbecome eligible to retire. Within thenext two decades, about 70 percentwill retire. We can improve the sys-tem to attract, prepare, approve,support, and keep the best teachers
if we act now.
What Are We
Looking For?
Teachers have a greater influ-ence on students than anyoneelse outside of their families.
We must create an educational sys-tem in which caring and competentprofessionals enable all of our stu-dents to master the knowledge andskills they will need to be success-ful in the next century.
To achieve this goal, we mustcreate a system of teaching andteacher preparation that ensures:
All public school students haveappropriately certified teacherswho have met the high stan-dards of rigorous teacher edu-cation programs.All teacher education programs
10
el'eaftV
Opportunity for change
ln the next 10 years,50% of the teachingworkforce will be eligible forretirement.
produce high quality teachercandidates.The teaching force reflects theState's diversity.Programs are in place to ensurethat hard-to-staff areas haveaccess to highly qualified teach-ers.
All teachers regularly partici-pate in professional develop-ment linked to the learningneeds of their students.Poorly performing teachers aregiven opportunities and assis-tance to improve their teaching,and, where unsuccessful, areremoved from the classroom ina timely manner.All schools have educationalleaders prepared to meet thechallenges of school improve-ment.
The state of teaching andteacher education is continuallyreviewed by all stakeholders;needed changes are made in atimely manner.
Uneven Student Performance:
121997, only 23% of graduates from high-need districts receivedR egents diplomas
compared to 53% in the rest of the State. ,
CI 1997, only 74% of third-grade students from high-need districtsscored above the statewide reference point in reading
compared to 95% in the rest of the State.
Closing ghe GapsNew York has a lot of workto do to achieve this ideal.Right now, many students,
especially those most in need ofextra help, do not learn to their fullpotential. The School Report Cardsfor 1998 do show significant gainsin reading, mathematics, and othersubjects. But just over half as manystudents in high-poverty, high-minority schools pass RegentsExams and perform well on otherState tests as do students in the restof the State. This astonishing dis-parity has many causes. Some ofthem relate to teaching and stemfrom several critical gaps in NewYork State education.
Gap 1: New York does notattract and keep enough of thebest teachers where they areneeded most.
The students who perform mostpoorly are in schools with the leastexperienced teachers and the mostteachers with temporary licenses,with the lowest teacher salaries andthe highest teacher turnover. Theseschools typically attract less quali-fied teachers because they are alsothe schools that spend less moneythan others. One significant barom-
eter: teacher salaries in the high-need schools are 17 percent lowerthan in the rest of the State.
In addition, the teaching force isnot diverse enough. Minorityteachers serve as role models for allstudents, and often bring criticalunderstandings and perspectives tothe classroom. Forty-four percent ofthe State's public school childrenare minorities, but only 15 percentof the teachers are minorities. Andfew teachers are required throughtheir college courses to understandhow to meet the needs of studentsfrom diverse backgrounds.
Furthermore, teacher educationprograms in such critical areas asmathematics, the sciences, specialeducation, English as a second lan-guage, and bilingual education areproducing too few qualified gradu-ates to meet the need in all areas ofthe State.
Gap 2: Not enough teachersleave college prepared toensure that New York's studentsreach higher standards.
Statewide, one-sixth of would-be teachers fail one or more of theState's certification exams. Almostone-third of candidates taking theexams in New York City fail. Thequality of teacher training varies
greatly. As few as 30 percent andas many as 100 percent of thegraduates of some colleges pass thecertification exams.
Gap 3: Not enough teachersaintain the knowledge and
skills needed to teach to highstandards throughout theircareers.
/
Continuing professional devel-opment is frequently inadequateand not focused on student needs.Recent surveys show that someteachers get as many as 30 hoursper year related to high standardsof learning, but many others getinconsequential amounts or none.
Gap 4: Many school environ-ments actively work againsteffective teaching and learning.
The schools with the highestneeds usually have the fewestresources to solve those needs. Thestudents most at risk try to learn inclassrooms that are overcrowded,in poor condition, and equippedwith outdated textbooks. Mostschools in high-need districts, forexample, are over 50 years old andrequire significant repair or replace-ment.
These gaps, although reviewedseparately here, are all related.Minorities are seriously underrep-resented in the teaching profession.In addition, the teaching professiondoes not attract and keep enoughof the best and brightest wherethey are needed most, because oflower salaries and poor workingconditions. A significant number ofthose who do become teachers are
* See Appendix A for comparison of temporary licenses issued versus initial certificates issued. This comparison identifiestwo important issues. For some certificate titles, too few graduates are available to meet local need and, in other cases, thegraduates are not located in the high-need areas.
1 1
not well enough prepared and donot get enough continuing profes-sional development. Teachers toooften work in decaying schools thatare crowded and have the leastadequate books and technology.The result: too many students donot get the extra help they need toovercome poverty and learn totheir full potential.
Taking Action Now
What should New York doto reform the teachingprofession and help close
these gaps? We must take promptaction in seven major areas:
Adopt clear, rigorous standardsfor teachers.Teachers must demonstrate theknowledge, skills, and under-standing required to teach tothe higher student learningstandards adopted by the Boardof Regents and must meet new,more rigorous rules for certifica-tion.
Recruit and keep the bestteachers where they are neededthe most.A State-funded recruiting pack-age of financial, educational,workplace and other incentiveswill attract and keep the besttalent in hard-to-staff schooldistricts and subject areas.Enforce high standards forteacher education programs.All teacher education programsmust meet more demandingstandards, including rigorousaccreditation, and be heldaccountable for meeting thosestandards.Require school districts todevelop a plan to provide sub-
stantial professional develop-ment for all teachers. Requireall new teachers to maintaintheir teaching certificates ingood standing by periodicallydemonstrating continuing com-petence through professionaldevelopment.School districts must provide allteachers with enough profes-sional development to ensurethey meet the needs of their stu-dents. All new teachers mustmaintain their teaching certifi-cates in good standing everyfive years by demonstratingthey have completed ongoingprofessional development thatmeets the needs of their stu-dents.
Increase accountability for thequality of teaching in localschools.The State will establish morerigorous criteria and trainingthat school administrators mustuse to evaluate teachers, requireteachers who are rated unsatis-factory to undertake animprovement plan, and reportthe results of teacher evalua-tions in the School Report Card.Maintain high standards andaccountability through a "Pro-fessional Standards and Prac-tices Board."The Board of Regents willappoint.a board of outstandingeducators and public represen-tatives to help achieve highstandards in resolving all criti-cal issues, including mentoring,professional development, certi-fication requirements, andaccreditation of teacher educa-tion programs.Advocate more funding forhigh-need schools.
12
1996-97Uneven teacher availability:
et 21,500 teaching/pupil personnelcertificates were issued, butonly 5,900 newly certifiedteachers were hired.
MI 11% of NYC teachers are NOTcertified in the areas they teach,4.5% statewide.
III 12% of teachers in schools withhigh percentage of minority stu-dents are NOT certified, 5.4% inschools having low percentageof minorities.
Making schools better places inwhich to learn requires a com-mitment to increase and targetfunding effectively. The Stateneeds to focus new moneywhere it matters most, in thehighest-need schools: to repairor replace decaying classrooms,buy more books and otherlearning tools, and raise stan-dards and achievement in theclassroom. Various proposals bythe Regents and others will helpsolve these problems. The needto act is urgent.This call to action must not be
viewed as disparaging the teachersin our classrooms. Most of them arededicated and able individualswho have chosen this professionfor the best of reasons. Far-reachingchange is required because theexpectations, standards and chal-lenges for teachers are growingdramatically. We must respondwith efforts that enable currentteachers to enjoy success and newteachers to enter the professionwith all necessary skills and sensi-tivities.
New York does not attractand keep enough of thebest teachers where theyare needed most.
"13
Attracting and Keepingthe Best Teachers
13
Attracting and Keeping the Best Teachers
Purpose:
New York faces a short-
age of qualified teach-
ers. Already, more than
10,000 adults teach with temporary
licenses most of them in New
York City and other urban settings
and in fields with shortages. Within
the next decade, more than half of
the 202,000 currently certified and
practicing teachers will become eli-
gible to retire. As we raise stan-
dards, finding enough teachers
could become more difficult. To
attract, prepare, and keep the best
teachers where they are needed the
most, New York needs a package of
financial, educational, and work-
place incentives.
Recommendations:
A.Recruitment1. To more closely align teacher
supply with demand, the Com-missioner will continually mon-itor available positions byteaching field and the supply ofteachers in relation to currentand projected hiring needs, andpublish this information. Anattempt will be made to distin-guish actual shortages from theeffects of inefficient hiring prac-tices.
2. The Regents will ask the Gover-nor and Legislature to supporta competitive Teacher IncentiveProgram to attract or preparewell-qualified, certified teachersfor, certification areas andschools with shortages:
Qualified* undergraduateswill be awarded $4,000scholarships annually for amaximum of four years withthe obligation to teach in aneligible school one year foreach annual award.Qualified graduate studentswill be awarded a $10,000scholarship for one yearwith an obligation to teachthree years in an eligibleschool.
