march 25, 2013 agenda - state

March 25, 2013 Agenda

9:00-10:00 – Licensure & Credentials – Rani Singh 10:00-10:30 – Provisional Teacher Program – Betty Zellner &

Vickie Sikorski 10:30-11:00 – Provisional Administrator Program – Kenneth

Figgs 11:00-12:00 – Professional Development/Mentoring – Eileen

Aviss-Spedding 12:00 – 1:00 – Working Lunch – Molly Melloh and Elizabeth

Frantz – The Reinvestment Fund – Bridge Loan Program 1:00-2:30 – Charter School Data Collection – Lorraine

Clapper 2:30-3:30 – Charter Schools Grants and Charter School

Preparedness – Office of Charter Schools

Charter Schools Institute

Charter Schools Technical Assistance Session

Certification Requirements March 25, 2013

Presented by Rani Singh, Chief Examiner Office of Certification and Induction


TEACHER CERTIFICATION

Types of Certificates:

Certificate of Eligibility (CE) – Alternate Route Certificate of Eligibility with

Advanced Standing (CEAS) - Traditional Route

Provisional Certificate- allows teacher to teach legally in a school district

Standard Certificate Emergency Certificate


Eligibility Requirements: Certificate of Eligibility (CE) - Alternate Route & How to Apply

Online Application for certification BA or MA conferral noted on official transcripts 2.50 G.P.A. for degrees conferred 8/31/04 or

earlier 2.75 G.P.A. for degrees conferred 9/1/04 or later a major in the subject to be taught OR a

minimum of 30 credits in a coherent sequence in the subject field (12 at the advanced levels of study)

60 liberal arts credits are required if applying for Elementary Education K-5 or Preschool – Grade 3

Physiology and hygiene requirement Test Requirement $190.00 fee for certificates requiring a test $170.00 fee for certificates not requiring a test


Eligibility Requirements (Contd): Certificate of Eligibility (CE) - Alternate Route New Requirement

As of October 31, 2009, applicants for a Certificate of Eligibility for elementary, middle school specialization, N-12 subject area and career and technical education CEs must complete 24 seat time hours of formal instruction through an authorized provider prior to issuance of the CE. This requirement also serves as an introduction to the teaching profession for those individuals who are exploring career options. Topics include classroom management, lesson planning, introduction to New Jersey core curriculum content standards, and assessment of pupil progress. This requirement became effective on September 1, 2009, for candidates seeking a pre-school through grade three CE.

Applicants should apply online only. If eligible, candidate will receive a Certificate of

Eligibility (CE).

Eligibility Requirements: Certificate of Eligibility with Advanced Standing (CEAS) - Traditional Route & How to Apply

Online Application for certification BA or MA conferral noted on official transcripts 2.50 G.P.A. for degrees conferred 8/31/04 or earlier 2.75 G.P.A. for degrees conferred 9/1/04 or later a major in the subject to be taught OR a minimum of

30 credits in a coherent sequence in the subject field (12 at the advanced level of study)

State-approved college teacher preparation program culminating in supervised student teaching

Physiology and hygiene requirement Test Requirement $190.00 fee for certificates requiring a test $170.00 fee for certificates not requiring a test

Applicants should apply online only, If eligible, candidate will receive a Certificate of Eligibility with Advanced Standing (CEAS).


The Certificate of Eligibility (CE) and Certificate of Eligibility with Advanced Standing (CEAS) allows the

candidate to:

Apply to school districts Be employed by the district

who will register the candidate into the Provisional Teacher Program.

2 Year Regionally Accredited College Transcripts

Effective December 20, 2010 Courses taken at a 2 year regionally accredited

college may be accepted for certification purposes. Exceptions:

Required academic preparation for 12 credits at the junior, senior, or graduate level for all instructional endorsements.

Required academic preparation for all administrative and educational services endorsements.


New Out of State Reciprocity Amendments

Effective February 7, 2011 An applicant for instructional certification who presents a valid

instructional certificate issued by any other state shall, upon payment of the appropriate fee, be issued a NJ instructional certificate for the equivalent and currently-issued NJ grade level or subject endorsement and certificate level covered by the licensure code, that is, a NJ CE, CEAS or standard certificate.

If there is no equivalent current NJ endorsement, then they must meet all current licensure requirements for NJ.

There are 2 limitations to this rule: The applicant shall have passed a state subject matter test to receive

his or her out-of-state endorsement or else must pass the appropriate NJ subject matter test.

Candidates who have not taught successfully for 3 years under their out-of-state certificate shall be required to meet the NJ GPA requirement. Successful teaching experience shall be documented by a letter of experience from the applicant’s supervisor or authorized district representative.



Effective February 7, 2011 An applicant for Administrative certification who

presents a valid administrative certificate issued by any other state shall, upon payment of the appropriate fee, be issued a NJ administrative CE for the equivalent NJ endorsements for school administrator, principal, or school business administrator, or shall be issued the equivalent NJ standard supervisor certificate.


There is one limitation to this rule: If NJ has an equivalent endorsement with required subject matter test

for the applicant’s endorsement, the applicant shall have passed a state subject matter test to receive his or her out-of-State endorsement or else must pass the appropriate NJ subject matter test. This limitation shall not apply if the applicant has 5 years of experience in good standing under the out-of-state certificate.



Effective February 7, 2011 An applicant for educational services certification who

presents a valid educational services certificate issued by any other state shall, upon payment of the appropriate fee, be issued a NJ educational services standard certificate for the equivalent and currently-issued NJ certificate.