. Qualified certified appli-cants will receive a $10,000bonus with the obligation toteach three years in a high-need eligible school. They
will be required to have Per-manent or Professional Cer-tificates and strong recom-mendations from the mostrecent employing school,and to meet other screeningrequirements.
Awards will be indexed toadjustments in the consumerprice index.
3. The Regents will submit legisla-tion to support a College/Uni-versity Incentive Program. Thiswill be a competitive programproviding a minimum of two-year grants to colleges, workingin collaboration with localschools, to improve teacherpreparation and attract quali-fied individuals to teaching.Example: a college initiativethat provides tuition relief, spe-cial coursework, and other sup-port for qualified paraprofes-sionals and/or teachers withtemporary licenses working inlocal school districts to helpthem earn degrees and statecertification. Another examplewould be the development ofan integrated bachelor's/mas-ter's program for teacher prepa-ration.
* The Regents will establish in regulations criteria for qualified applicants, including academic achievement and other fac-tors such as commitment to serve in high-need and low-wealth districts.
1 4
Teacher Turnover Rate Increases as the Percent of Minority
Students in a School Increases25%
20 20
0
PERCENT OF MINORITY STUDENTS IN A SCHOOL0-20%* 21-400f 41-60% 61-80%
NYC
kuilati- Total Public
4. The Regents will submit legisla-tion to support aBusiness/Industry ChallengeProgram. This program willprovide matching grant fundsto a community to help addressissues that hinder teacherrecruitment. State funds, whichmust be matched with privateand/or local government funds,can address issues relating tosafety, parking, work environ-ment, housing and any otherissues identified as impedi-ments to teacher recruitmentand retention. Local govern-ments must be partners in this
Solution:
Encourage institutions to developinnovative teacher education pro-grams to prepare individuals chang-ing careers or returning to teaching.
81-100%
program to ensure a coordinA-ed effort in removing barriers ti5teacher recruitment and reten-tion.
5. The Regents will submit legisla-tion to support a MasterTeacher Program. This programwill help outstanding teacherswith Permanent or ProfessionalCertificates to achieve advancedcertification from the NationalBoard for Professional TeachingStandards (NBPTS). Teachers,with the support of the schooldistrict, can apply to the Com-missioner for grants to supportapplication fees, preparationtime, and substitute teachers.Teachers achieving NBPTS certi-fication with State support willagree to provide help such asmentoring and other forms ofpeer assistance, and will be con-sidered for membership on theProfessional Standards andPractices Board.
15
6. The Regents and the State Edu-cation Department will initiate acampaign to encourage studentsto choose teaching as a profes-sion. The Regents will seekexternal funding to help sup-port this initiative.
77. Through program registration,the Commissioner will activelypromote cooperation betweentwo-year and four-year colleges
' to streamline the preparation ofIteachers. The use of jointly reg-1,istered programs and other'institutional agreements willeteliminate duplication and ease'student transfer..'he Commissioner will remove
y unnecessary barriers to cer-:,
ing qualified teachers fromout-of-state. The Commissionerwill no longer require candi-dates holding valid certificatesfrom states with comparableassessment requirements, orcandidates with NBPTS certifi-cation, to achieve qualifyingscores on the New York StateTeacher Certification Examina-tions.
9. Current authority under section3006(1)(d) of Education Lawand section 80.33(c) of Commis-sioner's Regulations to issuetemporary licenses to visitingpractitioners who presentunusual qualifications in a spe-cific subject to supplement theregular program of instructionwill be used to create additionalinstructional capacity whereneeded and appropriate. Per-sons with extraordinary back-grounds will be able to add to adistrict's instructional program.
B. Temporary Licenses
1. Effective September 1, 2003, theCommissioner will no longerissue temporary licenses. Priorto the 2003 termination date, thefollowing limitations will apply:
the number of teachers withtemporary licensesemployed in a district willbe reduced according to aschedule established by theCommissioner based on pro-jected teacher supply anddemand data;only districts that have hir-ing procedures allowingthem to recruit and fill allpositions by the start of theschool year will be eligibleto apply for temporarylicenses; andeffective September 1, 1999,no new teachers with tem-porary licenses will beemployed in schools underregistration review (SURR).
2. To increase the accountability ofdistricts employing teacherswith temporary licenses, effec-tive September 1, 1999, theSchool Report Card will includethe number of teachers withtemporary licenses and the sub-jects in which those teachers areproviding instruction. Thereport card will also includedata for the previous five yearsregarding employment of teach-ers with temporary licenses.
3. The Regents and the Depart-ment will continue to monitorthe availability of teachers andtake appropriate steps if thesupply of certified teachers fallssignificantly below the demand.
Rationale:
The need to focus new finan-cial resources on teacheravailability and recruitment
is well supported by the facts. Ashortage of qualified teachersalready exists in critical areas.Although New York State newlycertifies many more teachers than ithires (i.e., in 1996-97, 21,500 teach-ing certificates issued compared
$80,000
70,000
60,000
50,000
40,000
30,000
20,000
10,000
cent of teachers in schools with ahigh percentage of minority stu-dents were not certified in the fieldin which they were teaching, com-pared to 5.4 percent in schools witha low percentage of minorities. TheNew York City SURR schools hadthe highest percentage of uncerti-fied teachers at 16.4. Overall, 11percent of New York City's teachers
Uneven Teacher Salaries
1'',F.,.+ ;tilez-,111494'-p 4. 1,
0
Nassau Suffolk RocklandNYC
Median Teacher Salary 1995
with 5,900 newly certified teachershired), most certificates are issuedfor teaching fields in lowerdemand. Of the 202,000 publicschool teachers statewide in 1996-97, up to 9,067 in New York Citywere teaching with temporarylicenses. Elsewhere in the State,1,185 teachers held temporarylicenses.
The vast majority of teacherswith temporary licenses are in com-munities with the highest numberof at-risk students. In 1997, 12 per-
BysT COPY AVM4BLE16
Putnam
E;4
Westchester
Source: New York State School Boards Association
were not certified in their teachingarea. In the four other large cities, 7percent were not certified. In therest of the state, 4.5 percent werenot certified. The least qualifiedteachers are teaching the studentsmost at risk.
Adding to this problem, almosthalf of current teachers are expect-ed to retire within the next decade.Other factors, such as increasedenrollment, new universal pre-kindergarten programs and areduction in the student-to-teacher
ratio in the early grades willrequire virtually all districts toincrease the number of teachers.For example, because of studentenrollment, retirements and newprogram mandates, New York Cityalone expects to hire approximately8,000 new teachers in each of thenext four years.
We also need to increase thediversity of the teaching force.Minority teachers serve as rolemodels for all students, and oftenbring critical understandings andperspectives to the classroom. In1996-97, 44 percent of studentsstatewide were minorities, but only15 percent of teachers. In New YorkCity, 84 percent of students and 35percent of teachers were minorities.
By recruiting certified teachersimmediately to hard-to-staff areas,the Teacher Incentive Program willaddress the critical shortages thatexist now. Through financial incen-tives to undergraduate and gradu-ate students, this program will help
Percentages of Minority Students and Minority Teachers1996-97
100%
80%
Large-CityDistricts
7777,71 Minority Students
Lgai Minority Teachers
Rest otState
TotalPublic
7
create a pool of highly qualified,certified teachers to work in hard-to-staff schools. The National Com-mission on Teaching and America'sFuture reported that "wealthy dis-tricts that pay high salaries andoffer pleasant working conditionsrarely experience shortages in anyfield. Districts that serve low-income students tend to pay teach-ers less and offer larger class sizesand pupil loads, fewer materials,and less desirable teaching condi-tions, including less professionalautonomy. For obvious reasonsthey have more difficulty recruitingteachers." Overall, we anticipatethat the proposed Teacher Incen-tive Program can add approximate-ly 1,500 new teachers in the firstyear (up to 3,500 new teachers peryear after six years) for hard-to-staff geographic and subject matterareas.
The proposed Teacher IncentiveProgram, College/UniversityIncentive Program and MasterTeacher Program will have as pri-orities improving the number andstatus of certified minority teachers.Together they will increase thenumber of certified minority teach-ers employed in the State, increasethe number of paraprofessionalsand minorities receiving State certi-fication, and increase the number ofoutstanding teachers, includingminority teachers, who qualify foradvanced certification and recogni-tion by the National Board for Pro-fessional Teaching Standards. Theseindividuals will then be expected toprovide valuable service as mentorsand as leaders within the teachingprofession.
The College/University Incen-tive Program will also help preparequalified paraprofessionals for cer-tification. This is an excellent way
to increase the supply of certifiedteachers and diverse teachers inour urban classrooms. DavidHaselkorn, president of RecruitingNew Teachers and co-author ofBreaking the Class Ceiling, a pioneerstudy of paraeducator-to-teacherprograms, notes that "paraeduca-tors (paraprofessionals) are sea-soned classroom veterans whosematurity, comprehensive training,and experience helps them exceland remain in America's mostchallenging classrooms." Therecord of the Teacher OpportunityCorps at the State University Col-lege at Buffalo confirms this. In1996, 70 percent of the paraprofes-sionals who graduated during theprevious decade were still teachingin the Buffalo Public Schools. NewYork City's Career Training Pro-gram, a collaboration with theUnited Federation of Teachers, hasturned more than 7,000 paraprofes-sionals into teachers, with 1,650entering teaching in just the pastfour years.
We need to do more. Parapro-fessionals often have serious acade-mic and life issues that serve asbarriers to degree completion andcertification. Successful State pro-grams such as the Higher Educa-tion Opportunity Program and theLiberty Partnerships Program showthat such serious barriers can beovercome and students can achievetheir goals. The College/UniversityIncentive Program will provideneeded resources to build uponpast successes and expand ourefforts to assist paraprofessionals toachieve certification.
The Business/Industry ChallengeProgram will provide an incentiveto communities that are willing toaddress the problems in recruitingand retaining qualified teachers.Business, industry, and local gov-ernments have an important stakein a sound educational system.They must be strong partners inNew York's reform effort. Businessand industry should use theirresources to help support initiativesto improve the work environmentfor teachers in their communities.Local government should committheir support and resources toresolve issues relating to buildingcodes, zoning laws, the use ofmunicipal property, and cuttingthrough "red tape." These will becritical factors in whether recruitingefforts will succeed. Proposalsfunded under the Business/Indus-try Challenge Program mustdemonstrate that local govern-ments are ready and willing tomake these proposals work.
18
f
Not enough teachersleave college prepared toensure that New York'sstudents reach higherstandards
1. Teacher Standards
2. New Teacher Certification System
3. New Certificates for Classroom Teachers
4. Standards for Teacher EducationPrograms
5. Professional Standards and PracticesBoard
Teacher Standards
Purpose:
New York must clearly
identify the knowledge
and skills a teacher
must have to meet the learning
needs'of students. These teacher
standards will help shape our
teacher education programs and
guide preparation of teacher certifi-
cation examinations.
The teacher has a solidfoundation in the arts andsciences, breadth and depth
of knowledge of the subjectto be taught, andunderstanding of subjectmatter pedagogy andcurriculum development.
Recommendations:
Teacher standards will includethe following:
1. The teacher promotes the well-being of all students and helpsthem learn to their highest levelsof achievement and indepen-dence, demonstrating an abilityto form productive connectionswith students with diverse char-acteristics and backgrounds, stu-dents for whom English is anew language, students withvarying abilities and disabilities,and students of both sexes.
2. The teacher has a solid founda-tion in the arts and sciences,breadth and depth of know-ledge of the subject to be taught,and understanding of subjectmatter pedagogy and curricu-lum development.
3. The teacher understands howstudents learn and develop.
4. The teacher effectively managesclassrooms that are structured ina variety of ways, using a varietyof instructional methods, includ-ing educational technology.
5. The teacher uses various typesof assessment to analyze teach-ing and student learning and toplan curriculum and instructionto meet the needs of individualstudents.
6. The teacher promotes parentalinvolvement and collaborateseffectively with other staff, thecommunity, higher education,
2 0
other agencies, and culturalinstitutions, as well as parentsand other caregivers, for thebenefit of students.
7. The teacher maintains up-to-date knowledge and skills in thesubject taught and in methodsof instruction and assessment.
8. The teacher is of good moralcharacter.
Rationale:As a first step in setting stan-dards for teachers, theRegents reviewed the stan-
dards of the Interstate New TeacherAssessment and Support Consor-tium (INTASC), of which New YorkState is a member, and the stan-dards and principles developed byothers, including the NationalBoard for Professional TeachingStandards (NBPTS). The standardsproposed parallel these nationwideefforts and will serve to supportachievement of the New York Statestudent learning standards. Theseteacher standards, therefore, shouldbe the basis for developing stan-dards for the approval of teachereducation programs, more detailedrequirements for specific teachingcertificates, and guidelines for pro-fessional development.
New Teacher Certification System
Purpose:
Higher standards for stu-
dents require higher
standards for teachers.
New York must begin by giving
future teachers strong academic
preparation in rigorous teacher edu-
cation programs. Prospective teach-
ers must then complete a master's
degree program and pass all State
certification exams before receiving
their initial certificate. We must help
new teachers to be successful in the
classroom by providing them with a
mentor during their first year of ser-
vice. Finally, teachers should receive
a professional certificate only after
they have successfully completed
three additional years of teaching
beyond the mentored experience.
Recommendations:
1. Beginning February 2, 2003, theCommissioner will issue an Ini-tial Certificate, valid for up tofive years,* upon evidence thatthe candidate has:
completed an approved pro-gram of teacher education;earned a bachelor's degreeand a master's degree** andreceived a recommendationfor certification from anauthorized institutionawarding the master'sdegree (Study in the subjectmatter area and study inteaching methods may occurat the undergraduate orgraduate level or both.); andachieved qualifying scoreson the revalidated LiberalArts and Sciences Test(LAST), Assessment ofTeaching Skills (ATS), andContent Specialty Test(CST).
A teacher candidate completingall requirements for the initialcertificate with the exception ofa master's degree will receive atransitional certificate for up totwo years provided that thefirst year is mentored teaching.A transitional certificate willallow an individual to teach for,up to two years while complet-ing the master's degree. The
Regents will monitor this provi-sion to determine the feasibilityof phasing out the transitionalcertificate.
2. Beginning February 2, 2003, theCommissioner will issue a Pro-fessional Certificate, upon evi-dence that the candidate has:
completed the equivalent ofone year of mentored teach-ing; and
IIM completed three years of sat-isfactory teaching experi-ence beyond the mentoredexperience which willinclude annual professionalreviews as set forth in thesection, Improving LocalAccountability.
3. When the new teacher certifica-tion system is fully implement-ed, the Regents will ask the Pro-fessional Standards and Prac-tices Board to monitor theknowledge base of teachers asthey progress from the initialcertificate to the professionalcertificate, including the exami-nation of teachers' portfolios.The Board will report back tothe Regents on whether anadvanced content specialty testis needed as a requirement for aprofessional certificate to ensurethe competency of the teacher.
* Current regulations relating to the renewal of a provisional certificate will be carried forward for an initial certificate.** An exception applies to certificates for teachers of certain occupations, e.g., vehicle repair or cosmetology, who are not
required to earn bachelor's and master's degrees.
4. The Commissioner Will requireteachers holding ProfessionalCertificates to maintain theircertification in good standingbased on satisfactory profes-sional development, asdescribed in the section, Ensur-ing Continuing Competence.
5. In certain limited cases, theCommissioner will issue certifi-cates to candidates lacking acollege recommendation if they:
meet all other certificationrequirements and are certi-fied by states with compara-ble assessment requirements;have New York State teach-ing certificates and seekadditional certificates; orhold an advanced certificatefrom the National Board forProfessional Teaching Stan-dards (NBPTS).
Teachers coming from otherstates and certified New York
State teachers seeking an addi-tional certificate may substitutetwo years of satisfactory teach-ing for the mentored experiencebased on evidence of satisfacto-ry performance evaluations, asdetermined by the Commission-er. The Regents will ask the Pro-fessional Standards and Prac-tices Board to examine the needto allow transcript evaluationfor teacher candidates seekingcertification in hard-to-staff sub-ject matter areas.
6. In order to qualify for certifica-tion, individuals wishing toteach after preparation for othercareers will be expected toapply to approved teacher edu-cation programs for evaluationof their preparation and devel-opment of an individualizedstudy plan.
7. Effective September 2000 forindividuals who do not holdany certificate, the Commission-
Why Mentor Teachers?
Studies indicate that mentoredteachers:
Ei Make more effective transition
from teacher preparation to prac-tice.
Eli Have greater confidence in their
teaching skills.Focus on student learnirm muchsooner.
FA Have significantly higher reten-
tion rates.
er will issue a Professional Cer-tificate in place of the existingPermanent Certificate based onthe requirements for the Perma-nent Certificate.* This will con-tinue until the new require-ments for the Professional Cer-tificate become effective in 2003.
* Teachers with a Provisional Certificate issued prior to the enactment of new regulations will continue to be eligible for aPermanent Certificate.