There are 3 limitations to this rule: 1. If New Jersey has an equivalent endorsement with required subject matter test for the applicant’s endorsement, the applicant shall have passed a state subject matter test to receive his or her out-of-State endorsement or else must pass the appropriate New Jersey subject matter test. This limitation shall not apply if the applicant has five years of experience in good standing under the out-of-State certificate. 2. An applicant for interstate reciprocity for a New Jersey educational services endorsement which requires a residency shall receive a CE or CEAS. 3. Applicants for educational services reciprocity must meet all other requirements in this subchapter for State-issued professional licenses or certificates.


Elementary School Teacher Nursery through 8 vs. Kindergarten through 5

If a certificate reads “Elementary School Teacher,” it is an N – 8 certificate.

If a certificate reads “Elementary School Teacher in Grades Kindergarten through 5,” it is a K-5 certificate.

Middle School Certification (Elementary School with Subject Matter

Specialization) - Requirements

Hold elementary school certificate 15 semester hour credits in the content

area The required test 24 hours pre-service for CE applicants Course in the characteristics of child and

young adolescents (A CE can be issued without this requirement)

For world languages, the teacher will need to complete the OPI and the world language methodology course. The course must be completed within 12 months of assignment

SPECIAL EDUCATION

Teacher of Students with Disabilities (TOSD) Must hold an instructional certificate (CE, CEAS or

Standard certificate as a prerequisite) For TOSD CE, Must hold an instructional

certificate and the 24 hours pre-service requirement (if applicable)

For TOSD CEAS must complete a state-approved college program that includes 21 – 27 credits in special education and required supervised student teaching

For standard TOSD must hold a standard instructional certificate and complete a state-approved college special education program


World Languages Certification

World Languages concerns: For the CEAS or standard WL endorsement, the

teacher must complete all requirements: 30 credit sequence, Praxis test if applicable, OPI and methodology course

For the WL CE, the candidate has 12 months from the appointment to complete the methodology course

We are issuing CEs to candidates who are eligible for the CEAS or standard endorsement, but have not completed the methodology course. This allows them to be employed.


Test Requirements Test Scores

The candidate’s social security number and the NJDOE recipient code (R7666) must be on the praxis score report in order for the scores to be reported to the NJDOE.

On the examinees score report, ETS states that the score met the passing score for New Jersey in effect at the time of testing

It goes on to say that agencies are not required to accept the pass/not passed status

NJ (our agency) does not accept the pass/not passed status

NJ accepts the score in effect at the time of application and verification of certificate eligibility

The candidate can appeal this decision to the Board of Examiners.

or


New Test Requirements New Computer-Based Tests

ETS Praxis Series is now being offered as computer-based tests. ETS is continuing to convert all of the paper-based tests to

computer-based test.

The test code remains the same except for a 5 instead of 1. Ex. Elementary Education 10014 and 50014

Passing scores remain the same.

Computer-Based Tests offered at Prometric Centers Registration for the computer-based tests can be scheduled at

various Prometric Centers. Please call 800-853-6773 or visit https://securereg3.prometic.com/Dispatch.aspx

or


https://securereg3.prometic.com/Dispatch.aspx

Contact Information

NJ Department of Education/Licensure and Credentials:

• For licensure/certification questions:

For school district personnel: Phone # 609-292-2045, press 3 and leave a message – the call will be returned within 48 hours.

For applicants: Phone # 609-292-2070 • Monday through Friday between the hours of 8:00

am and 4:00 p.m. • Email: [email protected] • Website:

http://www.state.nj.us/njded/educators/license/

mailto:[email protected]

http://www.state.nj.us/njded/educators/license/

Contact Information

Educational Testing Services: o PRAXIS information can be obtained on the ETS

website: http://www.ets.org/praxis

o Phone # 609-771-7395 OR 1-800-772-9476 Language Testing International – for general support

and questions regarding oral and written language proficiency testing, access:

o http://www.languagetesting.com o [email protected] o 914-963-7110


http://www.ets.org/praxis



THANK YOU


Provisional Teacher Program


CHARTER SCHOOL TRAINING

THE PROVISIONAL TEACHER PROGRAM

What You Should Know About Regulations and Procedures

Pauline Lundgren

Vickie Sikorski Betty Sue Zellner


Partnership: Licensing & Training Units

Licensing determines eligibility and

issues: CE CEAS Standards Provisional Teacher Program: Issues provisional licenses Approves PTP Completion

Overview of Teacher Certification and the Provisional Teacher Program (PTP)

PROVISIONAL TEACHER PROGRAM ROUTES

Alternate Traditional Route Route

24

Overview of Teacher Certification for Provisional Teachers

(A Three Tiered System)

Certificate of Eligibility with

Advanced Standing (CEAS) and/or a Certificate of Eligibility (CE)

2 Year Provisional Certificate

Standard Certificate

25

Provisional Teacher Program Components

Mentoring and Induction: o At least 30 weeks of support by a school-based experienced

teacher/mentor if hired as a full time teacher and concurrent with employment under a provisional license (issued when hired).

Alternate Route Formal Instruction: o At least 200 hours of instruction aligned with the New Jersey

Professional Standards for Teachers and concurrent with employment as a provisional teacher.

Supervision & Evaluation: o 3 evaluations by school based administrators, including a final

summative evaluation recommending the novice teacher for standard certification . 26


PTP Forms Online Download at:

http://www.nj.gov/education/educators/license/ptp/ Username :ptpforms Password : district123 Information for the Novice Teacher PTP Registration Form/Statement of Assurance Alternate Route Teacher of Students with Disabilities, Bilingual,

ESL and P-3 Verification of Enrollment Form Termination Form Statement of Acknowledgement Re: Mentoring Services

* (2) Formative Evaluations* (1) Summative Evaluation* Oath of Allegiance* Verification(s) of Program Completion (* Required forms that must be submitted for standard

license issuance)


http://www.nj.gov/education/educators/license/ptp/

Teachers of Students with Disabilities

This certificate is a dual certificate. When registering candidates, districts must indicate the subject/grade level in order to comply with the authorizations for both certificates.