.OPTIMAL TIMELINE FOR INDIVIDUAL MOVING THROUGH PROPOSED NEW CERTIFICATION SYSTEM*
" IsStartcollegeprogram
I I I I I I
EarnBacot.degree
I 14
EarnMastersdegree;
Pass 3cert,exams;
Get InitialCert
o IBeginfirst yearofemployedteaching,withmentor-ing
s S. 1. ;
ReceiveProf.Cert.after 4years ofsuccess-ful teach-ing
It l l' I
Teacherdemon-stratescomple-tion ofprofes-sionaldevelop-ment tomaintaincertificatein goodstanding
,Complete study in arts and sciences,study in education, field work, and studentteaching.
"Complete 4 years of successful teaching. Complete annual professional development tiedto student learning needs
Some teacher education candidates may take longer to complete bachelor's and master's degrees
BEST COPY AVAILABLE
Rationale:
Today a new teacher can get aprovisional certificate andbegin work with only a bach-
elor's degree and without passingthe Content Specialty Test, a certifi-cation exam that measures know-ledge of the subject to be taught.Teachers can receive permanentcertificates after two years of expe-rience without receiving any men-toring to help them succeed. Thissystem is not adequate. New Yorkneeds to strengthen certification sothat it ensures teachers haveachieved high standards.
By adopting the recommenda-tions outlined above, this State willrequire all certified teachers tobegin employment with a demon-strated record of academic prepara-tion that is unequalled in thenation. No longer will childrenhave teachers with uneven levels ofknowledge and skill. We will elimi-nate the current provision thatallows teachers to work for fiveyears or longer before obtaining amaster's degree. Instead, all teach-ers will go into the classroom withmaster's degrees achieved throughthe more rigorous teacher educa-tion programs proposed elsewherein this report. Challenging pro-grams will equip teachers with
more knowledge and skills aboutstudent developmental levels, morepreparation in the liberal arts andsciences, diverse student teachingexperiences and a better under-standing of special education andsecond-language acquisition.Requiring all academic preparationprior to entering the classroom willprovide sufficient time for teachersto acquire the academic contentand teaching methods that areneeded. We have tempered our rec-ommendations by providing theoption for some teacher candidatesto complete their master's degreein up to two years while teaching.We recognize that, with increasingteacher retirements and the addedexpense of a graduate program tothe student, such a provision maybe necessary. The Regents willmonitor this provision to determinethe feasibility of phasing out thetransitional certificate.
23
An accomplished professionalwill also mentor all new teachers.Mentoring is an effective means ofeasing the transition into the pro-fession for new teachers, andincreases the likelihood of theirretention. For this reason, we haverecommended increased Statefunding to support the develop-ment of mentoring programs inmore districts.
Finally we must allow other,equally rigorous ways of achievingcertification. Thus, the Commis-sioner may accept transcript certifi-cation for candidates who comefrom a state with comparablerequirements, who already hold aNew York State certificate in anoth-er teaching field, or who are certi-fied by the National Board for Pro-fessional Teaching Standards.
New Certificatesfor Classroom Teachers
Purpose:
Reesearch shows that teach-
rs must understand stu-
ents' developmental lev-
els in order to meet their learning
needs. To ensure teachers have suf-
ficient knowledge and skills, certifi-
cation requirements should reflect
students' developmental levels.
This will require adjustments for
teacher education programs, school
districts, and teachers themselves.
However, the potential academic
gain for students justifies the
change.
**
***
Recommendations:
1. Effective February 2, 2003, the following certificates, extensions, andannotations for classroom teachers will be established. Teacher educa-tion institutions should modify their programs accordingly by Septem-ber 2000.
a. CERTIFICATES:*
Early Childhood Education, Birth to Grade 2 Common BranchesChildhood Education, Grade 1 to Grade 6 Common BranchesMiddle Childhood Education, Grade 5 to Grade 9 Subject or Inter-disciplinaryAdolescence Education, Grade 8 to Grade 12 Subject (e.g., mathe-matics)
Special Education," Early Childhood, Birth to Grade 2Special Education," Childhood Education, Grade 1 to Grade 6Special Education," Middle Childhood, Grade 5 to Grade 9 Sub-ject or Interdisciplinary***
Special Education," Adolescence, Grade 8 to Grade 12 Subject***
Teaching Deaf or Hearing Impaired Students,** Birth to Grade 12Teaching Blind or Visually Impaired Students," Birth to Grade 12Teaching Students with Speech and Language Disabilities," Birth toGrade 12****
Work Force Preparation, Grade 5 to Grade 12 (e.g., agriculture, busi-ness ed., avionics, electronics and computer programming)
The Regents will examine the report from the Foreign Language Implementation Committee to determine if additionalchanges to the certification structure are warranted.Special Education teachers must have depth and breadth of knowledge and practice in the general education curriculumfor early childhood, childhood, middle childhood, or adolescence education, sufficient to qualify the candidate for one ofthose certificates in addition to the special education certificate.The Special Education, Middle Childhood and Adolescence teachers will be able to provide instruction in resourcerooms and special classes and serve as consultant teachers for all subject matter teachers, but only teach credit courses inthe subject matter of the certificate.
**** Nothing in this plan will supersede the 1993 NYSED/USDE agreement regarding the certification of teachers of studentswith speech and language disabilities.
-
24
Special Subject, Birth to Grade 12 Subject or Interdisciplinary (e.g.,music, health education)Teaching English as a Second Language, Birth to Grade 12 (withenhanced preparation for teaching reading, writing, mathematics,science, and social studies, Birth to Grade 6; and teaching reading,writing, and literature, Grade 5 to Grade 12)Literacy (listening, speaking, reading and writing), Childhood ,
Birth to Grade 6
Literacy, Adolescence, Grade 5 to Grade 12
Educational Services, Birth to Grade 12 (educational technology,library services, etc.
b. EXTENSIONS (required):An extension signifies that the certified teacher has satisfactorilycompleted additional coursework and/or field experience needed toextend an existing certificate to either another subject area or a dif-ferent grade level. For example:
An extension of a certificate will be required for the holder of thatcertificate to teach bilingual education.An extension of an Adolescence Education Certificate (Grades 8-12)will be required for the holder of that certificate to teach the subjectof the Grades 8-12 certificate in Grade 5 to Grade 7.An extension of an Early Childhood Education Certificate (Birth toGrade 2) will be required for the holder of that certificate to teach inGrade 3 to Grade 6.An extension of a Childhood Education Certificate (Grades 1-6) willbe required for the holder of that certificate to teach a subject orinterdisciplinary field in Grades 7-9.
c. ANNOTATIONS (voluntary):
An annotation signifies that the certified teacher has satisfactorily com-pleted additional, advanced study in one of the following areas todevelop special expertise beyond what is required for the certificatethe teacher holds:
Gifted and Talented Students
At-Risk Students
Students with Severe Disabilities
Students at a Developmental Level (Early Childhood, Middle Child-hood, etc.)
2. The proposed new certification structure (Birth to Grade 2, 1-6, 5-9 and8-12) is not aligned with tenure areas. The Regents and Commissionerwill discuss with the key stakeholders how to address this nonalign-ment.
25
Ratio lo:
During the past decade, dis-tinguished national com-missions have emphasized
the importance of recognizing theneeds of students at different devel-opmental levels and then preparingstaff and planning curriculum andinstruction accordingly. For exam-ple, the Carnegie Council in Turn-ing Points: Preparing American Youthfor the 21st Century recommendedstaffing middle schools with teach-ers who are expert at teachingyoung adolescents and who havebeen specially prepared for assign-ment to the middle grades. Nine-teen states have already put inplace certificates for early child-hood education, a critical develop-mental level. New York's new cer-tificate structure will respond com-prehensively to the new researchby establishing a framework forensuring that certified classroomteachers are prepared to teach tohigher learning standards, usingproven methods of instruction andassessment appropriate to studentdevelopmental levels.
Requirements for each certifi-cate will assure that all classroomteachers have strong content back-grounds and strong basic skills forteaching students:
III with diverse characteristics andbackgrounds (racial, linguistic,socioeconomic, ethnic, cultural);
of both sexes;
with disabilities and specialabilities;
for whom English is a new lan-guage; and
at different stages of develop-ment within the certificate area.*
This preparation will includestudent teaching and other fieldexperiences with different studentpopulations, as well as study oflanguage acquisition, literacydevelopment, learning disabilities,cultural perspectives, and childand/or adolescent development.In addition, all teachers will be pre-pared to identify and report sus-pected child abuse and maltreat-ment and to instruct students aboutalcohol, tobacco, and other drugabuse.
With advice from the Profes-sional Standards and PracticesBoard and appropriate professionaleducation associations, the Com-missioner will recommend newrequirements for each certificatetitle to ensure that all teachers havesolid preparation in content andpedagogy including the applica-tion of educational technology tolearning, in line with the new stu-dent learning standards and stu-dent deelopmental levels. TheCommissioner will also encourageinstitutions to develop integratedprograms that prepare teaching
candidates for multiple certificates,extensions, or annotations.