When a candidate is an in-class support

teacher, pullout resource room teacher, resource support teacher or if all of the students are APA assessed, please indicate this on registration/assurance form under subject/ grade candidate is teaching


Supervision and Evaluation of Provisional Teachers

During the 30/34 weeks of the program provisional teachers are supervised and evaluated: 2 Formative Evaluations by school

based administrator, and 1 Summative Evaluation at the end

of the program recommending the candidate for standard certification by school based administrator

33


Evaluations

The Summative Evaluation includes a recommendation by school based administrator:

Approved: Standard Certificate Issued

Insufficient: Extension of Provisional Program Participation

Disapproved: Standard Certificate Denied (May Appeal This Recommendation to the

State Board of Examiners)

34


New Online Procedures for Applying for Standard Certificate

All standard applications must be completed and paid for online at the time the summative evaluation is done

Some candidates will owe fees: Candidates who received their CE/CEAS prior to February

1, 2004 must pay $95 for their standard certificate; Candidates applying for their initial standard certificate

through the alternate route must pay a one-time administrative fee of $100.

These candidates must pay their fees by choosing the

“Pay Balance Owed” option in the menu column at the left of the application confirmation screen.

How to Verify Completion of Alternate Route Formal Instruction when Submitting the

Summative Evaluation

Regional Training Centers and New Pathways to Teaching in New Jersey send completion forms directly to principals and the PTP office

College or university programs,

including MAT, P-3, ESL, Bilingual-bicultural, and TOSD must provide a verification of program completion and official transcripts

Formal Instruction of

Alternate Route Teachers

A Wide Variety of Options


Types of Alternate Route Formal Instruction: Option 1

Regional Training Center (RTC) Instruction

200 Hours of Instruction in 3 Phases Phase 1: 80 hours; Phase 2: 60 hours; Phase 3: 60 hours

You must be employed and registered in the

PTP to take Phases 1, 2 & 3.

39


Types of Alternate Route Formal Instruction: Option 2 Approved Alternate Route Programs Leading to a

Master of Arts in Teaching (MAT) Degree/Hybrid Programs

For-credit programs Fairleigh Dickenson University Alternate Route MAT Kean University Alternate Route New Jersey City University World Language Alternate

Route Teach for America/ University of Pennsylvania Hybrid programs with pre-employment aspects New Jersey City University’s New Pathways to Teaching in

New Jersey A network of community college sites throughout the

state offering 200 hours of instruction in two stages with a pre service clinical experience

William Paterson University/Kean University New Vistas NJCTL Progressive Science Initiative Teach for America/Seton Hall University Relay/North Star Regional Training Center

40


Types of Alternative Route Formal Instruction: Option 3 Credit Based Programs for Specific Populations TEACHER OF STUDENTS WITH

DISABILITIES

200 hours of formal instruction for separate subject field certification**

And

21 -27 semester hour credits in at

a NJ approved alternate route program for special education

**If subject field is Elementary,

then also 90 hours in mathematics/language arts

and literacy

BILINGUAL/BICULTURAL EDUCATION

200 hours of formal instruction for separate subject field

certification

And

12 semester hour credits in bilingual/bicultural education

41

Types of Alternate Route Formal Instruction: Option 3 Credit Based Programs for Specific Populations

ENGLISH AS A SECOND LANGUAGE (ESL)

200 hours of formal instruction

and

15-21 semester hour credits in ESL

42

Types of Alternate Route Formal Instruction: Option 3

Credit Based Programs for Specific Populations

PRESCHOOL THROUGH GRADE THREE

13 – 17 semester hour credits at a

NJ approved alternate route program for early childhood education

43

Additional Alternate Route Requirements for Specific Certifications

Teacher of Elementary School (K-5) Teacher of Elementary School with Subject Matter Specialization (Middle

School)

200 Hours of Formal Instruction and

45 Hours in the Study of Teaching Elementary Language Arts/Literacy

and 45 Hours in the Study of Teaching Elementary

Mathematics

44

45 Hour Language Arts Literacy 45 Hour Mathematics

Who needs to take these classes? K-5 and middle school specialization

alternate route teachers Where can the classes be taken?

Providers and contact information can be located on the DOE website: http://www.nj.gov/education/educators/license/advisories/applicant.htm

Who is exempt from taking the classes? Prior K-5 teaching experience or equivalent

course(s)

http://www.nj.gov/education/educators/license/advisories/applicant.htm




Additional Alternate Route Requirements for Specific Certifications

CAREER AND TECHNICAL

EDUCATION (CTE)

200 Hours of Formal Instruction Exclusively for CTE

WORLD LANGUAGES

200 Hours of Formal

Instruction and

3 Semester Hour Course in Second

Language Acquisition and Methodology

46

Provisional Teacher Program Fees

Traditional Route Teacher

$170-$190: Certificate of Eligibility with advanced standing application fee which includes 2 year provisional certificate, and standard certificate

47

Alternate Route Teacher $200: An Introduction to the Teaching Profession: A 24 Hour Pre Service Program

$170-$190: Certificate of Eligibility application fee which includes 2 year provisional certificate, and standard certificate $1000: Mentoring Fee ($450 : 4 week and/or $550 : 30 week)

$1450: Formal instruction at Regional Training Center fee

Or College tuition fee $325: 45 Hours in the Study of Teaching Elementary Mathematics (Elementary Only) $325: 45 Hours in the Study of Teaching Language Arts/Literacy (Elementary Only) $100: Administrative fee for processing application for standard

Contact Us….

NJ Department of Education/Licensure and Credentials: For Licensure/Certification questions:

• For applicants: Phone # 609-292-2070 Monday through Friday between the hours of 8:00 and 4:00 p.m.

• Website: http://www.nj.gov/education/educators/license/

For Provisional Teacher Program questions: • Phone #609-984-6377, fax# 609-984-3356, • e-mail [email protected] or [email protected]

For SAC/SLMS/ASLMS questions: Phone#609-984-6377, fax #609-984-3356 e-mail for SLMS/ASLMS [email protected] e-mail for SAC: [email protected]

48


http://www.nj.gov/education/educators/license/





Provisional Administrator Program


ADMINISTRATOR TRAINING PROGRAMS

Administrator Certificates

SUPERVISOR PRINCIPAL

SCHOOL ADMINISTRATOR SCHOOL BUSINESS ADMINISTRATOR


Residency Programs for: Principals School Administrators School Business Administrators


Three Step Certificate/Residency

Program STEP Certificate Issued Residency 1 Certificate of Eligibility Seek

Employment

2 Provisional Certificate 1 - 2 Year

Residency 3 Standard Certificate

Recommendation by the Mentor


HOW TO REGISTER FOR THE RESIDENCY PROGRAM

When a candidate obtains a position requiring principal certification, the district registers on www.njl2l.org for the two-year residency.

When a candidate obtains a position requiring

school administrator or school business administrator certification, the school district must call (609) 292-6378 to register the candidate into the Administrator Training Program for a 1 year residency and receive the necessary registration materials.

http://www.njl2l.org/


Residency Programs: A Collaboration with Professional

Organizations

The New Jersey Principal and Supervisor Association (NJPSA) is authorized by the New Jersey Department of Education to operate the two year Leader to Leader Program (L2L) for principal residency candidates. Contact: www.njl2l.org

http://www.njl2l.org/


Residency Programs: A Collaboration with Professional Organizations

The New Jersey Association of School

Administrators (NJASA) provides a list of authorized mentors for school administrator residency candidates. Contact: www.NJASA.net.

The New Jersey Association of School Business Officials (NJASBO) provides a list of authorized mentors for school business administrator residency candidates. Contact: www.NJASBO.com

http://www.njasa.net/

http://www.njasbo.com/


NJ EXCEL: An “Alternate Route” for Administrators

The Foundation for Educational Administration (FEA) has developed the NJ EXCEL (EXpedited Certification for Educational Leadership) Program, a state-approved non-traditional program leading to certification, for supervisor, principal, school administrator, and director of school counseling services in lieu of traditional graduate studies in educational administration.

Eligibility for NJ EXCEL includes a minimum of a master’s degree in a field related to education and five years of full-time experience as a teacher and/or educational specialist (Models 1-2-3).

Model 4- Leads to CE for Chief School Administrator.


NJ Department of Education/Licensure and Credentials:

For Licensure/Certification questions: • For applicants: Phone # 609-292-2070 Monday

through Friday between the hours of 8:00 a.m. and 4:15 p.m.

• Website: http://www.nj.gov/education/educators/license/

For Administrator Training Program questions: Ken Figgs, Manager Kristina Covington, Assistant Phone # 609-292-6378 or 609-984-6377 fax# 609-984-

3356, e-mail [email protected]

http://www.nj.gov/education/educators/license/


Professional Development

and Mentoring


An Overview of NJ Mentoring and Professional Learning

Eileen Aviss-Spedding, Manager Office of Professional Development

Induction and Mentoring 1) Examine the value of induction and mentoring

2) Provide an overview of the key components of NJ induction system

Professional Learning 1) Examine what constitutes high quality professional

learning

2) Provide overview of the NJ Professional Learning Standards

3) Review the NJ professional development requirements

4) Examine process for PD Plans for next year: transitioning to new PD regulations

5) Share links to NJDOE Website Professional Learning Resources

60

Today’s Goals

Agenda

61

The Importance of Induction

New Jersey’s Teacher Induction Program

What Constitutes High Quality Professional Learning? ‒ Research Findings ‒ The Professional Development Standards: Learning

Forward

- Professional Learning Requirements - Planning for Continuous Improvement Through PD

• Key understandings from research (NTC; NGA; Ingersoll et al.) o Teaching is developmental; work is complex and

much must be learned in practice; new teachers need support to become experienced professionals (over 3-5 years)

o 40-50% of new teachers leave the profession in first 5 years; cite poor support and working conditions, ineffective leadership; turnover is costly for districts

o HQ induction programs reduce turnover/costs, improve teachers’ professional growth, improve student learning

Why Induction Systems Are Important

62

• Induction supports novice teachers by: o Providing opportunities for targeted support and learning

o Providing opportunities to observe and be observed with feedback – to receive formative assessment based on effective practice standards

o Introducing new staff into culture and norms of their professional community

o Reducing isolation

o Strengthening collaboration and creating communities of practice

o Allowing experienced teachers to provide leadership, thereby strengthening their own practice in turn

o Transitioning teachers from being “students of teaching to teachers of students”

Importance of Induction (cont.)

63

A person-to-person experience that is… A confidential, non-judgmental process which… Ensures novice teacher support and guidance on effective

teaching practice… Based on state, district and school needs and individual

novice needs.

64

Mentoring Is...

Agenda

65




Forward

Planning for Continuous Improvement Through High Quality Professional Learning

Requirements for State-Approved District Training Program (6A:9-8.3)

Have an approved mentoring plan

Provide holders of CEAS 30 weeks of mentoring (in accordance with district mentor plan); observation and evaluation by principal or designee

Provide holders of CE 34 weeks of mentoring (in accordance with district mentor plan); observation and evaluation by principal or designee; provision of formal instruction hours per certificate requirements for holders of CEs

Provide proportionately longer mentoring time for part-time teacher

Mentoring program implemented by mentor teacher, supervised by principal, conducted within the parameters of the district’s plan (9-8.4(a))

If district can’t provide formal instruction to AR provisional teachers, they must provide access to the instruction via a network of Dept –authorized providers.