A tension exists between pro-viding districts with staffing flexi-bility in light of the teacher tenureareas and assuring that teachershave sufficient knowledge andexpertise to work with students atdifferent developmental levels. Theproposed new certification struc-ture (Birth to Grade 2, 1-6, 5-9 and8-12) is not aligned with tenureareas. Instead, the certificate titlesplace the developmental needs ofthe students before any other con-sideration. The Regents and Com-missioner will discuss with the keystakeholders how to address thisnonalignment.
* For example, the proposed literacy certificates (Birth to 6 and 5-12) will require coursework in more than one develop-mental level. Sufficient time will be available within the literacy teacher education program to achieve this end.
174
26
Standards for Teacher EducationPrograms
Purpose:
The quality of teacher edu-
cation programs is uneven.
As few as 30 percent and
as many as 100 percent of the grad-
uates of some colleges pass teacher
certification examinations. Only by
holding all programs to high stan-
dards.will we ensure that all teach-
ers are prepared to teach to high
standards.
Recommendations:
1. Building upon national bench-marks and exemplary pro-grams, New York will raise thestandards for teacher educationto produce outstanding profes-sionals with the knowledge andskills to meet the needs of theirstudents. These standards willfocus on all parts of a teachereducation program, includingfaculty, curriculum content,admission requirements,diverse student teaching experi-ences, collaboration betweeneducation faculty and the artsand sciences faculty, collabora-tion between teacher educationinstitutions and the publicschools, accountability andinstitutional support. A list ofteacher education standards isincluded as Appendix B.
2. Colleges must achieve accredi-tation of their teacher educationprograms by December 31,2004, through one of two com-parable options, both requiringrigorous teacher preparationaligned with the New YorkState student learning stan-dards:
Professional AccreditationOption Accreditationthrough a professional edu-cation accrediting associa-tion that meets standards ofthe U.S. Department of Edu-
2 7
cation and the Board ofRegents. Currently only theNational Council for theAccreditation of TeacherEducation (NCATE) meetsthis requirement. Accredita-tion will be accomplishedthrough a partnershipbetween the accreditingassociation and the Board ofRegents, through the Officeof Higher Education, toassure that the standards aremet.
If these standards are notmet, the Commissioner willask the Professional Stan-dards and Practices Boardwhether the programsshould be deregistered. TheProfessional Board's recom-mendations will be based onthe institution's commitmentto address deficiencies with-in a limited, specified periodof time.
Regents AccreditationOption Accreditation bythe Board of Regentsthrough the Commissioner'sapproval of the programs,upon the recommendationof the State ProfessionalStandards and PracticesBoard. This accreditationwill follow a rigorous evalu-ation that includes a college
self-evaluation and a com-prehensive review visit by ateam of State EducationDepartment staff, teachereducators of national statureand recognized expertise,and school staff chosen fortheir outstanding contribu-tion to effective teaching andstudent learning. Basedupon this site visit, theDepartment will issue areport of findings assessingan institution's compliancewith standards recommend-ed by the Professional Stan-dards and Practices Boardand approved by theRegents. The Board willwork with the Department'sOffice of Higher Educationin planning the reviews, cre-ating institutional reviewteams and establishing for-malized procedures forteacher education site visits.
Both options will require thatprograms meet the same stan-dards, align teacher preparationwith New York State's studentlearning standards, and havecomprehensive, on-site reviewsat least every ten years, withsubstantial interim reports atleast every five years.
The costs of accreditation underboth options will be borne bythe colleges.*
The Regents will contract for anoutside evaluation of bothaccreditation options by Decem-ber 31, 2005, to determine theireffectiveness.
The Regents will consider otherapproaches to accreditation rec-ommended by the ProfessionalStandards and Practices Board.
3. Beginning in 1999, teacher edu-cation programs will be subjectto deregistration if:
III fewer than 80 percent oftheir graduates who com-pleted their teacher educa-tion programs pass one ormore teacher certificationexaminations; anddeficient programs do notdemonstrate significantannual improvement toreach the 80 percent target.
The Regents will review the 80percent standard periodicallywith the goal of raising it to 90percent.
4. Recognizing that strong candi-dates may wish to enter teach-ing after preparation for othercareers or other life choices, theRegents will encourage institu-tions to develop innovativeprograms designed to prepareindividuals changing careers,returning to teaching, or chang-ing teaching fields.
The Problem
One-sixth of prospectiveteachers fail the certificationexams; one-third fail in NewYork City test centers.
* The revenue will give the Office" of Higher Education sufficient staffing and resources to carry out its mandated qualityassurance responsibilities, which include review of proposed degree programs for initial state registration (not onlyteacher education programs but also all academic programs), periodic reviews to assure that quality standards are main-tained, and technical assistance for low-performing programs and institutions.
28
Rationale°
Assuring the quality ofteacher preparation isessential to assuring the
quality of teaching and learning inthe classroom. Research points tothe relationship of student achieve-ment to such factors as the qualityof a teacher's preparatory program,teacher scores on various tests,attainment of a master's degree,and ongoing professional develop-ment. All of these factors relate insome degree to the colleges' teachereducation programs.
Accreditation is the means ofassuring the quality of teachereducation. Traditionally, accredita-tion standards have focused onprogram inputs (e.g., the numberand qualifications of faculty, admis-sion criteria and enrollment statis-tics, and the number of library vol-umes relevant to education). Whilethese indicators still have value,accrediting bodies are movingtoward including at least some per-formance-based criteria amongtheir standards (e.g., graduationrates and success on licensingexaminations) to measure how wellprograms prepare their students.By requiring institutions to meetperformance expectations foraccreditation, the Regents will sig-nify that performance does matter.
One of the factors determiningaccreditation must be the percent-age of graduates seeking certifica-tion who pass the teacher certifica-tion examinations. It is reasonableto require all colleges to meet aminimum standard: 80 percent ormore who completed their teachereducation program must pass eachexam. Most of the 113 colleges meetthis standard: 80 colleges on theLiberal Arts and Sciences Test(LAST); 100 on the Assessment ofTeaching Skills (ATS-W); and 84 onthe Content Specialty Tests andLanguage Proficiency Assessment.Colleges that do not meet the 80percent benchmark will be sched-uled for the first accreditationreviews and will be expected toshow significant growth in thepassing rates of their graduates bya specified date. (Low performinginstitutions are already beingreviewed by the Department'sOffice of Higher Education.)
Under the Regents Accredita-tion Option, State EducationDepartment staff will work inten-sively with institutions whichaccept more students from educa-tionally and economically disad-vantaged backgrounds and preparethem for teaching. In this way, theDepartment and the Regents willcontinue to fulfill their historiccommitment to diversify the teach-ing force and provide equitableaccess to the profession.
2 9
Lower student performance isfound in schools with more teach-ers with temporary licenses. Oftenthese teachers have completed allrequired coursework, but areunable to pass the certificationexaminations. Colleges will need toexamine their programs and makeany necessary changes to assurethat they are adequately preparingall their teaching candidates. If theprograms are effective, the candi-dates will be prepared to meet allcertification requirements.
Professional Standards andPractices Board
Purpose:
Ensuring an adequate sup-
ply of highly qualified pro-
fessionals for all of New
York's classrooms is not a "one-
time" initiative. We must create a
strategic approach that involves
educators and the public in a con-
tinuous examination of policies
addressing critical issues in teach-
ing and teacher education. The
establishment of the Professional
Standards and Practices Board will
accomplish this objective.
Recommendations:
1. A State Professional Standards and Practices Board will advise theRegents and Commissioner on issues relating to the quality of teachingand teacher education in New York State.
2. The Professional Board will replace the existing Teacher Education,Certification and Practices Board (TECAP) and assume its functions.Members will serve no more than two, four-year terms.
3. The Professional Board will report to the Regents Committee on Higherand Professional Education on a periodic basis, and report each July tothe Board of Regents.
4. Candidates for membership will be self-nominated or nominated byother persons or organizations. The Commissioner will recommendmembers to the Board of Regents as follows:
21 educators practicing in New York State, including certified teachers,faculty engaged in preparing teachers (including liberal arts and sci-ences faculty), and school building and district administrators. Ofthe 21 educators:
at least 14 will have had full-time experience as certified teachersin elementary middle, or secondary schools;at least 11 will be practicing, certified teachers in elementary,middle, or secondary schools in the State; andat least seven will be representatives of postsecondary institu-tions, including a president or chief academic officer of an insti-tution preparing teachers;
6 public representatives, including parents, school board members,and community and business representatives; and/ teacher education student (non-voting).
5. The Regents will establish bylaws for the operation of the Board,including:
a Higher Education Subcommittee to oversee issues relating toteacher education; anda Professional Practices Subcommittee composed of a majority ofpracticing teachers to oversee issues relating to teaching.
3 0
All subcommittee decisionsmust be approved by the fullProfessional Standards andPractices Board. This provisiondoes not apply to panel recom-mendations in professionaldevelopment cases (Section B-4on page 25).