NJ District Training Program Standards/Requirements

66

Requirements for Local Mentor Plan: Development, Approval, Evaluation (6A:9-8.4)

Plan developed by CSA/Charter School Head

Plan gets initial approval by district board

Implementation of mentor plan is reported annually in QSAC Report

Plan revised every 3 years based on program evaluation and resubmitted to exec. county super. for approval

67

NJ District Training Program Standards/Requirements (cont.)

Requirements for Local Mentor Plan: Content (6A:9-8.4) Experienced teachers give confidential support and guidance to novice

teachers in accordance with the NJ Prof Standards for Teachers Each novice teacher assigned a mentor at the beginning of the contracted

assign. Mentor plan includes in-person contact time between mentor and novice

over course of designated weeks Minimum goals: enhance teacher knowledge and strategies related to

CCCS to facilitate student achievement; improve teaching practice; assist novice teachers in performance of duties and adjustment to challenges of teaching.

Application process for selecting mentor teachers Criteria for mentor teacher selection Provisions for comprehensive mentor training Identification of mentor teacher responsibilities Logistics for plan implementation Consideration of collaborative arrangements with colleges and universities Provisions for the use of State funds Criteria and guidance for the 20-day clinical experience for AR teachers

68

NJ District Training Program Standards/Requirements (cont.)

Minimum Required Mentor Selection Criteria (6A:9-8.4(d))

Certified teacher

At least 3 years experience

Actively teaching in the district

Committed to goals of local mentor plan

Agrees to maintain confidential nature of mentor/novice relationship

Demonstrates exemplary command of content area knowledge and pedagogy

Experienced and certified in the subject area of novice teacher, where possible

Knowledgeable about workplace norms and community being served

Knowledgeable about district resources and opportunities; able to refer novice to same

Submits letters or recommendation

Agrees to complete comprehensive mentor training

NJ Mentor-Selection Criteria

69

NJ no longer allocates state funding for local mentoring program

Requirements for Use of State Funds (6A:9-8.4(e))

Funding based on number of novice teachers per district

Funds must supplement not supplant any federal, state or local funds already appropriated to support a novice teacher mentor program

May be used for stipends for mentor teachers, release time costs, substitute teacher costs, professional development and training costs related to program

70

NJ Funding

Requirements for Provisional Certificate (6A:9-8.2)

Hold a CE or CEAS appropriate to teaching assignment

Accepted offer of employment requiring instructional certificate

Be registered by district in a state-approved district training program upon employment

Candidates pay required mentoring fees if no State funds are available (9-8.4(a)1-2)

Current Requirements

71

Requirements for Evaluation of Provisional Teacher (6A:9-8.6)

Observed by appropriately certified administrative principal or designee authorized to supervise instructional staff

Observed 3 times during first year for purposes of certification

Aligned with NJ Prof Stands for Teachers and reported on State-developed form

First evaluation completed at end of 10 weeks after assuming full-time position

Second evaluation after 10 weeks

Final, summative evaluation at end of 30 weeks by building principal including recommendation for certification

Copy of evaluation provided to novice within 15 days

NJ Educator Accountability

72

Moving from Provisional to Standard Certificate (6A:9-8.7)

Principal makes recommendation for standard cert within 30 days after the conclusion of the district training program; submits directly to Secretary

Principal chooses one of three recommendations: Approved – recommends issuance of standard cert; Insufficient – recommends that the candidate be permitted to participate in a district training program for one more round; Disapproved – recommends that a standard certificate not be issued and that the candidate not be allowed to re-enter another district training program

Candidates who are Disapproved may petition the Board of Examiners for permission to seek provisional employment in another district

NJ Educator Accountability

73

Regulations Components of District Mentoring Plan

Section 1: District Profile

Section 2: Needs Assessment

Section 3: Vision and Goals

Section 4: Mentor Selection

Section 5: Roles and Responsibilities for Mentors

Section 6: Professional Learning Components for Mentors

Section 7: Professional Learning Components for Novices

Section 8: Action Plan for Implementation Section 9: Resource Options Used

Section 10: Funding Resources

Section 11: Program Evaluation

Key Components of District Mentoring Plan

74

Agenda

75




Forward

Planning for Continuous Improvement Through High Quality Professional Learning

Focused on specific curriculum content and pedagogy Collegial design Intensive, sustained and continuous models Linked to formative and summative data on student

learning Supported by coaching, modeling, feedback Connected to the work of school-based teams Integrated into policy and reform (Jaquith, Mindich, Wei, Darling –

Hammond, 2010)

76

Effective Professional Development

77

Learning Organizations: Where people continually expand their capacity to create the results they desire, where new and expansive patterns of thinking are nurtured, where collective aspirations are set free and where people are continually learning to see the whole Together. Peter Senge, the Fifth Discipline

What is a Learning Organization?

they have more opportunities for collaborative engagement around school improvement.

Collaborative teams improve instructional practice and enhance teaching effectiveness.

(National Commission on Teaching and America’s Future, 2010)

78

What Research Tells Us

• Professional learning communities have been found to increase both the individual and group capacity of teachers to improve student learning.

• Student achievement is higher (in mathematics, reading, and science) in schools where teachers report

79

Learning Communities: Professional learning that increases educator effectiveness and results for all students occurs within learning communities committed to continuous improvement, collective responsibility, and goal alignment.

Leadership: Professional learning that increases educator effectiveness and results for all students requires skillful leaders who develop capacity, advocate, and create support systems for professional learning.

Resources: Professional learning that increases educator effectiveness and results for all students requires prioritizing, monitoring, and coordinating resources for educator learning.

Data: Professional learning that increases educator effectiveness and results for all students uses a variety of sources and types of student, educator, and system data to plan, assess, and evaluate professional learning.

Professional Learning Standards

80

Learning Designs: Professional learning that increases educator effectiveness and results for all students integrates theories, research, and models of human learning to achieve its intended outcomes.

Implementation: Professional learning that increases educator effectiveness and results for all students applies research on change and sustains support for implementation of professional learning for long term change.

Outcomes: Professional learning that increases educator effectiveness and results for all students aligns its outcomes with educator performance and student curriculum standards.

Professional Learning Standards

81

• 20 hours of pd per year aligned to PD Standards and Professional Standards

• Content of the plan developed with supervisor through professional development plan

• PDP to include area for development of professional practice : o Derived from evaluation o Aligned to role as member of a collaborative team o As appropriate, an area aligned to school goals o As appropriate, professional development stipulated in statute

or regulation

NOTE: Each teacher must have PDP within 30 instructional days of beginning of their teaching assignment

Individual PD Requirements

Planning for School level Professional Development

82

Developing School Level PD Plan for 2013-14 Utilize current process for PD plan development using

planning templates on NJDOE website Principal/Director retains pd plan Developing PD Plan for 2014-15 Beginning with Next Year’s Planning Cycle:

o Principal oversees plan development for pd that addresses CCCS, school goals and aligns with PD Standards and Professional Standards for Teachers and addresses teacher need as identified through data from evaluation of teachers

o Principal assures that resources are provided to support activities

83

When Planning PD……. Focus on Results

Developing a School-Level Plan

Be driven by state, district and school goals

Use appropriate data to inform professional development decisions (sample ideas) o Standardized, district, school/teacher-made test

scores

o School and student demographics, climate

o Professional development surveys and evaluation data

o Teacher observations, walkthroughs

Be guided by a specific purpose

Build capacity of staff to implement strategies in classrooms with fidelity

84

Planning Should:

Reflection: successes, challenges, connections, impact

Needs Assessment: student achievement definition, adult learning needs connected to student needs

Professional Learning Goals: adult learning goals aligned to student learning goals

Professional Development Opportunities: structures, processes and designs of learning opportunities

Professional Development Resources: sufficiency of resources and incentives for learning

Evaluation: monitoring the impact of professional learning

Professional Development Plan Elements

85

86

Essential Elements of the School-Level PLC

Website: www.nj.gov/education/profdev/pd/teacher

Dedicated e-mail: [email protected]

Mentoring toolkit: http://www.nj.gov/education/njpep/pd/mentor_toolkit/index.html

Learning Forward: www.learningforward.org

New Teacher Center (www.newteachercenter.org)

o Teacher Development Continuum

Just Ask (www.justaskpublications.com)

Resources

87

http://www.nj.gov/education/profdev/pd/teacher


http://www.nj.gov/education/njpep/pd/mentor_toolkit/index.html

http://www.nj.gov/education/njpep/pd/mentor_toolkit/index.html

http://www.learningforward.org/

http://www.newteachercenter.org/

http://www.justaskpublications.com/

The Reflective Educator’s Guide to Mentoring, Hoppey and Dana, Corwin Press, 2007

Mentoring New Teachers, Hal Portner, Corwin Press, 2008

Mentoring Novice Teachers: Fostering a Dialogue Process, Debra Pitton, Corwin Press, 2006

Mentoring as Collaboration, Blank and Kershaw, Corwin Press, 2009

Taking the Lead, Killion and Harrison, NSDC, 2006

Mentoring Matters, Lipton & Wellman, MiraVia, 2003

Teachers Mentoring Teachers, Daresh, Corwin Press, 2003

All JUST ASK publications

Resources (cont.)

Charter School Facility Financing


Introductions Underwriting Charter School

Borrowers: What Lenders Look For

Start-up Bridge Loan Program

Questions

Agenda

TRF’s charter school financing experience: Over $249 million to 76 schools, serving over 36,000 students Serves mid-Atlantic: PA, NJ, DE, MD, NY and DC

The Reinvestment Fund builds

wealth and opportunity for low-wealth people and

places through the promotion of

socially and environmentally

responsible development.

Real Estate Development

Policy Solutions

Business Lines

Lending and Investing

PolicyMap

TRF Profile

5 C’s of Credit

Character (organizational

or management) risk Cash flow (repayment) risk Collateral risk Construction risk Charter risk

Lenders are risk averse

Academic Program

and Performance

Organizational

Capacity

Financial

Management and

Capacity

How do Lenders evaluate potential borrowers?

Facility needs and financing capacity evolve as a school matures

Life cycle of charter school Year 1 - Charter Opens Year 3 - Enrollment

Increases Year 5 - Charter Renews

School 1: Lease

School opens in leased facility Financing options: Leasehold financing

School builds out leased facility (adding gym, more classrooms) Financing options: Leasehold financing, energy efficiency, sub-debt

School expands facility further or exercises purchase option in lease. Financing options: Acquisition, additional perm, energy efficiency, sub-debt

School 2: Lease to Permanent

School operates in leased facility with plans to move into a permanent space in the future Financing options: Leasehold financing

School exercises purchase option or identifies permanent site to purchase Financing options: Predevelopment, acquisition, construction, permanent, sub-debt

School expands facility further, adding more classrooms to accommodate additional grades and adds amenities. Financing options: Additional perm, sub-debt, energy efficiency

School 3: Permanent

School opens in basic facility it or an affiliate partner purchase Financing options: pre-development, construction, mini-perm