6. In the first 12 to 18 months, theBoard will provide recommen-dations on:
the components of a mentor-ing program for new teach-ers;
criteria and training for con-ducting annual teacher per-formance reviews;
certification requirements toensure that teachers are pre-pared to teach to the newstudent learning standards(Note: The recommendationsof the Board for certificationrequirements will addressunder what circumstanceswaivers of initial or transi-tional certificate require-ments may be granted toindividuals who possess atleast a baccalaureate degreeand pass the certificationexaminations but have notcompleted an approved pro-gram of teacher education,e.g., candidates from theTeach for America programwho now teach under tem-porary licenses and will con-tinue to be able to do sountil September 1, 2003);
models and criteria for pro-fessional development;a Code of Ethics for Teach-ers; andways to attract and retaincertified teachers in high-need schools.
31
Rationale:Respected educators in New
York State have expertise of ines-timable value. A Professional Boardcomposed of these educators work-ing with representatives of the pub-lic will bring a collective wisdomand accountability to deliberationsthat will significantly inform theRegents' policymaking. The pro-posed Professional Board, throughits broad representation, will alsoserve to increase collaborationamong educators from both schoolsand colleges for the benefit of thestudents of New York State andthose preparing to become theirteachers.
Thirteen other states now haveprofessional boards, most estab-lished in the past decade. Many ofthese states are among those mostactively engaged in educationreform to improve student learn-ing. The close attention that a pro-fessional board can give to impend-ing educational problems shouldserve to keep New York State in theforefront of developing initiativesto improve teaching.
Although not requiring a major-ity of currently practicing teachers,this proposal will require a majorityof members to have had full-timeexperience as teachers in elemen-tary, middle, or secondary schools.The Commissioner and Board ofRegents will select outstanding can-didates from a variety of sources.
At,
I I I I ' Not enough of New York'steachers maintain theknowledge and skillsneeded to teach to highstandards throughouttheir careers
1. Ensuring ContinuingCompetence
2. Improving LocalAccountability
32
Ensuring Continuing Competence
Purpose:
All teachers, to remain
good teachers, must con-
stantly extend their
knowledge and skills. Yet recent
surveys* show only a minority of
teachers get enough ongoing train-
ing to keep up with the demands
of their profession. The State has
not required teachers to continue
their education throughout their
careers, although State certification
signifies competence. To address
this gap, the Commissioner will
now require all new teachers to
maintain their certificate in good
standing, based on completing sub-
stantial professional development
provided by school districts and
other approved sources to address
local student learning needs.
Recommendations:
A.ProfessionalDevelopment
1. Effective September 1, 1999, alldistricts will be required todevelop a plan to provide alltheir teachers with substantialprofessional development pro-grams directly related to stu-dent learning needs as identi-fied in the School Report Card,state initiatives and implemen-tation of New York State stan-dards and assessments. Theplan must be approved by theCommissioner. Professionaldevelopment, while the respon-sibility of the school district,should be paid for by the Stateand should not diminish stu-dent instructional time. As wedid for the past two years, theRegents will continue to advo-cate for additional funding forprofessional developmentthrough the Regents State Aid,proposal, as well as ensuringthat current professional devel-opment funds are used to maxi-mum effect. The Regents willestablish in regulations theresponsibility of the teacher andschool district personnel indeveloping the professionaldevelopment plan. To createappropriate access to profes-sional development activities,
districts will use current super-intendent conference days andrelease time for teachers; mayinclude activities such as men-toring and statewide curricu-lum development/assessment;and may use programs offeredat teacher centers, colleges,school districts and other edu-cational providers, either insideor outside the school day andyear. School districts failing todevelop an approved profes-sional development plan shallbe subject to State sanctions.
2. Professional development activ-ities must be developed collabo-ratively by administrators andteachers, taking into accountteachers' capacities, and con-sulting with such others as isappropriate, e.g., teacher educa-tors. As noted above, activitiescan either be in or outside theschool day and year, but if out-side the school day or year, theywill be volitional for teachers.Where mechanisms do notexist, districts may wish to cre-ate professional developmentcommittees to address suchissues as program content,providers, funding and sched-ule of offerings.
* See "Report on Professional Development for Implementing the State Learning Needs," NYS Board of Regents, February1998, and Schools and Staffing Survey, National Center for Education Statistics, 1993-94.
33
3. Alternatives to the district pro-fessional development programshould be identified and mightinclude, for example, perform-ing exemplary professional ser-vice such as mentoring, shapingor providing professional devel-opment or completing the eval-uation process for achievingadvanced certification from theNational Board for ProfessionalTeaching Standards.
4. To receive State or federal fundsfor professional developmentthrough the State EducationDepartment, a school districtmust demonstrate how thesefunds will be used to provideprofessional development tomeet student learning needs.
5. Each board of education willevaluate annually the effective-ness of the district's profession-al development activities inrelation to the learning needs ofits students and make neededadjustments.
B. MaintainingCertification
1. All teachers receiving a profes-sional certificate on or after Sep-tember 1, 2000 will be requiredto successfully complete at least175 hours of professional devel-opment every five years, direct-ly related to student learningneeds as identified in the SchoolReport Card, state initiativesand implementation of NewYork State standards and assess-ments to maintain their certifi-cate in good standing. The con-
ditions under which profession-al development is provided andacquired shall be consistentwith the principles in Section A(Professional Development).The Regents and the Commis-sioner, in consultation with allstakeholders, will monitor theeffectiveness of the professionaldevelopment requirement andmake changes, if warranted.
2. Each district will maintain aprofessional development tran-script for each teacher affectedby the 175-hour requirement.The transcript will documentcompletion of the State-mandat-ed professional developmentconsistent with the district's stu-dent learning needs. Whereverpossible, the transcript shouldbe accessible to the State Educa-tion Department through elec-tronic transfer and will be usedto assess a teacher's completionof the requirements for continu-ing certification.*
3. The offering of professionaldevelopment activities by dis-tricts and the obtaining of pro-fessional development byteachers should be distributedreasonably over the five-yearperiod.
4. Teachers whose transcripts arenot complete and who may notbe eligible for continuing theircertificate will be provided fulldue process, including theopportunity to present addition-al information, including exten-uating circumstances, to theDepartment and the right to ahearing before a panel of theProfessional Standards and
Practices Board. The panel willmake recommendations to theCommissioner to continue ateacher's certificate, grant theteacher additional time to com-plete specified professionaldevelopment activities, suspendor, in willful cases, revoke thecertificate. The Commissionermay accept, reject or modify thepanel's recommendation. Dur-ing the period of due process,the teacher's certificate willremain in effect. If the Commis-sioner elects to revoke the cer-tificate, the district will pursuethe existing expedited discipli-nary procedure under Educa-tion Law 3020-a to remove theteacher. **
Solution:
Require all new teachers to maintaintheir certificates in good standing bycompleting 175 hours of professionaldevelopment related to studentlearning needs every five years.
5. The proposed process for pro-fessional development and themaintenance in good standingof a certificate will not affect thedistrict's right or ability to initi-ate disciplinary proceedings toremove an incompetent teacherunder Education Law 3020-a.
* The Regents will establish in regulations the responsibilities of the teacher and school district personnel in maintainingthe professional development transcript.
** Failure to maintain certification is reason for dismissal of a tenured teacher. While the teacher's rights are protected underEducation Law, Section 3020-a, the teacher must be suspended without pay.
: Q 4
6. The Commissioner will estab-lish equivalent regulationsdescribing the process for main-taining a certificate in goodstanding for teachers on leavesof absence and for teachers nototherwise covered by these pro-visions: nonpublic school teach-ers where the school elects notto provide the mandated profes-sional development, unem-ployed teachers, and teacherswith service in two or more dis-tricts within any five-year cer-tificate maintenance cycle.
Rationale:
professional developmentmakes a difference in studentlearning. Research studies
show a positive relationshipbetween increased student achieve-ment and such factors as the quali-ty of a teacher's preparatory pro-gram, teacher scores on varioustests, the attainment of a master'sdegree and ongoing professionaldevelopment. Research also indi-cates that student achievementimproves when professional devel-opment meets two conditions:
It is focused on the schooland is linked to schoolimprovement, andThe teacher helps design theprogram.
New York City Community SchoolDistrict #2 improved student per-formance in reading and mathe-matics in part by focusing staffdevelopment on student needs. Thesuccess of professional develop-ment in improving student learningis persuasive and more evidence onits effectiveness continues toemerge.
What makes the above recom-mendations powerful is the linkbetween professional developmentand two key requirements:
addressing student learningneeds; andmaintaining the certificate ingood standing.
This link is necessary because cur-rent professional development iserratic and often unfocused.Although the situation seems to beimproving, teachers may get asmany as 30 hours of professionaldevelopment a year or may get
35
none. And only a fraction of thetime a teacher spends on profes-sional development may befocused on the needs of the stu-dents locally. It is essential thatlocal districts determine what theneeds of their students are and pro-vide the kind of professional devel-opment that will address thoseneeds. Linking the maintenance ofthe certificate and professionaldevelopment will help ensure thatthose needs are met.