School builds out existing facility (adding gym, more classrooms) Financing options: construction, sub-debt, energy efficiency

School expands facility further, adding more classrooms to accommodate additional grades and adds amenities. Financing options: Additional perm, sub-debt, energy efficiency

Start-Up Bridge Loan Program


Purpose: Bridging anticipated per pupil revenues at the start of the school’s operations. Timing: Applications for schools opening in Fall 2013 must be received by June 1, 2013. Loan Terms: - Principal of up to $250,000 - 7%, fixed rate - Term of less than one year

Bridge Loan Program Guidelines

Loan Criteria:

- Experience of founding team, board, and school leadership

- Staff recruitment strategies

- Demonstrated demand

- Enrollment and waiting list - Strong 2013-2013 budget

and monthly cash flow projections


2013-2014 Budget supports a debt service coverage ratio of at least 1.4x

Cash flow projections

demonstrate the school’s need for the bridge loan and support the Principal Reduction Schedule


Closing Conditions:

Evidence of final charter approval and full compliance with charter requirements

Evidence of facility control Organizational documents,

including articles of incorporation, bylaws, and evidence of 501c3 status

Other closing due diligence items (general liability and business risk insurance)


Questions?

To apply for charter school financing from TRF or for more information, please contact: Molly Melloh, Loan Officer [email protected] 215-574-5892 Elizabeth Frantz, Credit Analyst [email protected] 215-574-5811 www.trfund.com

TRF Contact Information



http://www.trfund.com/

Charter School Program Grants


Implementation 1 FY 14

Information Session Charter School Program Grant Monday 25, 2013


Introduction

Matt Craig Project Director [email protected].

us Office: 609-292-3284 Cell: 609-815-5873




Agenda Introduction

Grant Purpose and Eligibility

Key Forms

Project Design

Budget Considerations

Next Steps


Grant Purpose and Eligibility

Overarching Goal To increase the number of “High Quality”

charter school seats

Purpose of the Competition To increase the number of data driven,

highly effective and efficient charter schools in NJ

Who is Eligible?


Project Design

3 Goals 1. To increase data driven instruction and

decision making by teachers and administrators over the next two years.

2. To expand the academic program and resources of the school over the next two years.

3. To increase the organizational capacity of the school over the next two years.


Goal 1 To increase data driven

instruction and decision making by teachers and administrators over the next two years.

Professional

development on collecting and analyzing data on student academic growth and/or using data to guide and improve student achievement

Purchasing technology that makes collecting and utilizing data easier and more efficient

Training on how to use relevant technology

Goal 2 To expand the

academic program and resources of the school over the next two years.

Stipends for teachers

or curriculum staff to align curriculum to the Common Core State Standards

Professional

Development on the Common Core State Standards

Academic resources

for supporting student growth (Textbooks, manipulatives, etc.)

Goal 3 To increase the

organizational capacity of the school over the next two years.

Costs associated with

creating and implementing office functions

Costs associated with

the installation of computers, data systems, networks, and telephones

Purchasing School

Board evaluation tools


Project Design Forms: Abstract Statement of Need (15 points) Project Description (20 points) Goals, Objectives and Indicators

(Two Years) (20 points) Activity Plan (One Year) (20 points) Organizational Commitment and

Capacity (15 points)


Next Steps

Application Due Date: TBA

Visit

http://www.nj.gov/education/chartsch/grants5.htm

All Eligible schools will receive an update when the

NGO is released


http://www.nj.gov/education/chartsch/grants5.htm

Preparing for the Charter School Visit


PREPAREDNESS Forewarned, forearmed;

to be prepared is half the victory. Miguel de Cervantes

THE PREPAREDNESS VISIT

An opportunity for the approved applicant to demonstrate that there is the leadership and organizational capacity to open, that the founding group is prepared to serve public

school students and that everyone is ready for teaching and learning on day one.

Failure to demonstrate preparedness and to meet legal obligations prior to the school’s opening can have serious

consequences, including refusal of final charter authorization.


Preparedness Visit Definition

“Preparedness visit” means the on-site inspection by Department personnel that gauges readiness for school opening. The preparedness visit shall include a review of program, facility, and fiscal documentation and interviews with board of trustee members and staff members of the proposed charter school to assess organizational leadership and capacity.


N.J.A.C. 6A:11-2.1(i) Required Documentation: 1. A directory of the current members of the

board of trustees

2. The bylaws of the board of trustees

3. The Certificate of Incorporation (ASAP)

4. The Federal Employer Identification Number 5. The Credit Authorization Agreement for Automatic Deposits


Required Documentation (cont.): 6. The lease, mortgage or title to its facility dated

and signed by landlord/seller and charter school representative

7. The certificate of occupancy for "E" (education) use issued by the local municipal enforcing official at N.J.A.C. 5:23-2

8. The sanitary inspection report with satisfactory rating

9. Fire inspection certificate with "Ae" (education) code life hazard use at NJAC 5:70-4


Required Documentation (cont.): 10. An organizational chart and a list of the lead

person, school business administrator, teachers and professional support staff including required certifications and criminal background check status

11. A budget summary, budget narrative, and cash flow statement for the following fiscal year, based on the most recent enrollment projections


12. Evidence of a uniform system of double-entry bookkeeping that is consistent with generally accepted accounting principles (GAAP).