By adopting this plan, NewYork will join the majority of otherstates in requiring professionaldevelopment as a condition ofmaintaining a valid teaching certifi-cate.
Improving Local Accountability
Purpose:
While the State is
responsible for certi-
fying the competence
of teachers, the local school district
is responsible for evaluating how
well teachers perform in the class-
porn. The present evaluation sys-
tem, however, does not always
ensure this happens in a way that
improves student learning.
Throughout recent statewide
forums on teaching, the Regents
heard from parents and school offi-
cials about the need to make the
evaluations more demanding.
Teachers stressed the need to make
evaluations more objective and fair
and to provide follow-up training
to remedy deficiencies. While
responsibility for evaluation must
remain with the local school dis-
trict, the State must take decisive
steps to make the process more
effective.
Recommendations:
1. The existing requirement inCommissioner's Regulations foran annual performance reviewof all classroom teachers will berevamped immediately. Thenew system will include the fol-lowing:
The Commissioner and theRegents will establish in reg-ulations model criteria forstaff performance reviewsconsistent with the teacherstandards set forth in thisplan. Districts may requireadditional criteria for staffperformance reviews.Current administrators willreceive training in perform-ing staff reviews based onproven models. Existingprofessional developmentfunds will provide this train-ing. In addition, collegepreparatory programs foradministrators will includecomprehensive training inconducting staff reviews.
Ili Classroom teachers whoseperformance is evaluated asunsatisfactory by a schooladministrator will berequired to undertake ateacher improvement planestablished by the district inconsultation with theteacher. Such a plan mayinclude peer review andassistance, and professionaldevelopment activities to
3 6
meet the needs of theteacher.
For individuals possessing atransitional or initial certifi-cate, an evaluation of theteacher's portfolio will berequired. The portfolio mayinclude a video of teachingperformance, a sample oflesson plans, a sample of
77/ -`7777,, ;4,717.77.1
Solutions:
Improve local accountability
13 Create criteria for staff perfor-mance reviews.
g3 Train administrators in conducting
effective performance reviews.IS Require teacher improvement plan
if performance is unsatisfactory.
student work, studentassessment instruments, andteacher reflection on his/herclassroom performance.
BELirif COPY AVM LE
2. A district's School Report Cardwill include the number ofteachers rated unsatisfactoryduring the preceding schoolyear; the number of successfullycompleted teacher improvementplans; the number of teacherimprovement plans which wereunsuccessfully completed, inthe judgment of the district; andthe number of proceedings initi-ated under Education Law3020-a because of the unsuccess-ful completion of one or moreteacher improvement plans.
3. The Professional Standards andPractices Board will review thecertification of any teacherwhose employment is terminat-ed under a 3020-a proceeding.The Regents will amend Part 83of the Commissioner's Regula-tions to expand the grounds fortaking action against a teacherto include incompetence,neglect of duty or insubordina-tion relating to the continuingcompetence requirement (pro-fessional development andannual reviews).
4. The Education Department willcontinue to monitor the existingprocess to assure that all stepsare taken within the time limitsestablished in Education Law3020-a, as amended in 1994. Forexample, if a district andteacher cannot agree upon ahearing officer within ten daysof receipt of the list of possiblehearing officers, the Commis-sioner will exercise his statutoryauthority to have the hearingofficer appointed.
3 7
5. The Commissioner will conferwith legislators and representa-tives of teachers, administratorsand school board members todetermine if any additionalimprovements in the currentdisciplinary process in Educa-tion Law 3020-a are needed.
6. In order to provide additionalprotection to children and tobring statewide requirements inline with those in New YorkCity and 36 other states, theDepartment will pursue legisla-tion to require applicants forcertification to file their finger-prints with the Department sothat those convicted of feloniescan be identified. The Commis-sioner may refuse to certifyindividuals convicted offelonies, following due processas described in Part 83 of theCommissioner's Regulations.
7. The Regents will ask the Profes-sional Board to recommend aCode of Ethics for Teachers, foradoption by the Board ofRegents, as a guide to profes-sional expectations.
Rationale:
Every student has a right to betaught by caring and competentprofessionals. Every parent has aright to expect school administra-tors and school boards to ensurethat only caring and competentprofessionals are allowed in theclassroom. The present system doesnot adequately assure these rights.
The Regents have heard fromparents, school board members andadministrators about the need todeal with teachers who do not cor-rect deficiencies in the classroom.Furthermore, school officials speakof the frustration and cost involvedin pursuing legal action againstteachers charged with incompe-tence. On the other hand, teacherrepresentatives point to the lack ofeffective evaluation by schooladministrators and the need to pro-vide appropriate assistance toteachers in correcting deficiencies.
Through other recommenda-tions in this report, the Regents areadvocating steps to ensure that allteachers enter the profession withthe necessary knowledge and skillsto enable students to meet the newlearning standards. We are alsorequiring that teachers completeprofessional development based onstudent learning needs as a condi-tion for maintaining their certifi-cates in good standing.
But this is not enough. Whilethe State is ensuring that teachersremain current with their profes-
-sion, it is the school district'sresponsibility to ensure that teach-ers provide satisfactory perfor-mance in the classroom. Schooladministrators must have the nec-essary tools to assess regularly the
effectiveness of all teachers, includ-ing tenured teachers, provideappropriate improvement activitiesand, if necessary, expedite theremoval of incompetent teachersfrom the classroom.
These recommendations recog-nize that the annual performancereviews of teachers have not beenconsistently effective. Withoutmeaningful evaluation of teacherperformance in the classroom, wecannot hope to improve studentlearning and, if necessary, removeincompetent teachers from theclassroom. We must thereforeensure that administrators get thetraining they need to reviewteacher performance. We mustrequire low-performing teachers tocomplete improvement plans. Andwe must hold schools accountablefor carrying out these responsibili-ties.
38
* its I I
LeA Many school
environments activelywork against effectiveteaching and learning.
Improving the SchoolEnvironment
3 9
Improving the School Environment
Purpose:This report sets forth pow-erful and far-reaching ini-tiatives to:
recruit and retain better quali-fied teachers;
ensure teachers are educatedthrough rigorous teacher educa-tion programs;require teachers to meet higherstandards for both initial andprofessional certificates; and
ensure teachers maintain contin-uing competence throughouttheir careers.
While these are necessarychanges to improve student learn-ing, they are not sufficient.
The Board of Regents interest inschool facilities and the health andsafety of students and staff inschool buildings has been advancedin a number of discussions and pol-icy documents over the years,including the report by the 1993-94Regents Advisory Committee onthe Environmental Quality inSchools, which made 62 recommen-dations for improving the environ-mental quality in schools. InDecember 1994, the New York StateBoard of Regents adopted the guid-ing principles developed by theAdvisory Committee to protect stu-dents and staff. The 1995-96Regents School Facilities AdvisoryCommittee made recommendationswhich resulted in the Regentsapproval of the September 1996
"Need to Act Now Statement,"which called for new school facilitystandards, significant additionalresources to meet facility standardsand equity in the allocation of limit-ed resources. The current RegentsSubcommittee on Infrastructureand Technology continues to focuson the need for educational facili-ties which promote effective andefficient learning for all New Yorkstudents regardless of where theylive.
The following is a summary ofkey Regents initiatives:
increases in aids for librarymaterials, textbooks, softwareand hardwareadditional State support for con-struction, maintenance andrepair of schools, with specialattention to the schools with thegreatest needsgreater focus on ensuring fundsfor school maintenanceeliminating the Wick's Law touse school facilities resourcesmore effectively
increased extraordinary needsaidmore emphasis on operating aidover categorical aid to provideschool districts with flexibility inmeeting their needsgiving the Commissioner theauthority to close schools whichdo not meet health and safetystandards
4 0
additional Operating StandardsAid to assist high need,districtsin meeting the new learningstandards and assessmentsAlthough most of these initia-
tives pertain to the physical infra-structure of the schools, there arealso vital issues related to schoolclimate and student behavior. TheBoard of Regents has asked staff toprepare an action plan to addressschool climate, including issuesrelated to safety and student behav-ior.
We must continually seek toimprove the school environment,especially in our hard-to-staffschools. This challenge must beembraced by school and communi-ty leaders. Effective schools are animportant community asset.
Solutions:
M Increase aid to improve schoolbuildings.
ED Examine all requirements for
school administrators to ensureeffective school leadership.
Recomi iendatijins:1. State funding must be targeted
to the repair or replacement ofdecaying schools so that all stu-dents have adequate buildingsin which to learn. Many of theState's leaders and public com-missions have called attention tothe severe problems throughoutthe latter part of this decade. In1996, the Board of Regents pro-posed new funding of $5 billionoverall. The Regents will contin-ue to advocate for this criticalfunding.