13. The resolution of the board of trustees naming the Affirmative Action Officer, the Section 504 Officer and the Title IX Coordinator

14. Evidence of enrollment of at least 90% of approved maximum enrollment, as verified by student registrations signed by parent/guardian(s)

Required Documentation (cont.):


15. Documentation that ensures compliance with all applicable Federal and State regulations and statutes

Required Documentation (cont.):


Recommendations

THE BOARD OF TRUSTEES: Diverse skills including financial, managerial, and administrative areas as well as educational expertise. Leadership by founders as skilled at running a school as articulating a vision. Clear understanding of roles and responsibilities. Clear understanding of the New Jersey charter landscape. Knowledgeable about New Jersey charter law and regulations. Some resources: http://www.charterschooltools.org/tools/BoardGovernanceTrainingManual.pdf http://www.robertsrules.com/


http://www.charterschooltools.org/tools/BoardGovernanceTrainingManual.pdf

http://www.robertsrules.com/

Suggested Role of Board Members Keep the mission and purpose of the charter school clearly in focus Select, support and review the School Leader Ensure effective organizational planning Ensure adequate resources and manage them effectively Determine, monitor and strengthen the programs and services Enhance the school’s public standing Ensure legal and ethical integrity and maintain accountability Recruit and orient new board members and assess board

performance


By-Laws Bylaws are the document that governs the activities of the board.

In drafting its bylaws, the board of trustees should take the school’s mission and educational philosophy into account, review examples of board bylaws from other charter schools, and consult other sources

(e.g., http://smartercharter.ctsfla.com/uploads/Charter_School_By_Laws_Sample.pdf) Charter school boards must comply with state law and regulations

including the School Ethics Act (N.J.S.A. 18A:12-22 et seq.)

We strongly encourage each board of trustees to review their proposed bylaws with the board’s own legal counsel.


http://smartercharter.ctsfla.com/uploads/Charter_School_By_Laws_Sample.pdf

By-Laws Bylaws must now include:

Streamline Tenure Policy (N.J.A.C. 6A:11-6.2)- policies must lay out acquisition and dispute procedures

Teacher Evaluation Policy (N.J.A.C. 6A:10-1.1)- policies must define

each school’s individual evaluation policies and procedures


http://www.state.nj.us/treasury/taxation/pdf/pubs/exemptfaq.pdf To become incorporated in New Jersey, your organization needs to file

a certificate of incorporation (and pay the fee) with the New Jersey Division of Revenue, Corporate Filing Unit

FEDERAL EMPLOYER IDENTIFICATION NUMBER AND FEDERAL EXEMPTION Internal Revenue Service Phone: 1-800-829-3676 to request forms and publications 1-866-816-2065 to apply for a Federal Employer Identification Number 1-877-829-5500 (IRS Exempt Organization Unit) to talk to an IRS

Representative Web site: www.irs.gov

The Certificate of Incorporation (ASAP)

The Federal Employer Identification Number


http://www.state.nj.us/treasury/taxation/pdf/pubs/exemptfaq.pdf

http://www.irs.gov/

The Credit Authorization Agreement for Automatic Deposits

http://www.state.nj.us/treasury/omb/forms/index.shtml


http://www.state.nj.us/treasury/omb/forms/index.shtml

Facilities: These items must be complete prior to June 30. The sooner the better!

The lease, mortgage or title to the facility: Difficult and lengthy. Changing facilities at the last minute is a red flag. The certificate of occupancy for "E" (education) use: Even if previously used for religious education, need the “E” use. Leave enough

time. The sanitary inspection report with satisfactory rating: Getting the inspector to come may take time. Fire inspection certificate: Getting the inspector to come will take time. Must be municipal. The County Office must sign off on the facility and may not be available at

the same time as the preparedness visit.


An organizational chart:

Key personnel should be in place. School Lead Person and School Business

Administrator, at the least, should be available during the visit.

Although it is not expected that the full faculty will have been hired, substantial progress should have been made. Less than 50% of teachers hired is a red flag.

A substantive, realistic and timely plan should be in place to hire faculty and staff.

Yes, it is difficult to hire staff when you have no funds and are not fully certain you will open. Be aware of the obstacles and have a plan to overcome them.


Fiscal Requirements

Evidence of a uniform system of double-entry bookkeeping that is consistent (GAAP). Note: System must be installed and operational.

Be aware that not all SBA’s are familiar with charter schools and charter school requirements. Do your due diligence in hiring an SBA.

Start up for the financial management of a charter school takes a great deal of time. Although a part-time SBA may be sufficient over time (with someone on site to do day-to-day tasks) start up will require more time.

It is the 21st century. Reporting in all sectors is electronic. Make sure that your staff is computer savvy and that your equipment is up to date.


The resolution of the board of trustees naming the Affirmative Action Officer, the Section 504 Officer and the Title IX Coordinator.

• One person can have more than one role, however, that person does need to be knowledgeable about what the statutes are and what their role as that officer will be. This is especially true for Section 504. • You should also be thinking about who will be your district anti-bullying coordinator and anti-bullying specialist (can be the same person).

Evidence of enrollment of at least 90% of approved maximum enrollment, as verified by student registrations signed by parent/guardian(s).

90% of enrollment (based on approved application). DOE needs: signed registration forms as well as 2 documents

demonstrating proof of residency (lease, mortgage, utility, bank statement, etc.).

Failure to accomplish this with the appropriate documentation is often the reason a charter school does not open. It is during the enrollment process that you need to build a positive relationship with your district(s) of residence.

You need to plan on how you will obtain all of the records of your enrolled students.

PLUS! Be prepared to show plans for your

Special Education students and English Language Learners Identification Records Administration and Staff Academic Program


ORGANIZATION! Having everything ready, accessible and

easy to identify shows the OCS a competent operating team (hint).

Pulling papers with the name of another school out of vaguely marked file folders is a red flag.


Reach out to DOE: Ask questions Network Identify resources Make friends Make us proud

High academic achievement! Healthy finances! Good governance! Report accurately and ON TIME!!


march 25, 2013 agenda - state

Documents