2. The State must continue toexpand programs to decreaseclass size, support learning tech-nology, make schools safer,teach very young childrenthrough prekindergarten, andfocus resources on students whoare most at risk. The Governorand Legislature should be con-gratulated for recognizing theneed through multi-year pro-grams, especially during thepast two years.
3. We must strongly advocate forthe legislative initiatives, identi-fied in this report, to helpimprove teacher recruitmentand retention.
4. Effective September 1, 1999, wewill reexamine all requirementsfor school administrators toguarantee effective school lead-ership, and reexamine allrequirements for professionalsproviding pupil personnel ser-vices.
Ratio ale:As we try to meet the vital need
to improve teaching, we must alsorecognize other needs. We have along way to go in making many ofour schools more attractive forprospective teachers. The physicalcondition of buildings, lack of secu-rity in and outside the schools, thevalue placed on teachers by theschool community, and additionalcosts teachers may encounter inworking in some of our communi-ties all contribute to the unequaldistribution of certified teachersthroughout the State. There is noeasy fix to this problem. The Gover-nor and Legislature have acknowl-edged this problem and areattempting to address the fiscalneeds.
In addition, the Business/Industry Challenge Program willprovide an incentive to communi-ties that are willing to take steps tb-address the challenge in recruitingand retaining qualified teacherslocally. The Teacher Incentive Pro-gram will begin to address finan-cial barriers to recruiting teachersin hard-to-staff areas. An expansionof the New York State MentoringProgram will provide new teacherswith the necessary support to makethe transition into the teaching pro-fession.
41
Finally, the role of effective lead-ership in each school is vital to theoverall success of school improve-ment. Schools located in economi-cally distressed communities havebeen able to make significantimprovements in their work envi-ronment and student learning byhiring and promoting effectiveleaders. We must improve therecruitment, preparation, support,retention and continuing develop-ment of administrators if reform isto work.
Evaluation Plan
In 1999, the Professional Standards and Practices Board, in conjunction
with Department staff, will initiate a process for the formative evaluation of
the adopted plan to improve teaching. They will report annually to the
Commissioner, with recommendations, and begin a summative evaluation
in 2005. The Department will provide resources to the Board to enable an
external and independent organization to develop and implement a com-
prehensive evaluation plan that employs baseline data and tracks progress
on all key initiatives.
The purpose of the formative evaluations will be to recommend adjust-
ments to parts of the plan as needed. The purpose of the summative evalu-
ation will be to determine which components have been effective in achiev-
ing this overriding goal: to assure that New York has enough qualified
teachers statewide, that they remain current and competent, and that stu-
dents achieve higher learning standards. Additional resources and time
will be needed to assist students who have been traditionally underserved
and underprepared to benefit from teacher reform. The Regents will contin-
ually monitor the impact of their reform efforts on students and teachers.
The Commissioner will review the Professional Board's advice and pre-
pare recommendations for the Board of Regents to maintain excellence in
New York State's system of teaching and teacher preparation.
4 2
BEST COPY AVAILABLE
1996-97
Selected Tem orary Licenses Issued VersusInitial Certificates IssuedNew York City*
Balance of State
Temporary License Initial Certificate Temporary License Initial Certificate
Bilingual Education (extension) 2008 736 337 202
Elementary Education 1870 2474 14 5810
Special Education 1448 787 354 2713
Sciences961 167 22 811
Mathematics564 193 5 531
Languages Other Than English 517 106 65 319
Social Studies 427 338 5
13
6
1060
191
951
ESOL358 152
English269 361
Physical Education 190 105 8 560
283Vocational Education 135 36 200
Business/Distributive Education 99 30 58 233
*Determined by residency of teacher candidate.
Appendix B
Standards for Teacher Education Institutions
1. Executives at the institutions' highest levels provide sufficient supportfor teacher education to enable all programs to meet standards, and areaccountable for the quality of the programs and the candidates recom-mended for certification.
2. Institutions recruit strong, diverse faculty and student bodies forteacher education, and inform students of employment opportunitiesin teaching and graduates' placement record.
3. Institutions use evaluative instruments to assess the knowledge, under-standing, and skills of applicants for admission to teacher educationprograms. Based on results of their assessments, programs prescribestudy and experiences for candidates to develop the required know-ledge, understanding, and skills.
4. Faculty members collaborate with public schools to improve studentlearning and the preparation of teachers, and engage in faculty profes-sional development that includes substantial professional experiencesin public schools, including low-performing schools. For example, fac-ulty may serve on school curriculum committees or assist in mentoringbeginning teachers. (Such service ought to be valued by the college inrelation to recognition, advancement and tenure.)
5. Institutions maintain comprehensive and sustained relationships withlocal schools for the preparation of teachers and the improvement ofteaching and learning at both the institutional and school levels.
6. Programs provide students with carefully selected field experiencesbefore student teaching, and supervised student teaching in differentsettings and grade levels, accompanied by reflective seminars. Studentteaching includes experiences working with parents and families.
7. Programs prepare students to meet the certification requirements inCommissioner's Regulations and to achieve qualifying scores on theState certification examinations, which measure candidate knowledgeand understanding of:
a. the arts and sciences, and
b. the content to be taught, content pedagogy, and the relevant NewYork State student learning standards.
In addition, the assessments measure whether the candidate candemonstrate the following understandings:
4 4
human developmental processes and variations, and how to applythat to foster students learning and understandingeffect of factors in the home, school, and community, and how touse that understanding to create an environment in which all stu-dents can learndiverse student populations, and how to apply that understandingto address the needs of all learners and to foster a sense of commu-nity and respect for othersthe impact of students' culture, heritage and history on theirgrowth and developmentthe importance of home-school relationships and school-communi-ty interactions and how to foster those relationships and interac-tions to support student learninglanguage acquisition and literacy development and how to usethat understanding to foster student literacylearning processes and styles, and how to use that understandingto foster learning that contributes to preparing students for pro-ductive work, citizenship in a democracy, and individual growththe range of disabilities and their effect on learning, and how toengage students with disabilities fully in learning to their highestlevels of achievement and independencesignificant factors in curriculum development and instructionalplanning, and how to apply that in designing effective instructionformal and informal assessments, and how to use them to learnabout students, plan instruction, and make instructional adjust-ments
principles and procedures for organizing and implementinglessons, and how to use that understanding to help students learnmultiple approaches to instruction (based on study and experi-ences using cooperative learning, interdisciplinary instruction,independent study, lectures, and hands-on activities), and how toapply that understanding to enhance learninguses of technology in teaching and learning, and how to use tech-nology and teach students to use technology to enhance learningprinciples and practices of motivation and communication, andhow to apply them to promote student achievement, interest, andcooperationstructuring and managing a classroom, and how to use that know-ledge to create a safe and productive learning environmentmeans of analyzing one's own teaching practice and how to usevarious resources and opportunities to enhance effectivenessthe role of education in society and the rights and responsibilitiesof teachers, students, parents, community members, school admin-istrators, and others, and how to use that understanding to interacteffectively as a teacher
4 5
Appendix C
Timeline
-SWV`,"
July 1998 Regents adopt plan and adopt teacher standards
September:1998 : Submit legislative and/or budget proposals toimplement:
11111Teacher Incentive Program
E College/University Incentive Programa Business/Industry Challenge Programa Professional Standards and Practices Board
Expansion of New York State Mentoring Pro-gram
III Requirement that applicants for certification filefingerprints with Department
NoveMber 1998. Appointment of Professional Standards and Prac-tices Board
September 1999 IF Enact regulations to implement new certificatetitles and requirements for teacher educationprograms
New requirement for annual professional per-formance reviews
Temporary license phase down beginsNo new teachers with temporary licenses hiredin SIM schools
11 Teacher education program must meet SO per-cent rule for pass rate of graduates on NYSTCESchool districts required to develop a plan toprovide professional developmentBegin review of preparation and certificationrequirements for school administrators andpupil personnel professionals
4 6 EST URN AVAILME
Timeline
December 1999 Professional Standards and Practices Boardreports on effectiveness of teaching plan
September:2000 . .Professional certificate replaces permanent cer-dficate
It:Teacher education institutions implementprograms to meet new certification require-
- .ments
February 2; 2003 III New requirements for initial and professionalcertificates go into effect
III New certificate titles go into effect
September 2003 State stops issuing temporary licenses
Mentoring requirement for professional certi tiCate goes into effect
September2004 'Elimination of transcript evaluation except for a\--.iprocity and certified teachers
December .2004 All teacher education programs are accredited
September.2005 First professional certificate with new require-. ments is issued
December 2005 Professional Standards and Practices Board pro-vides summative evaluation of Teaching Plan toRegents
* Teachers with a Provisional Certificate issued prior to the enactment of newregulations will continue to be eligible for a Permanent Certificate.
4 78-06061598-163 PM
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